Classroom Perspectives on Australia's Contact History

Burridge, N

Classroom Perspectives on Australia's Contact History

Burridge, N

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Publisher:: Allen and Unwin
Publication Type:: Chapter
Citation:: Historical Thinking for History Teachers A New Approach to Engaging Students and Developing Historical Consciousness, 2019, 2019, pp. 279 - 29823
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Burridge, N https://orcid.org/0000-0001-8452-022X	en_US
dc.contributor.editor	Allender, T	en_US
dc.contributor.editor	Clark, A	en_US
dc.contributor.editor	Parkes, R	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Historical Thinking for History Teachers A New Approach to Engaging Students and Developing Historical Consciousness, 2019, 2019, pp. 279 - 29823	en_US
dc.identifier.isbn	1760295515	en_US
dc.identifier.isbn	9781760295516	en_US
dc.identifier.uri	http://hdl.handle.net/10453/133918
dc.description.abstract	As a young, passionate teacher of history, the beginning of my understanding of what was missing from our nation's historical record occurred at a History Teachers' Association of Australia (HTAA) conference in Darwin in 1982. It was there that my eyes were opened to the 'other side of the frontier' as I listened to Aboriginal women tell of the search for their stolen children, and to Aboriginal men tell their stories of being taken away as children and the anguish of the search for their mothers, their families, their country. I returned to my classroom in my city high school dumbfounded that this aspect of our Australian story had not been part of my school or university education in the 1970s. The significance of the Stolen Generations came home to me most clearly in early 1984 when I gave birth to my first child, a little girl called Emma. I pondered with total horror the idea that some government official would dare take my child away for no other reason than my race. It left an indelible impression on my role as a teacher of Australian history. As a non -Aboriginal person teaching in mainstream classrooms, I realised the need to ensure that the experiences and voices of Aboriginal peoples were heard. It became a journey of discovery and learning as I sought to work with Aboriginal education officers and reach out to Aboriginal community networks around Sydney to try to incorporate their stories into my classes.	en_US
dc.publisher	Allen and Unwin	en_US
dc.relation.ispartof	Historical Thinking for History Teachers A New Approach to Engaging Students and Developing Historical Consciousness	en_US
dc.title	Classroom Perspectives on Australia's Contact History	en_US
dc.type	Chapter
utslib.location	Crows Nest, Sydney	en_US
utslib.for	2103 Historical Studies	en_US
utslib.for	130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)	en_US
utslib.citation.edition	2019	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	2019	en_US
pubs.place-of-publication	Crows Nest, Sydney	en_US
pubs.publication-status	Published	en_US

Abstract:

As a young, passionate teacher of history, the beginning of my understanding of what was missing from our nation's historical record occurred at a History Teachers' Association of Australia (HTAA) conference in Darwin in 1982. It was there that my eyes were opened to the 'other side of the frontier' as I listened to Aboriginal women tell of the search for their stolen children, and to Aboriginal men tell their stories of being taken away as children and the anguish of the search for their mothers, their families, their country. I returned to my classroom in my city high school dumbfounded that this aspect of our Australian story had not been part of my school or university education in the 1970s. The significance of the Stolen Generations came home to me most clearly in early 1984 when I gave birth to my first child, a little girl called Emma. I pondered with total horror the idea that some government official would dare take my child away for no other reason than my race. It left an indelible impression on my role as a teacher of Australian history. As a non -Aboriginal person teaching in mainstream classrooms, I realised the need to ensure that the experiences and voices of Aboriginal peoples were heard. It became a journey of discovery and learning as I sought to work with Aboriginal education officers and reach out to Aboriginal community networks around Sydney to try to incorporate their stories into my classes.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/133918