Unsettling the Reason of Time: Indigenist Epistemology and the Child in the Australian Curriculum

Autor/inn/en	Kelly, Stephen; Rigney, Lester-Irabinna
Titel	Unsettling the Reason of Time: Indigenist Epistemology and the Child in the Australian Curriculum
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 3, S.386-404 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelly, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2021.2019889
Schlagwörter	Epistemology; Indigenous Populations; Foreign Countries; Land Settlement; Ethnocentrism; History; Personal Autonomy; Time Perspective; Cultural Influences; Indigenous Knowledge; Curriculum Development; Story Telling; Singing; Teaching Methods; Colonialism; Australia + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Sinti und Roma; Ausland; Siedlungsraum; Ethnozentrismus; Geschichte; Geschichtsdarstellung; Individuelle Autonomie; Zeitbezug; Cultural influence; Kultureinfluss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gesang; Teaching method; Lehrmethode; Unterrichtsmethode; Kolonialismus; Australien
Abstract	Colonial settler societies' differing concepts and experiences of time entangle in enactments of curriculum knowledge and the governing of human subjects. This article examines how an Anglo-Eurocentric historical representation of time is used as a principle of reason to establish the conditions of epistemic progress through the curriculum and culturally accounts for human agency, a teleological understanding of human development, and representations of the individual as a subject of knowledge. Here we question how representations of temporality are deployed in curricula to problematise human potential and the subjectification of individuals through the promise of securing human flourishing. We connect this discussion to the way people of the First Nations of Australia report their understanding of time as a principle to order an immanent experience of materiality, recurrence and becoming. This dialogue foregrounds how differing cultural conceptions of time establish conditions of possibility for experiencing and understanding the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01