Australian Indigenous Studies
Research and Practice
Terry Moore, Carol Pybus, Mitchell Rolls and David Moltow
This book provides a guide to research and teaching in an Australian Indigenous Studies that is oriented toward the diverse, contemporary world. Central to this perspective is a sensibility to the intercultural complexity of that world – particularly its Indigenous component – and an awareness of the interactional capabilities that the Indigenous (and others) need to successfully negotiate it. These capabilities are important for facilitating Indigenous peoples’ goal of equality as citizens and recognition as Indigenous, a goal which this book seeks to address.
The Indigenous Studies presented in this book rejects as unproductive the orientation of orthodox Indigenous Studies, which promulgates the retention of old cultures, positive stereotypes, binary oppositions and false certainties. It adopts a more dialogical and process-oriented approach that highlights interactions and relationships and leads to the recognition of cultural and identity multiplicity, intersection and ambiguous difference.
The book covers key topics such as ancestral cultures, colonisation and its impacts, identity politics, interculturality, intersectionality, structural marginalisation, unit development and teaching complexity. The focus of the book is the development of a sensibility that can shape readers’ perceptions, decisions and actions in the future and guide teachers in their negotiation of intercultural classroom relationships.
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- Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien, 2017. VI, 286 pp.
- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Contents
- Emerging critique of orthodox Indigenous Studies
- An intercultural Indigenous Studies: Key principles
- Intercultural Indigenous Studies: Aims
- The structure of the book
- Concluding remarks
- References
- Introduction
- Education to the mid-twentieth century
- The self-determination era (1970s–2000s)
- Accommodation of Indigenous needs in education
- The culture of ‘the culture way’
- Contemporary Indigenous Studies
- Conclusion
- References
- Introduction
- Precolonial cultures, societies and identities
- Economy/Technology
- Social and political organisation
- Spirituality/the Dreaming/the Law
- Spirituality/the Dreaming
- Spirituality/the Dreaming/the Law
- Social and political structure
- Resource management and technology
- Macrozamia nut preparation
- Dugong hunting
- Commonalities and differences
- The Tasmanians
- Human universals
- References
- Introduction
- The moving frontier (1800s–1930s)
- The protection era (c.1860s–1890s)
- Coercive segregation (late 1890s into the twentieth century)
- Assimilation (1930s–1960s)
- A more nuanced account of the history, Aboriginal agency and its impacts
- Implications of this interpretation
- Conclusion
- References
- Introduction
- The rights and self-determination period (1970s–2000s)
- The dialogic construction of hyperreal Aboriginality
- The dissonant everyday
- The overlay of the ancestral and colonial, and contemporary lived realities
- Contemporary layered Aboriginality
- Problematic consequences of the hyperreal/everyday disjuncture
- Conclusion: Implications for Indigenous Studies
- References
- Introduction
- Ancestral Aboriginality in Tasmania
- Colonial Aboriginality
- Postcolonial Aboriginality
- The more complex lived reality
- Remote Aboriginalities
- Critical cultural literacy: Distinguishing local Indigeneity
- Conclusion
- References
- Introduction
- The national curriculum
- National teaching standards
- Teaching Indigenous Studies
- Conclusion
- References
- Introduction
- Sample units
- Developing Indigenous Studies units
- The generative topic
- Orienting to the community and class context
- Intended learning outcomes and key understandings
- Links to curriculum areas
- Performances of understanding
- Formative assessment
- Lesson plans and pedagogy
- Critical evaluation and refinement of popular resources
- Conclusion
- References
- Introduction
- Culture and selfhood as emergent from intercultural interaction
- Individual intersectionality and bothness
- Implications of Indigenous bothness
- An intercultural Indigenous Studies
- Conclusion
- References
- Introduction
- Summary: Indigenous bothness
- Indigenous peoples’ negotiation of bothness
- The relationship between teacher and student, family and community
- Studies of Indigenous interculturality
- Conclusion
- References
- Introduction
- Normative Whiteness: The first structured marginalisation
- Normative Aboriginality: The second structured marginalisation
- Other marginalisations
- Critical studies of Whiteness
- Critical studies of Indigeneity
- Conclusion
- References
- Introduction
- Education for the Other
- Education about the Other
- Education critical of privileging and Othering
- Learning from the Other
- Seeing opportunities for dialectical/intercultural Indigenous Studies
- Meeting the challenges of intercultural Indigenous Studies
- Conclusion
- References
- Introduction
- The general context: What does it mean to be ‘ethical?’
- Ethical questions and moral agents
- Ethics as reasonableness: Intellectual attributes
- References
- References
- Index
- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Contents
- Emerging critique of orthodox Indigenous Studies
- An intercultural Indigenous Studies: Key principles
- Intercultural Indigenous Studies: Aims
- The structure of the book
- Concluding remarks
- References
- Introduction
- Education to the mid-twentieth century
- The self-determination era (1970s–2000s)
- Accommodation of Indigenous needs in education
- The culture of ‘the culture way’
- Contemporary Indigenous Studies
- Conclusion
- References
- Introduction
- Precolonial cultures, societies and identities
- Economy/Technology
- Social and political organisation
- Spirituality/the Dreaming/the Law
- Spirituality/the Dreaming
- Spirituality/the Dreaming/the Law
- Social and political structure
- Resource management and technology
- Macrozamia nut preparation
- Dugong hunting
- Commonalities and differences
- The Tasmanians
- Human universals
- References
- Introduction
- The moving frontier (1800s–1930s)
- The protection era (c.1860s–1890s)
- Coercive segregation (late 1890s into the twentieth century)
- Assimilation (1930s–1960s)
- A more nuanced account of the history, Aboriginal agency and its impacts
- Implications of this interpretation
- Conclusion
- References
- Introduction
- The rights and self-determination period (1970s–2000s)
- The dialogic construction of hyperreal Aboriginality
- The dissonant everyday
- The overlay of the ancestral and colonial, and contemporary lived realities
- Contemporary layered Aboriginality
- Problematic consequences of the hyperreal/everyday disjuncture
- Conclusion: Implications for Indigenous Studies
- References
- Introduction
- Ancestral Aboriginality in Tasmania
- Colonial Aboriginality
- Postcolonial Aboriginality
- The more complex lived reality
- Remote Aboriginalities
- Critical cultural literacy: Distinguishing local Indigeneity
- Conclusion
- References
- Introduction
- The national curriculum
- National teaching standards
- Teaching Indigenous Studies
- Conclusion
- References
- Introduction
- Sample units
- Developing Indigenous Studies units
- The generative topic
- Orienting to the community and class context
- Intended learning outcomes and key understandings
- Links to curriculum areas
- Performances of understanding
- Formative assessment
- Lesson plans and pedagogy
- Critical evaluation and refinement of popular resources
- Conclusion
- References
- Introduction
- Culture and selfhood as emergent from intercultural interaction
- Individual intersectionality and bothness
- Implications of Indigenous bothness
- An intercultural Indigenous Studies
- Conclusion
- References
- Introduction
- Summary: Indigenous bothness
- Indigenous peoples’ negotiation of bothness
- The relationship between teacher and student, family and community
- Studies of Indigenous interculturality
- Conclusion
- References
- Introduction
- Normative Whiteness: The first structured marginalisation
- Normative Aboriginality: The second structured marginalisation
- Other marginalisations
- Critical studies of Whiteness
- Critical studies of Indigeneity
- Conclusion
- References
- Introduction
- Education for the Other
- Education about the Other
- Education critical of privileging and Othering
- Learning from the Other
- Seeing opportunities for dialectical/intercultural Indigenous Studies
- Meeting the challenges of intercultural Indigenous Studies
- Conclusion
- References
- Introduction
- The general context: What does it mean to be ‘ethical?’
- Ethical questions and moral agents
- Ethics as reasonableness: Intellectual attributes
- References
- References
- Index
About the author(s)/editor(s)
Chapter
- Subjects:
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Extract
Terry Moore has had a long involvement in remote Indigenous education as a teacher, curriculum developer, teacher trainer and principal. He has taught tertiary Aboriginal Studies and Indigenous cultural awareness at the University of Tasmania (UTAS) and Monash University and is currently researching remote Indigenous higher education pathways at Charles Darwin University.
Carol Pybus has coordinated and taught the UTAS first-year Aboriginal Studies program for eighteen years.
Mitchell Rolls is a cultural anthropologist, senior lecturer and Head of the Discipline of Aboriginal Studies at UTAS.
David Moltow is a moral philosopher, specialising in political philosophy. He teaches philosophy and ethics in the UTAS Faculty of Education.
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Or login to access all content.- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Contents
- Emerging critique of orthodox Indigenous Studies
- An intercultural Indigenous Studies: Key principles
- Intercultural Indigenous Studies: Aims
- The structure of the book
- Concluding remarks
- References
- Introduction
- Education to the mid-twentieth century
- The self-determination era (1970s–2000s)
- Accommodation of Indigenous needs in education
- The culture of ‘the culture way’
- Contemporary Indigenous Studies
- Conclusion
- References
- Introduction
- Precolonial cultures, societies and identities
- Economy/Technology
- Social and political organisation
- Spirituality/the Dreaming/the Law
- Spirituality/the Dreaming
- Spirituality/the Dreaming/the Law
- Social and political structure
- Resource management and technology
- Macrozamia nut preparation
- Dugong hunting
- Commonalities and differences
- The Tasmanians
- Human universals
- References
- Introduction
- The moving frontier (1800s–1930s)
- The protection era (c.1860s–1890s)
- Coercive segregation (late 1890s into the twentieth century)
- Assimilation (1930s–1960s)
- A more nuanced account of the history, Aboriginal agency and its impacts
- Implications of this interpretation
- Conclusion
- References
- Introduction
- The rights and self-determination period (1970s–2000s)
- The dialogic construction of hyperreal Aboriginality
- The dissonant everyday
- The overlay of the ancestral and colonial, and contemporary lived realities
- Contemporary layered Aboriginality
- Problematic consequences of the hyperreal/everyday disjuncture
- Conclusion: Implications for Indigenous Studies
- References
- Introduction
- Ancestral Aboriginality in Tasmania
- Colonial Aboriginality
- Postcolonial Aboriginality
- The more complex lived reality
- Remote Aboriginalities
- Critical cultural literacy: Distinguishing local Indigeneity
- Conclusion
- References
- Introduction
- The national curriculum
- National teaching standards
- Teaching Indigenous Studies
- Conclusion
- References
- Introduction
- Sample units
- Developing Indigenous Studies units
- The generative topic
- Orienting to the community and class context
- Intended learning outcomes and key understandings
- Links to curriculum areas
- Performances of understanding
- Formative assessment
- Lesson plans and pedagogy
- Critical evaluation and refinement of popular resources
- Conclusion
- References
- Introduction
- Culture and selfhood as emergent from intercultural interaction
- Individual intersectionality and bothness
- Implications of Indigenous bothness
- An intercultural Indigenous Studies
- Conclusion
- References
- Introduction
- Summary: Indigenous bothness
- Indigenous peoples’ negotiation of bothness
- The relationship between teacher and student, family and community
- Studies of Indigenous interculturality
- Conclusion
- References
- Introduction
- Normative Whiteness: The first structured marginalisation
- Normative Aboriginality: The second structured marginalisation
- Other marginalisations
- Critical studies of Whiteness
- Critical studies of Indigeneity
- Conclusion
- References
- Introduction
- Education for the Other
- Education about the Other
- Education critical of privileging and Othering
- Learning from the Other
- Seeing opportunities for dialectical/intercultural Indigenous Studies
- Meeting the challenges of intercultural Indigenous Studies
- Conclusion
- References
- Introduction
- The general context: What does it mean to be ‘ethical?’
- Ethical questions and moral agents
- Ethics as reasonableness: Intellectual attributes
- References
- References
- Index
- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Contents
- Emerging critique of orthodox Indigenous Studies
- An intercultural Indigenous Studies: Key principles
- Intercultural Indigenous Studies: Aims
- The structure of the book
- Concluding remarks
- References
- Introduction
- Education to the mid-twentieth century
- The self-determination era (1970s–2000s)
- Accommodation of Indigenous needs in education
- The culture of ‘the culture way’
- Contemporary Indigenous Studies
- Conclusion
- References
- Introduction
- Precolonial cultures, societies and identities
- Economy/Technology
- Social and political organisation
- Spirituality/the Dreaming/the Law
- Spirituality/the Dreaming
- Spirituality/the Dreaming/the Law
- Social and political structure
- Resource management and technology
- Macrozamia nut preparation
- Dugong hunting
- Commonalities and differences
- The Tasmanians
- Human universals
- References
- Introduction
- The moving frontier (1800s–1930s)
- The protection era (c.1860s–1890s)
- Coercive segregation (late 1890s into the twentieth century)
- Assimilation (1930s–1960s)
- A more nuanced account of the history, Aboriginal agency and its impacts
- Implications of this interpretation
- Conclusion
- References
- Introduction
- The rights and self-determination period (1970s–2000s)
- The dialogic construction of hyperreal Aboriginality
- The dissonant everyday
- The overlay of the ancestral and colonial, and contemporary lived realities
- Contemporary layered Aboriginality
- Problematic consequences of the hyperreal/everyday disjuncture
- Conclusion: Implications for Indigenous Studies
- References
- Introduction
- Ancestral Aboriginality in Tasmania
- Colonial Aboriginality
- Postcolonial Aboriginality
- The more complex lived reality
- Remote Aboriginalities
- Critical cultural literacy: Distinguishing local Indigeneity
- Conclusion
- References
- Introduction
- The national curriculum
- National teaching standards
- Teaching Indigenous Studies
- Conclusion
- References
- Introduction
- Sample units
- Developing Indigenous Studies units
- The generative topic
- Orienting to the community and class context
- Intended learning outcomes and key understandings
- Links to curriculum areas
- Performances of understanding
- Formative assessment
- Lesson plans and pedagogy
- Critical evaluation and refinement of popular resources
- Conclusion
- References
- Introduction
- Culture and selfhood as emergent from intercultural interaction
- Individual intersectionality and bothness
- Implications of Indigenous bothness
- An intercultural Indigenous Studies
- Conclusion
- References
- Introduction
- Summary: Indigenous bothness
- Indigenous peoples’ negotiation of bothness
- The relationship between teacher and student, family and community
- Studies of Indigenous interculturality
- Conclusion
- References
- Introduction
- Normative Whiteness: The first structured marginalisation
- Normative Aboriginality: The second structured marginalisation
- Other marginalisations
- Critical studies of Whiteness
- Critical studies of Indigeneity
- Conclusion
- References
- Introduction
- Education for the Other
- Education about the Other
- Education critical of privileging and Othering
- Learning from the Other
- Seeing opportunities for dialectical/intercultural Indigenous Studies
- Meeting the challenges of intercultural Indigenous Studies
- Conclusion
- References
- Introduction
- The general context: What does it mean to be ‘ethical?’
- Ethical questions and moral agents
- Ethics as reasonableness: Intellectual attributes
- References
- References
- Index