Does Curriculum Fail Indigenous Political Aspirations? Sovereignty and Australian History and Social Studies Curriculum

Keynes, M; Marsden, B; Thomas, A

Does Curriculum Fail Indigenous Political Aspirations? Sovereignty and Australian History and Social Studies Curriculum

Keynes, M Marsden, B Thomas, A

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Publisher:: Umea University Library
Publication Type:: Journal Article
Citation:: Nordic Journal of Educational History, 10, (2), pp. 59-84

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Field	Value	Language
dc.contributor.author	Keynes, M
dc.contributor.author	Marsden, B
dc.contributor.author	Thomas, A https://orcid.org/0000-0002-5460-5641
dc.date.accessioned	2024-01-29T00:27:19Z
dc.date.available	2024-01-29T00:27:19Z
dc.identifier.citation	Nordic Journal of Educational History, 10, (2), pp. 59-84
dc.identifier.issn	2001-7766
dc.identifier.issn	2001-9076
dc.identifier.uri	http://hdl.handle.net/10453/174987
dc.description.abstract	<jats:p>Through analysis of curricular materials (syllabus documents and supplementary readers) from the late-nineteenth century to the present, this article explores the role of school curriculum in shaping understandings of Indigenous political aspirations in the Australian context. It juxtaposes curricular materials with significant occasions of Indigenous political activism in Australia since the late-nineteenth century: the Coranderrk campaign of the 1870-80s, the Wave Hill Walk Off in 1966, the establishment of the Aboriginal Tent Embassy in 1972, and the Bicentenary protests of 1988. From this analysis, five narrative sub-themes were developed—Invisibility, Benevolence, Obfuscation, Innocence, and Acknowledgement—which captured the ways that Indigenous sovereignty, nationhood, and political legitimacy had been represented. In drawing out some continuities and changes to curricular representations of First Nations’ and settler sovereignty, nationhood, and political legitimacy over a one hundred year period, this article highlights the uneven ways that curriculum has, and continues to, represent political possibilities on the Australian continent. This article offers insights for Nordic contexts where there are also contests about legacies of colonialism in the public sphere, including in education.</jats:p>
dc.language	en
dc.publisher	Umea University Library
dc.relation	University of Technology Sydney
dc.relation.ispartof	Nordic Journal of Educational History
dc.relation.isbasedon	10.36368/njedh.v10i2.481
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Does Curriculum Fail Indigenous Political Aspirations? Sovereignty and Australian History and Social Studies Curriculum
dc.type	Journal Article
utslib.citation.volume	10
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences/Social and Political Sciences Program
utslib.copyright.status	open_access	*
dc.date.updated	2024-01-29T00:27:18Z
pubs.issue	2
pubs.publication-status	Published online
pubs.volume	10
utslib.citation.issue	2

Abstract:

Through analysis of curricular materials (syllabus documents and supplementary readers) from the late-nineteenth century to the present, this article explores the role of school curriculum in shaping understandings of Indigenous political aspirations in the Australian context. It juxtaposes curricular materials with significant occasions of Indigenous political activism in Australia since the late-nineteenth century: the Coranderrk campaign of the 1870-80s, the Wave Hill Walk Off in 1966, the establishment of the Aboriginal Tent Embassy in 1972, and the Bicentenary protests of 1988. From this analysis, five narrative sub-themes were developed—Invisibility, Benevolence, Obfuscation, Innocence, and Acknowledgement—which captured the ways that Indigenous sovereignty, nationhood, and political legitimacy had been represented. In drawing out some continuities and changes to curricular representations of First Nations’ and settler sovereignty, nationhood, and political legitimacy over a one hundred year period, this article highlights the uneven ways that curriculum has, and continues to, represent political possibilities on the Australian continent. This article offers insights for Nordic contexts where there are also contests about legacies of colonialism in the public sphere, including in education.

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http://hdl.handle.net/10453/174987