Education for reconciliation? Understanding and acknowledging the history of teaching First Nations content in Victoria, Australia.
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| Title: | Education for reconciliation? Understanding and acknowledging the history of teaching First Nations content in Victoria, Australia. |
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| Authors: | Hradsky, Danielle1 (AUTHOR) danielle.hradsky@monash.edu |
| Source: | History of Education. Jan 2022, Vol. 51 Issue 1, p135-155. 21p. 1 Graph. |
| Subject Terms: | *Education of Aboriginal Australians, *Education of Torres Strait Islanders, *Cultural studies, *Curriculum, Reconciliation |
| Geographic Terms: | Australia |
| Abstract: | Contemporary Australian curricula require teachers to promote reconciliation through the teaching of Aboriginal and Torres Strait Islander histories, cultures and languages. Engaging with First Nations knowledges and histories in education comes with a very complex and historically layered legacy. This paper examines the role of education in the ongoing process of colonisation by critically analysing historical and contemporary documents prescribing what Victorian students should learn about First Nations peoples, histories and cultures. These documents are discussed in the context of relevant events and policies, from the Terra Nullius ideologies that dominated curricula until the 1960s, through the growing agenda of self-determination in the 1970–1980s, and into the current swinging pendulum of political agendas. It is argued that contemporary curricula and policies promote reconciliation without embracing the necessary social justice and decolonising ideologies. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Contemporary Australian curricula require teachers to promote reconciliation through the teaching of Aboriginal and Torres Strait Islander histories, cultures and languages. Engaging with First Nations knowledges and histories in education comes with a very complex and historically layered legacy. This paper examines the role of education in the ongoing process of colonisation by critically analysing historical and contemporary documents prescribing what Victorian students should learn about First Nations peoples, histories and cultures. These documents are discussed in the context of relevant events and policies, from the Terra Nullius ideologies that dominated curricula until the 1960s, through the growing agenda of self-determination in the 1970–1980s, and into the current swinging pendulum of political agendas. It is argued that contemporary curricula and policies promote reconciliation without embracing the necessary social justice and decolonising ideologies. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0046760X |
| DOI: | 10.1080/0046760X.2021.1942238 |
