Suchergebnisse

Intro -- Preface -- Acknowledgements -- References -- Contents -- 1 Allodial Pedagogy for Land and Water Education -- Abstract -- 1.1 Introduction -- 1.2 Starting Teaching and Learning from a Different Place -- 1.2.1 Earth -- 1.2.2 Land -- 1.2.3 Water -- 1.2.4 Land and Water Education -- 1.3 Conclusion -- References -- 2 Allodial Traces -- Abstract -- 2.1 Introduction -- 2.2 The Allodial Principle -- 2.3 Teaching About Pre-feudal Recognition of the Allodial Principle -- 2.3.1 Roman Approach -- 2.3.2 Frankish Evidence -- 2.3.3 English Evidence: Early Period -- 2.3.4 English Evidence: Later Period -- 2.4 Conclusion -- References -- 3 Educating About Enclosures and Common Lands and Waterways -- Abstract -- 3.1 Introduction -- 3.2 Teaching About the Transition from Customary Access to Enclosure -- 3.3 The Emergence of People, Land, and Water as Things to Be Used -- 3.4 Conclusion -- References -- 4 Teaching About Where Property Law Meets Customary Law -- Abstract -- 4.1 Introduction -- 4.2 Teaching About Indigenous Rights and Customary Law -- 4.2.1 "Native Title" -- 4.2.2 A Bundle Rather Than a Title -- 4.3 Conclusion -- References -- 5 Beyond Ius Abutendi: Teaching About Relationality in Land and Water -- Abstract -- 5.1 Introduction -- 5.2 Teaching About Land and Water as "Objects of Property" -- 5.3 Land and Water in International Environmental Law -- 5.4 Refutation of Hardin's Thesis: Recognizing the Relationship Between the Individual and the Community in Land and Water Use -- 5.5 The Question of Sustainability -- 5.6 Conclusion -- References -- 6 The Art of Negotiation: Teaching About Relationality and Interdependence in Land and Water -- Abstract -- 6.1 Introduction -- 6.2 Teaching About Interdependence: International and Local Negotiations -- 6.2.1 Multilateral Environmental Agreements

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.

Two hundred years ago in 1814 in Australia, Governor Lachlan Macquarie developed a 15 point plan for the provision of education services to Indigenous children. Using the tools of policy ethnography, this paper will examine the administration of Indigenous Education from the establishment of the first Native Institution in NSW in 1814 up to the present policy of Closing the Gap . Education systems in pluricultural, postcolonial democracies worldwide are grappling with the incommensurability of the UN Declaration of the Rights of Indigenous People with the colonial legacies embedded within education systems. Comparative analysis of education policies up to the present find striking similarities of colonial thinking embedded in policy formulation, aspects such as infantilization of Indigenous people, the unwillingness of administrators to share power and collaborate equally in the education of Indigenous children, and lack of willingness to bureaucratise the provision of education services for Indigenous children into the mainstream efforts of governments, with key individuals instead holding onto the legacy of executive powers enshrined this work from early colonial times. This paper argues for the need to develop an Indigenist, rights-based approach to the leadership and management of education of Indigenous children and to the education of non-Indigenous children about Indigenous matters, proper cross-cultural training for bureaucrats, proactive support for schools to bring Indigenous people into the governance structures of schools, substantial commitment of funds to teacher professional development in Indigenous matters.