Identity and identification: Aboriginality from the Spanish Civil War to the French Ghettos

Castejon, Vanessa

doi:10.22459/ph.09.2010.11

Cited by 3 publications

(2 citation statements)

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“…Explanations of student resistance, such as labelling this behaviour as arising in institutional and personal “racism” is descriptive of what occurs but does not enable or foster a view of how such behaviour and attitudes may be changed. While the reasons NI people engage with Indigenous history have been suggested in terms of an ethical compulsion (Maddison, 2009) and/or having personal experiences that have a similarity to Indigenous experiences of dispossession (Castejon, 2010), it is rare that people clearly articulate (or even acknowledge) reasons why they resist Indigenous history; rather the simple response is to deny it and/or deny its accuracy or relevance.…”

Section: The Constructions Which Shape Student Learningmentioning

confidence: 99%

Engaging non‐indigenous students in indigenous history and “un‐history”

O’Dowd

2012

History of Education Review

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PurposeThe purpose of the paper is to analyse non‐indigenous student resistance to indigenous history and to improve non‐indigenous students’ engagement with indigenous history.Design/methodologyThe paper, based on praxis, is a theoretical discussion of the reasons for non‐indigenous student resistance to indigenous history.FindingsThe paper argues that non‐indigenous imaginings of national self creates indigenous history into a “un‐history” (a history that could not be). The paper suggests non‐indigenous teachers of indigenous history may undertake a broader perspective to prepare students for indigenous history, including fostering a critical appreciation of histiography, Australian colonial art, literature and popular culture, to enable a critical understanding of the national imagining of Australians (as non‐indigenous) in order to enable engagement with indigenous history.Research limitations/implicationsThe paper's focus and findings do not presume relevance to indigenous educators of indigenous history, as previous research has shown non‐indigenous students’ reactions to an indigenous educator may differ from an to a non‐indigenous educator.Originality/valueThe paper moves beyond discussions about content of indigenous history to issues of resistance and engagement found amongst non‐indigenous students with regard to indigenous history. The paper suggests a twenty‐first century political approach where there is non‐indigenous ownership of the shared history in (indigenous) Australia history, enabling indigenous history to move from the periphery to the centre of Australian colonial history.

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Section: The Constructions Which Shape Student Learningmentioning

confidence: 99%

Engaging non‐indigenous students in indigenous history and “un‐history”

O’Dowd

2012

History of Education Review

View full text Add to dashboard Cite

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“…In Passionate Histories, Vanessa Castejon wrote of how as a French scholar in Australia she had often been accused of exoticism because of the colonial past of her country (Castejon, 2010). People in Australia, she observed, tried to define her, impose an identity on her, and tell her whether she was French or Spanish (because of her origins).…”

Section: Introduction: 'Ngapartji Ngapartjimentioning

confidence: 99%