Examining invasion and possession narratives through Asia-related history.

Autor/in	Cairns, Rebecca
Titel	Examining invasion and possession narratives through Asia-related history.
Quelle	Aus: Cairns, Rebecca (Hrsg.); Fricker, Aleryk (Hrsg.); Weuffen, Sara (Hrsg.): Decolonising Australian history education. Fresh perspectives from beyond the 'history wars'. London, England: Routledge, Taylor & Francis Group (2024) S. 159-175 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 173-175
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-1-003-43561-7; 978-1-032-56454-8; 978-1-032-56455-5; 978-1-040-04905-1; 978-1-040-04907-5
DOI	10.4324/9781003435617-10
Schlagwörter	Curriculum; Geschichte (Histor); Geschichtsschreibung; Geschichtsunterricht; Entkolonialisierung; Eurozentrismus; Indianer; Indigenes Volk; Asien; Australien
Abstract	This chapter explores some approaches History educators can use for decolonising Asia-related Australian history. First, it problematises the way 'Asia' has traditionally been imagined by the Eurocentric knowledge production practices described as West as method. First, it introduces Taiwanese Cultural Studies scholar Chen Kuan Hsing's conceptualisation of Asia as method and deimperialisation and offers some analytic tools for reflecting on the historical imagination of 'Asia' and the extent to which the agency and diversity of historical actors in and from Asia are recognised through historical narratives, sources, and the Australian Curriculum: History. Second, it draws on Goenpul scholar and Indigenous rights activist Aileen Moreton-Robinson's conceptualisation of possessive logics. Using anti-Chinese propaganda images, this chapter also illustrates how the analysis of historical sources representing an explicit invasion narrative based on white Australians' fears about 'Asian invasion' can be used to critically reflect on the implicit possession narrative that maintained the erasure of First Nations sovereignty.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2025/1