Suchergebnisse

1.Registers of relationality in Indigenous-settler politics -- 2.Separatism as a mode of relations: Indigenous resurgence and nationhood in the 21st century -- 3.F.W. Albrecht, Assimilation Policy and the Lutheran experiment in Aboriginal Education, 1950s-1960s -- 4.The price of the promise: Contemporary Indigenous-settler politics in future tense -- 5.Australian Settler colonialism and the Indigenous development assemblage -- 6.Aboriginal self-determination in child protection -- 7.Implementation as a site for Indigenous-settler relations -- 8.Comparing Indigenous-Settler relations through a policy prism: Australian and Canadian approaches to supporting First Nation ownership of renewable energy infrastructure -- 9.The Illusion of Inclusion: The tension between what we believe ought to be and the reality of how things are -- 10.Treaties, Uluru and the Liberal State: reframing debates about sovereignty, citizenship, democracy and self-determination -- 11.Indigenous Australians and informal networks of trust on social media -- 12."@IndigenousX and The Guardian Australia: Prospects for decolonizing Indigenous news? -- 13.Australia becoming, Australia Dreaming: The calibrated equilibrium -- 14.Disrupting the Indigenous-settler binary: Discussion in response to Mary Graham

In May 2017, the Uluru Statement from the Heart was released, providing an Indigenous response to debates on recognition of Aboriginal and Torres Strait Islander peoples in the Australian constitution. The document advocated for a "Makarrata Commission," which would oversee truth telling and agreement making. This essay analyzes the concept of Makarrata as it has emerged in the context of Indigenous–settler relations in Australia and argues for a deeper engagement of non-Indigenous people with Aboriginal and Torres Strait Islander concepts and practices. By extending some of the methods of comparative political theory to incorporate endogenous as well as exogenous comparisons, the article demonstrates the ways in which Makarrata is likely to contribute to continuing contestation and disagreement between Indigenous and non-Indigenous peoples. While the Uluru Statement marked a significant point in the Australian recognition debate because it reflected a relatively consensual Indigenous message articulated on its own terms, the article suggests that "Makarrata" must not be appropriated into a benign settler discourse of reconciliation, if the concept's potential to inform substantive change in Indigenous–settler relations is to be realized.

Building bridges -- Being the other -- Rebuilding trust through dialogic exchange -- Translating lived realities -- Personal lived reality : opening of my self -- Engaging in reconciliation -- Ethical responsibility -- Conclusion : towards intergenerational reconciliation -- Epilogue : coming home--bi-giiwe

"Covering topics such as the Indian Act, the High Arctic relocation of 1953, and the conflict at Ipperwash, Keith D. Smith draws on a diverse selection of documents including letters, testimonies, speeches, transcripts, newspaper articles, and government records. In his thoughtful introduction, Smith provides guidance on the unique challenges of dealing with Indigenous primary sources by highlighting the critical skill of "reading against the grain

This book provides a critical, multiperspective, sociohistorical analysis of the role of food in postcolonial Indigenous, British and French settler relations. Drawing on archival resources from Australian explorers, settlers and nation builders, the book argues that contemporary issues of food security, sovereignty and sustainability have been significantly shaped by the colonial impact on human foodways. The author goes on to enhance readers' understanding of how contact between inhabitants and newcomers was shaped and informed by food, and how these engagements established a modus vivendi that carries through to the present day. Based on the assessment of archival records, it uses a comparative, socio-historical lens to investigate contact between Indigenous and non-Indigenous people where the exchange of food or knowledge about food took place. It finds that the transfer of food and food knowledge was multifaceted, and the flow of food knowledge occurred in both directions, although these exchanges were neither symmetrical nor balanced. It also analyzes and discusses food as a focal point of activity. The final chapter offers an assessment of the potential for the development of a sustainable, nutritious, tasty Australian cuisine that moves beyond the tropes and stereotypical narratives embedded into colonial Indigenous-settler relations in the context of food. If this was accepted by all Australians, it would allow opportunities to be created for Indigenous Australians to develop food products for the market that are sustainable, economically viable and developed in ways that are culturally appropriate

This book provides a critical, multiperspective, sociohistorical analysis of the role of food in postcolonial Indigenous, British and French settler relations. Drawing on archival resources from Australian explorers, settlers and nation builders, the book argues that contemporary issues of food security, sovereignty and sustainability have been significantly shaped by the colonial impact on human foodways. The author goes on to enhance readers' understanding of how contact between inhabitants and newcomers was shaped and informed by food, and how these engagements established a modus vivendi that carries through to the present day. Based on the assessment of archival records, it uses a comparative, socio-historical lens to investigate contact between Indigenous and non-Indigenous people where the exchange of food or knowledge about food took place. It finds that the transfer of food and food knowledge was multifaceted, and the flow of food knowledge occurred in both directions, although these exchanges were neither symmetrical nor balanced. It also analyzes and discusses food as a focal point of activity. The final chapter offers an assessment of the potential for the development of a sustainable, nutritious, tasty Australian cuisine that moves beyond the tropes and stereotypical narratives embedded into colonial Indigenous-settler relations in the context of food. If this was accepted by all Australians, it would allow opportunities to be created for Indigenous Australians to develop food products for the market that are sustainable, economically viable and developed in ways that are culturally appropriate.

How is colonial history taught in schools? And how do education systems impact power relations between Indigenous people and settlers? This book provides a unique contribution to international discussions about knowledge production and the teaching of colonial history in schools with a comparative analysis of two neighboring settler-colonial societies of the South Pacific. Angélique Stastny argues that school systems in Australia and Kanaky/New Caledonia continue to enact British/Australian and French colonialism, respectively, by leveraging historical narratives that fail to comprehend and willfully ignore the mechanisms and contemporaneity of settler colonialism. Settler regimes of ignorance are sustaining the political status quo of settler-colonial power. Stastny's work examines this weaponization of ignorance in systems so often focused on the production of knowledge to deepen our understanding of how and why settler-colonial agendas operate in public primary and secondary schools.Ignored Histories takes the reader through the evolution of policy directives for history curricula, historiography and the narratives produced and disseminated in textbooks, and the author's own ethnography on teachers' actual practices and experiences. As the story unfolds, it traces the recounts of colonial wars and massacres in textbooks; presents modern accounts of the continuing marginalization—and outright exclusion—of Indigenous historians, practitioners, and knowledge from both curriculum development and pedagogy; problematizes students' disengagement from learning about their own histories; and brings to light lingering effects of white supremacy and ways to counter them.Some history teachers, on an individual level, engage in insurgent educational strategies in an attempt to shift power relations between Indigenous people and settlers. From the interviews Stastny conducted, we learn that some of these teachers were fired; others successfully developed methods to destabilize and rethink institutional practices and effect change in the classroom. Ultimately, Stastny argues for a system-wide transformation that decolonizes history curricula and the teaching of history by prioritizing indigenous resurgence, understandings, and knowledge; acknowledging and addressing the difficult truths of the past; and ethically shaping the stories of today

How is colonial history taught in schools? And how do education systems impact power relations between Indigenous people and settlers? This book provides a unique contribution to international discussions about knowledge production and the teaching of colonial history in schools with a comparative analysis of two neighboring settler-colonial societies of the South Pacific. Angélique Stastny argues that school systems in Australia and Kanaky/New Caledonia continue to enact British/Australian and French colonialism, respectively, by leveraging historical narratives that fail to comprehend and willfully ignore the mechanisms and contemporaneity of settler colonialism. Settler regimes of ignorance are sustaining the political status quo of settler-colonial power. Stastny's work examines this weaponization of ignorance in systems so often focused on the production of knowledge to deepen our understanding of how and why settler-colonial agendas operate in public primary and secondary schools.Ignored Histories takes the reader through the evolution of policy directives for history curricula, historiography and the narratives produced and disseminated in textbooks, and the author's own ethnography on teachers' actual practices and experiences. As the story unfolds, it traces the recounts of colonial wars and massacres in textbooks; presents modern accounts of the continuing marginalization--and outright exclusion--of Indigenous historians, practitioners, and knowledge from both curriculum development and pedagogy; problematizes students' disengagement from learning about their own histories; and brings to light lingering effects of white supremacy and ways to counter them.Some history teachers, on an individual level, engage in insurgent educational strategies in an attempt to shift power relations between Indigenous people and settlers. From the interviews Stastny conducted, we learn that some of these teachers were fired; others successfully developed methods to destabilize and rethink institutional practices and effect change in the classroom. Ultimately, Stastny argues for a system-wide transformation that decolonizes history curricula and the teaching of history by prioritizing indigenous resurgence, understandings, and knowledge; acknowledging and addressing the difficult truths of the past; and ethically shaping the stories of today.