The (White) Elephant in the Room: Cultural Identities and Indigenous Sovereignty in Australia

Koerner, Catherine; Pillay, Soma

doi:10.1007/978-3-030-23740-0_3

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…Originating in South America, the concept of racial democracy (Ferreira, 2011) has significance for Australian education where standards and accountability frameworks naturalise whiteness as a norm against which 'others' are judged (Lucashenko, 2017;Moreton-Robinson et al, 2012). The myth of racial democracy allows Australia's majority 'White' teaching force to remain largely blind to these racialised inequalities, whilst multiculturalist and meritocratic discourses reinforce the idea that anyone can achieve if they just work hard enough (Koerner & Pillay, 2020). This 'bootstrap' version of educational equality thus maintains racialised inequality.…”

Section: Margaret Lovell and Samantha Schulzmentioning

confidence: 99%

Curriculum, democracy and pedagogies for justice: a collective futures dialogue

Maher,

Rigney,

King

et al. 2024

Curric Perspect

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This collaborative paper by members of the Pedagogies for Social Justice Research Group responds to the question of how curriculum and pedagogy can be with and for democracy. Our introduction takes Alice Rigney’s and Dewey’s insights on education and democracy as our point of departure for learning together. As a collective, we have gathered together multiple ways of perceiving and enacting a curriculum for democracy in a context of de-democratisation. We approach tensions, intersections, limits and possibilities of curriculum and democracy from the frames of ‘woven’ curriculum and critical Indigenous pedagogies; racially, religiously and culturally responsive pedagogies; dialogic and relational approaches; agentic, embodied, activist and rights-based pedagogies; and everyday praxis.Kalkadoon scholar Mikayla King’s opening paper on the woven curriculum provides both a point of departure and a grounding site for weaving together our collaborative insights into curriculum, democracy and pedagogies for justice. Garrett and Windle draw attention to how affective and embodied pedagogies can challenge mind/body binaries and activate rights-based modes of being and learning. Memon observes how religion shapes the lifeworlds of learners and proposes a move towards learning from religion. Wrench, Carter, Paige and O’Keeffe advocate for the embedding of eco-justice principles, sociologically informed curriculum, and culturally responsive and story-sharing pedagogies. Lovell and Schulz claim racial literacy as an essential component of a pluralistic democracy that honours First Nations’ sovereignty. Soong suggests that ‘everyday pedagogy’ might enable educators to relate with pre-service teachers as critical and empathetic humanists beyond the role of neoliberalised technicians. Colton and McDonald highlight possibilities within the curriculum for learners to act with the pluralities of the world. McDonald and Schulz argue that gender equity is a necessary foundation for a peaceful, democratic world. We conclude with Hattam’s reiteration of how schooling as a key site for social formation re-produces the nation. He urges us to defy the monologue of authoritarian governing and ‘live together through dialogue’.

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Section: Margaret Lovell and Samantha Schulzmentioning

confidence: 99%

Curriculum, democracy and pedagogies for justice: a collective futures dialogue

Maher,

Rigney,

King

et al. 2024

Curric Perspect

View full text Add to dashboard Cite

show abstract

“…Within international relations, sovereignty is central to the relationship between territorial states and their different procedures of authority (Agnew, 1995;Barkin, 1998). But geographers have shown how more diverse form of power and articulations of territory are at play through focus on sovereign regimes, spatial metaphors, debates about power, the body and Indigenous sovereignty (Bauder and Mueller, 2021;Koerner and Pillay, 2020;Mountz, 2013;Shrinkhal, 2021;Wildcat and De Leon, 2020). A surge in interest in the concept of sovereignty has underscored that sovereignty and its relationship to territory has been and can be understood differently through culture and practice.…”

Section: Questioning Sovereigntymentioning

confidence: 99%

“…A treaty has never been made between Indigenous people in Australia and the state, and so it is argued by Indigenous people that sovereignty has never been ceded. Indigenous people are asserting their sovereignty in the face of ongoing harms and injustices, while also taking issue with its definition and the terms of engagement (Bauder and Mueller, 2021;Koerner and Pillay, 2020;Lee et al, 2020;Moreton-Robinson, 2020). For example, Sheryl Lightfoot (2016) argues that Indigenous definitions of sovereignty are different from those conventionally conceived because they do not necessarily include defined territories or states with authority.…”

Section: Questioning Sovereigntymentioning

confidence: 99%

‘Often in between’: Thinking through research methods and Indigenous sovereignty with Yuin Country

Arnold

Atchison

McKnight

2023

Environment and Planning F

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Indigenous scholars have been calling for renewed attention to the theorisation and practice of sovereignty, including within research. Their scholarship has drawn attention to the sovereignty of people within research processes, as well as diverse expressions of sovereignty. In this article we bring these two dimensions into conversation to consider how research methods might enable and enliven understandings and practices of sovereignty within geography. Illustrating Yuin approaches to research through poetry, observation and dreaming, we show how Country is a living enactment of sovereignty. It dynamically contributes to research processes and enables nonhuman entities to communicate within and beyond their territory as sovereign subjects. In particular, Yuin research methods acknowledge the significant contribution of plants in the theorisation~storying and practice of sovereign Country. Through plants, we come to develop a knowledge of sovereign Country as often in between things, including places and knowledges, vulnerability and protection, and removal and persistence. Such insights are respectfully offered here in the spirit of broadening disciplinary perspectives and capacities in order to revitalise research that addresses the relationships between territory and its people.

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“…Across the globe, communication has increased in scale and speed, therefore, communicative competence is required in order to avoid misunderstanding arising from differing cultural identities, expectations, diverging beliefs, values and language use (Cameron, Lee, Anderson, Trachtenberg & Chang, 2020).In Inter-cultural communication, people from different countries and cultural identities (CI) act, communicate and perceive the world around them (Koerner & Pillay, 2020). It takes place across different cultural identities and social groups; within an organization, institute or social set up, made up of individuals from different religious, social, ethnic, and educational backgrounds (Little, 2020;Barros & Albert, 2020).…”

Section: Critical Appraisal Of Literature 21 Inter Cultural Communica...mentioning

confidence: 99%

Cultivating Inter-cultural Communicative Competence in L2 Teaching in Multicultural Class: A Critical Appraisal

Khokhar

Pathan

Niaz

et al. 2020

REAL

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Language, as a carrier of cultural identities, plays a vital role in cultural exchange amongst people of diverse ethnic, social, religious and political identities.Across the globe, communication has increased in scale and speed, therefore, Inter-cultural Communicative Competence (ICC) is required in order to avoid misunderstanding arising from differing linguistic cum cultural identities as an ability to communicate effectively in cross-cultural situations.Second language (L2) teaching in a multilingual and multicultural large class is an ever growing field of research with a focus on all the aspects of language teaching along with an awareness of culturalknowledge. This Paper focuses on the need to cultivate inter-cultural communicative competence in second language multilingual and multicultural large classroom in University of Sindh. Critical appraisal of literature reveals that teachers should possess cultural knowledge of multicultural class population to connect language and culture. The role of language teacher, therefore, should not only be to enhance learners’ linguistic knowledge but also to focus on nonverbal communication skills and ICC competence by creating a link through communication between learners in a mixed cultural identities class.

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The (White) Elephant in the Room: Cultural Identities and Indigenous Sovereignty in Australia

Cited by 4 publications

References 12 publications

Curriculum, democracy and pedagogies for justice: a collective futures dialogue

Curriculum, democracy and pedagogies for justice: a collective futures dialogue

‘Often in between’: Thinking through research methods and Indigenous sovereignty with Yuin Country

Cultivating Inter-cultural Communicative Competence in L2 Teaching in Multicultural Class: A Critical Appraisal

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