I Still Call Australia Home: Indigenous Belonging and Place in a White Postcolonizing Society

Moreton‐Robinson, Aileen

doi:10.4324/9781003087298-3

Cited by 67 publications

(43 citation statements)

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“…This text differs from previous research on multiculturality and ATSI affairs in Australia, which argued that that ethnic minorities have been excluded from debates about ATSI affairs (Cohen, 2003;Rolls, 2014). Moreton-Robinson (2003) discussed in relation to the notion of belonging in Australia that "the dominant institutions such as law and governments, and their epistemologies, remain anglicised" (Moreton-Robinson, 2003, p. 27). She added that the "right to be here and the sense of belonging it creates are reinforced institutionally and socially; personal profound sentiment is enabled by structural conditions" (Moreton-Robinson, 2003, p. 37).…”

Section: Discussionmentioning

confidence: 99%

Untitled

2020

AJTE

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Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multilayered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzaldúa's Coyolxauqui imperative and Martin's Relatedness theory are used to analyse the structural conditions that framed the epistemological challenges that I encountered. I suggest a process to support international pre-service teachers who are ethnic minorities to assume a position in relation to these policies. Recommendations for potential further research are outlined.

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Section: Discussionmentioning

confidence: 99%

Untitled

2020

AJTE

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“…In 2016, 35.7 per cent of the Gold Coast population earned somewhere between negative income and up to A$499 per week (City of Gold Coast 2019b). Aileen Moreton-Robinson (2003) also reminds us that ownership over space is another condition of a coloniser/migrant's belongingthat is, a sense of ownership that is racially preconditioned, but also ownership of land, property and businesses. However, many Gold Coast locals do not enjoy assets that might anchor them to one spot in space.…”

Section: The Gold Coastmentioning

confidence: 99%

Lost in space

Palmer

2020

QRE

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The Gold Coast is a multiply liminal space, often represented throughout mainstream media as a holidayworld in which to escape everyday life and structured work routines. Represented as a tourist destination and space for transitions – as a space in which to get lost or lose one’s self – Gold Coast locals are misrepresented as everyday tourists, criminals and dole bludgers, essentially wanderers floating around and through the city limits. Local literary fictions capture this sense of alienation among Gold Coast locals. Georgia Savage’s The House Tibet (1992), in particular, complicates local wandering, with the text representing her runaway protagonists not as living a leisurely existence but rather experiencing the idea of homemaking as a kind of labour necessitated by socioeconomic disadvantage. In this realist narrative, Savage’s depiction of adolescent homelessness advances under-represented views of the multifaceted city while dispelling tourist myths about the Gold Coast as a youthfully unburdened site. Meanwhile, the disenfranchised boys of Amy Barker’s Omega Park (2009) see themselves as aliens in their home city and wander as a means of distancing themselves from a place in which they are trapped. This interdisciplinary investigation of narratives of wandering on the Gold Coast reveals belonging as a dynamic process of placemaking and homemaking, and a privilege of post-colonial habitation and socioeconomic comfort.

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“…Yet Indigenous children affected by segregation maintained Indigenous knowledge without attaining what is perceived as sufficient Western cultural capital to negotiate with white Australian society (see Malin and Maidment, 2003). Thus, as Aileen Moreton-Robinson highlights, ‘in effect colonisation produced multiple contexts that shaped the construction of Indigenous subjectivities, which were and are positioned within discursive formations of history relative to a particular space, country and time’ (2003: 23). Consequently, the implications of the forced removal of generations of Indigenous children are mirrored by the effects of segregation policies for those children who remained on their homelands with culture and language, but who, as a result, were often denied access to mainstream education.…”

Section: Indigenous Education Policy Vs Indigenous Student Realitiesmentioning

confidence: 99%

Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum

Brown

2018

Journal of Sociology

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In this article, I argue that settler colonial violence is manifest both in the experiences of Indigenous young people in their engagement with the education system, and in the fact that despite a decade of targeted efforts to close the gap in Indigenous educational ‘disadvantage’ – it still remains. Drawing on a small qualitative study undertaken with Indigenous high school students from across New South Wales, Australia, this research reveals that the dismissal of Indigenous knowledge, stories and perspectives within the classroom is reflective of the broader absence in education policy of a critical engagement with the past and how it impacts both the present and the future. Before concluding, I bring settler colonial theory in relation to sociologist Johan Galtung’s conceptualisation of violence to put forward a complex reading of Indigenous educational disadvantage as a product of colonial dispossession.

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I Still Call Australia Home: Indigenous Belonging and Place in a White Postcolonizing Society

Cited by 67 publications

References 0 publications

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Lost in space

Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum

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