On Settler Notions of Social Justice: The Importance of Disrupting and Displacing Colonising Narratives

Daniels-Mayes, Sheelagh; Harwood, Valerie; Murray, Nyssa

doi:10.1007/978-3-030-26484-0_3

Cited by 8 publications

(3 citation statements)

References 23 publications

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“…Collaborative teaching teams that include both Indigenous and non-Indigenous staff can be a strategy for sharing the load. Our understanding of genuine collaboration aligns with others who have published on their experiences: non-Indigenous staff must be prepared to interrogate their own subjectivity and accept that this work is personal for everyone, not only for Indigenous staff (Daniels-Mayes et al, 2019;Brown et al, 2021).…”

mentioning

confidence: 56%

“…As Uncle Victor Hart (2003, p. 15) writes, “The role of teaching for Aboriginal academics is not confined to being merely a professional vocation. For many it is a cultural and traditional practice of resistance to colonialism and bourgeois ideology and practice which is performed at the same time as having to act within those paradigms.” As we noted above, there is also good reason for non-Indigenous staff to understand their own personal connections and responsibilities, constituted in different ways and to different communities, in teaching this kind of subject (Daniels-Mayes et al. , 2019).…”

Section: Discussionmentioning

confidence: 99%

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Aboriginal knowledge, the history classroom and the Australian university

Musgrove

Wolfe

2021

HER

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PurposeThis article considers the impact of competing knowledge structures in teaching Australian Indigenous history to undergraduate university students and the possibilities of collaborative teaching in this space.Design/methodology/approachThe authors, one Aboriginal and one non-Aboriginal, draw on a history of collaborative teaching that stretches over more than a decade, bringing together conceptual reflective work and empirical data from a 5-year project working with Australian university students in an introductory-level Aboriginal history subject.FindingsIt argues that teaching this subject area in ways which are culturally safe for Aboriginal and Torres Strait Islander staff and students, and which resist knowledge structures associated with colonial ways of conveying history, is not only about content but also about building learning spaces that encourage students to decolonise their relationships with Australian history.Originality/valueThis article considers collaborative approaches to knowledge transmission in the university history classroom as an act of decolonising knowledge spaces rather than as a model of reconciliation.

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confidence: 56%

Section: Discussionmentioning

confidence: 99%

Aboriginal knowledge, the history classroom and the Australian university

Musgrove

Wolfe

2021

HER

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“…Their prepared speaking notes included the school's perspective on roadblocks to attendance and recommendations. The team was conscious that their recommendations be framed by recognition of privilege, as they were increasingly aware that many Aboriginal and Torres Strait Islander students railed against practices and expectations they saw as assimilation (Daniels-Mayes, 2017;Daniels-Mayes et al, 2019). There was a distinct power imbalance in this analysis and the staff understood that they needed to be mindful of and review their own beliefs and practices (Bishop et al, 2021;Durey & Thompson, 2012).…”

Section: Conflicting Approaches To Improving Attendancementioning

confidence: 99%

Systemic racism, a prime minister, and the remote Australian school system

Cornelius¹,

Cornelius-Bell²

2022

Preprint

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Remote Australian schools face complex contextual issues due to systemic and enduring disadvantage. The structures and systems put in place to support and provide advantage for Indigenous Australians continually fail to meet their mark due to colonial structures, policies and inability to understand remote contextual demands. In South Australia, the context of this paper, systemic disadvantage disproportionately affects Indigenous people. This article explores the contemporary colonial landscape of a remote school context, provides background on the colonial institutions which shape the interactions and services provided to people in remote Australian areas, and provides two empirical examples of the contemporary, structural, and harmful influence of policy and political figures in a remote school. By examining the politics of being a school leader, the policy background for remote Australian schools, and the unique challenges of position both in policy and physical terms, we show how contemporary racism structures and conditions the lives of young people in remote contexts today.

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Killing the Indigene: Interrogating the Support of First Nations’ Diversity in the Modern University

O'Sullivan

2020

Strategies for Supporting Inclusion and Diversity in the Academy

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On Settler Notions of Social Justice: The Importance of Disrupting and Displacing Colonising Narratives

Cited by 8 publications

References 23 publications

Aboriginal knowledge, the history classroom and the Australian university

Aboriginal knowledge, the history classroom and the Australian university

Systemic racism, a prime minister, and the remote Australian school system

Killing the Indigene: Interrogating the Support of First Nations’ Diversity in the Modern University

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