Australian Postcolonial Trauma and Silences in Samson and Delilah

Gook, Ben

doi:10.1007/978-3-319-41024-1_8

Cited by 2 publications

(1 citation statement)

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“…For example, one of the key strategies of settler colonialism is the circulation of its “creation story”, that “conceal[s] the teleology of violence and domination that characterise settlement” (p. 74). As Gook (2017, p. 170) has explained, this means that in the story of the settler colonial nation, colonisation is framed as a moment of birth rather than destruction. At the same time as being focused on the production of the past, settler colonialism is also oriented in a particular relation to the future, or more specifically, is invested in its own futurity, that is; “the continued and complete eradication of the original inhabitants of contested land” (Tuck and Gaztambide-Fernández, 2013, p. 80).…”

Section: History Curriculum Ontology and Nation-buildingmentioning

confidence: 99%

Ontology, sovereignty, legitimacy: two key moments when history curriculum was challenged in public discourse and the curricular effects, Australia 1950s and 2000s

Keynes

Marsden

2021

HER

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PurposeThe purpose of this paper is to examine the ways that history curriculum has worked to legitimise dispossession through narratives that elide questions of Indigenous sovereignty, and which construct and consolidate white settler identity and possession.Design/methodology/approachThe paper uses two case studies to compare history education documentation and materials at key moments where dominant narratives of settler legitimacy were challenged in public discourse: (1) the post-war humanitarian agenda of fostering “international understanding” and; (2) the release and educational recommendations of the 1997 Bringing them Home Report.FindingsThe paper shows that in two moments where narratives of settler legitimacy were challenged in public discourse, the legitimacy of settler possession was reiterated in history curricula in various ways.Practical implicationsThis research suggests that the prevailing constructivist framework for history education has not sufficiently challenged criticisms of the representation of Aboriginal history and the history of settler-colonialism in the history syllabus.Originality/valueThe paper introduces two case studies of history curriculum and shows how, in different but resonant ways, curricular reforms worked to bolster the liberal credentials of the settler state.

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Section: History Curriculum Ontology and Nation-buildingmentioning

confidence: 99%