Forts, Colonial Frontier Logics, and Aboriginal-Canadian Relations

Donald, Dwayne

doi:10.1007/978-94-6091-687-8_7

Cited by 44 publications

(37 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite the hegemony of this liberal ethical approach, some have problematized its organizing assumptions, suggesting that it narrows possibilities for relationality across difference (Donald, 2012;Gaztambide-Fernández, 2012;Kuokkanen, 2008); denies marginalized communities resources and opportunities to create and lead their own visions for education, development, and change (Battiste, 2013;Gandhi, 2011;Kapoor, 2014;McEwan, 2008;Spivak 2004); and reproduces civilizational hierarchies that invalidate non-Western knowledge traditions, modes of social organization, and forms of subjectivity and relationality (Andreotti, 2011;Nandy, 2000;Santos, 2007).…”

Section: Liberal Approaches To Global Ethicsmentioning

confidence: 99%

Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada

Stein

Andreotti

Suša

2019

Canadian Journal of Higher Education

View full text Add to dashboard Cite

Internationalization continues to be a priority within many Canadian universities. While it is imperative to attend to the ethical dilemmas that accompany the intensification of internationalization, different ethical frameworks operate according to different orientating assumptions. In this paper, we seek to pluralize and deepen conversations about the ethics of internationalization by illustrating how three global ethics approaches address questions of international student mobility, study and service abroad, and internationalizing the curriculum. We conclude by emphasizing the need for both scholars and practitioners to engage in multi-voiced, critically-informed analyses, and dissensual conversations about complex ethical dilemmas related to internationalization. Résumé Beaucoup des universités Canadiennes donnent la priorité à l'internationalisation. Bien qu'il faut considerer les dilemmes éthiques qui suivent l'intensification de l'internationalisation, il faut dire que des divers cadres éthiques suivent des divers hypothèses fondamentales. Dans cet article, nous cherchons de diversifier et d'approfondir les conversations sur l'éthique de l'internationalisation; nous illustrons comment trois approches éthiques répondent aux questions de mobilité des étudiants internationals, des études/l'aide internationals, et l'internationalisation du programme. Nous

show abstract

Section: Liberal Approaches To Global Ethicsmentioning

confidence: 99%

Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada

Stein

Andreotti

Suša

2019

Canadian Journal of Higher Education

View full text Add to dashboard Cite

show abstract

“…Textbook producers need to critically engage with dominant culture narratives (Tuck & Fine 2007). For example, White peoples need to overcome their/our ‘deeply learned habits of disregard’ for the experiences of Indigenous peoples (Donald 2011, 91). There is no simple tool kit or check list for this work (Rogers Stanton 2014).…”

Section: Resultsmentioning

confidence: 99%

Who is Australian? National belonging and exclusion in Australian history textbooks

Moore

2020

Review of Education

View full text Add to dashboard Cite

Although multiculturalism replaced the White Australia Policy in the 1970s, the Australian nation continues to be imagined predominantly as a White space from which Aborigines, Torres Strait Islanders and peoples of non‐White immigrant heritage are excluded. Whereas White people's positioning as Australian is secure and taken for granted, non‐White people’s Australianness is fraught and tentative. In this article, I employ critical whiteness studies to explore the reproduction of racialised categories of national belonging and exclusion. Using textbooks as records of dominant narratives, I examine how Australian history narratives in secondary school textbooks produce and maintain the White solipsism which enables the nation to be imagined as White. From a sample of 16 texts released this century by a leading Australian publisher of secondary school textbooks, I excluded 10 which duplicated the content of other texts or did not cover my chosen focus: narratives of the Australia gold rushes and national identity. I conducted iterative critical discourse analysis on the remaining six texts. My analysis shows that, despite explicit attempts to improve textbook content, implicitly White solipsism is reinforced rather than disrupted. This functions to uphold constructions of the nation as White, excluding Aborigines, Torres Strait Islanders and peoples of non‐White immigrant heritage from national belonging. Further work is needed to ensure history narratives interrupt and contest White solipsism and its attendant privileging of White Australians. Educators raised in White societies need to recognise their likely enculturation in White solipsism and learn to avoid unintentionally reinscribing categories of national belonging and exclusion.

show abstract

“…(Manitoba Indian Brotherhood, 1974) among many others who have since offered important critiques on the representation of Indigenous Peoples and national myths. Recently, Cree scholar Dwayne Donald (2011) pointed out that because "the significance of colonialism as a social, cultural, and educative force has not yet been meaningfully contemplated" both the historic and contemporary "learned habits of disregard" (p. 91) continue to persist despite efforts at educational reform.…”

Section: Unsettling Historiesmentioning

confidence: 99%

Untitled

2014

HEJ

View full text Add to dashboard Cite

show abstract

Forts, Colonial Frontier Logics, and Aboriginal-Canadian Relations

Cited by 44 publications

References 11 publications

Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada

Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada

Who is Australian? National belonging and exclusion in Australian history textbooks

Untitled

Contact Info

Product

Resources

About