Teaching about Genocide

Tatz, Colin

doi:10.5130/978-0-9945039-7-8.p

Cited by 3 publications

(8 citation statements)

References 1 publication

(1 reference statement)

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“…During the interviews, each graduate referred in different ways to the embodied legacy of trauma associated with Australia’s colonial past: that is, the threefold traumatisation of killings, displacement from country, culture and clan, and blanket discrimination that characterised British settlement of Australia during the 18th, 19th and 20th centuries (Boulton, 2016b; Tatz, 2017). Ten graduates lived and worked in communities that were, within living memory, former missions.…”

Section: Graduate Profilementioning

confidence: 99%

“…Ten graduates lived and worked in communities that were, within living memory, former missions. These were church-controlled settlements to which their families (and in some cases, they as children) were forcibly removed and/or detained during the protection-segregation and child removal eras of the 19th and 20th centuries (Tatz, 2017). All graduates completed their first university degree at an older age because there were no opportunities to do so at a younger age.…”

Section: Graduate Profilementioning

confidence: 99%

“…All became parents at a relatively young age (16–22 years). While it is beyond the scope of this article to historically contextualise the graduates’ post-degree workplace experiences, it is important to note that as Australia’s First Peoples, their relationship with white Australia and their pathways through university and into post-graduation employment are inextricably linked to Australia’s colonial past (McKenna, 2018; Tatz, 2017).…”

Section: Graduate Profilementioning

confidence: 99%

“…Ideologically, it is predicated on the notion that dark skin represents savagery, irrationality and inferiority, while light skin is defined by civility, rationality and superiority (Hunter, 2007). In Australia, the so-called science of eugenics (Tatz, 2017) bestowed legitimacy on skin colour stratification as a way of determining the worth of an individual. It informed the policies now infamously known as ‘breeding out the colour’ of those deemed fit for European purpose, and ‘smoothing the dying pillow’ of those who were perceived as unviable to the desired outcome of a White Australia (Tatz, 2017).…”

Section: Low Expectationsmentioning

confidence: 99%

“…He argues that racism has been ‘banalised’ by both the left and the right, and its banalisation heightens the potential for the ‘grand Evil’ of racism to be invigorated. Colin Tatz (2017) finds that Australia’s long-term wilful denialism of its racist past (and present) translates into a mean-spiritedness towards Aboriginal and Torres Strait Islander peoples, and belies our claim to egalitarianism. He suggests that this sentiment is deeply embedded in the Australian psyche and propped up by the policies and practices of our bureaucracies and governments.…”

mentioning

confidence: 94%

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Hitting the white ceiling: Structural racism and Aboriginal and Torres Strait Islander university graduates

Plater

Mooney-Somers

Barclay

et al. 2019

Journal of Sociology

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This article reports on a study that explored what it means to be a mature-age Aboriginal and Torres Strait Islander university graduate in the context of age, life-stage, history, culture, socioeconomic status, race and place. Using narrative interview data and fieldwork observation, we focus on the graduates’ workplace experiences and take a case study approach to amplify their voices. We argue that the data challenges the ideological construct of Australia as a ‘post-racial’ society and illustrates how interrelated variants of structural racism function to sanction, silence and control educated Aboriginal and Torres Strait Islander people, divide communities into quasi-hierarchies, and sustain white power and privilege. We show how these variants are expressed as low expectations, shadeism, culturism and privilege protectionism, and argue that their enactment can erect an invisible barrier to Aboriginal and Torres Strait Islander professional progression: a ‘white ceiling’ above which many graduates struggle to ascend.

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Section: Graduate Profilementioning

confidence: 99%

Section: Graduate Profilementioning

confidence: 99%

Section: Graduate Profilementioning

confidence: 99%

Section: Low Expectationsmentioning

confidence: 99%

mentioning

confidence: 94%

See 3 more Smart Citations

Hitting the white ceiling: Structural racism and Aboriginal and Torres Strait Islander university graduates

Plater

Mooney-Somers

Barclay

et al. 2019

Journal of Sociology

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From theory to praxis in genocide education: to what extent are IHRA guidelines reflected in the opinions and classroom experiences of independent-school educators?

Adamson

2022

Holocaust Studies

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This research project explores the extent to which historic guidelines for teaching about the Holocaust (provided by the International Holocaust Remembrance Alliance (IHRA)) align with the experiences of practising independent-school teachers in the UK. This article presents data from a small-scale exploratory case study carried out in summer 2019 at two different independent-schools in England. Overall, results suggested that there was no definitive alignment between official teaching guidelines and their enactment in classrooms. Teachers' opinions on what to teach about genocide are more similar to those outlined in existing guidelines than their views on how to teach about genocide. The outcomes of this research advance the case for greater collaboration between educational institutions and practising teachers.

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Unsettling the taken (for granted)

Howitt¹

2019

Progress in Human Geography

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Histories of colonial plunder produced geographies that settler societies take for granted as settled. While some aspects of the conqueror/settler imaginary have been unsettled in specific cases, and through the negotiation of new instruments such as the United Nations Declaration on the Rights of Indigenous Peoples, various national apologies and modern treaties, much unsettling remains to be done. New geographies of plunder, violence and abuse reinstate geographies of various kleptocracies across the planet, reinforcing the unnatural disasters of displacement, disfigurement and loss on many people, places and communities. This paper uses the framing offered by emergent discourses of Indigenous geographies to reconsider the task of unsettling the taken-for-granted privilege of settler dominance in Indigenous domains.

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Teaching about Genocide

Cited by 3 publications

References 1 publication

Hitting the white ceiling: Structural racism and Aboriginal and Torres Strait Islander university graduates

Hitting the white ceiling: Structural racism and Aboriginal and Torres Strait Islander university graduates

From theory to praxis in genocide education: to what extent are IHRA guidelines reflected in the opinions and classroom experiences of independent-school educators?

Unsettling the taken (for granted)

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