Education for Reconciliation? Understanding and Acknowledging the History of Teaching First Nations Content in Victoria, Australia

Autor/in	Hradsky, Danielle
Titel	Education for Reconciliation? Understanding and Acknowledging the History of Teaching First Nations Content in Victoria, Australia
Quelle	In: History of Education, 51 (2022) 1, S.135-155 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hradsky, Danielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2021.1942238
Schlagwörter	Educational History; Educational Policy; Conflict Resolution; Indigenous Populations; Pacific Islanders; Ethnic Groups; Role of Education; Foreign Policy; Ideology; Self Determination; Educational Change; Social Justice; Political Influences; Foreign Countries; Textbooks; Moral Values; Whites; Racial Bias; Land Settlement; Australia + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Conflict solving; Konfliktlösung; Konfliktregelung; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Bildungsauftrag; Außenpolitik; Ideologie; Selbstbestimmung; Bildungsreform; Soziale Gerechtigkeit; Political influence; Politischer Einfluss; Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Moral value; Ethischer Wert; White; Weißer; Racial discrimination; Rassismus; Siedlungsraum; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01