image of person or book cover 4486209597583293408.jpg
This image has been sourced from online.
y separately published work icon Indigenous Cultural Capital : Postcolonial Narratives in Australian Children's Literature multi chapter work   criticism  
Issue Details: First known date: 2018... 2018 Indigenous Cultural Capital : Postcolonial Narratives in Australian Children's Literature
The material on this page is available to AustLit subscribers. If you are a subscriber or are from a subscribing organisation, please log in to gain full access. To explore options for subscribing to this unique teaching, research, and publishing resource for Australian culture and storytelling, please contact us or find out more.

AbstractHistoryArchive Description

'Children's literature enables young readers to acculturate to socially desirable forms of knowledge, values and ideologies. An increasing number of children's books with Aboriginal themes and motifs, written by Indigenous and non-Indigenous writers in the post-Mabo era, seek to rewrite Aboriginal history through realistic or imaginative modes of expression and, as a counter-discursive agency, they open a path to inculcate young minds with Aboriginal culture and knowledge in a postcolonial context. Drawing on Pierre Bourdieu's concept of cultural capital, Indigenous Cultural Capital: Postcolonial Narratives in Post-Mabo Australian Children's Literature explores how Aboriginal people's histories and cultures are deployed, represented, and transmitted as " Indigenous cultural capital " for young readers, with the purpose of illuminating the complex relations between Aboriginal agency and dominant forces in the postcolonial contact zone and identifying possible tactics of resistance within the domination. The notion of Indigenous cultural capital provides a fresh perspective in the postcolonial readings of Australian children's books.'  (Publication summary)

Notes

  • Table of Contents:

    • Introduction.
    • Indigenous cultural capital
    • Chapter 1. Decolonised Landscape: Aboriginal Connections to Country
    • Chapter 2. Living Memory: Testimonial and Autobiographical Narratives of Indigenous Child Separation
    • Chapter 3. Book Reviews, Prizes, and the Paratextual Space in Children's Books 
    • Chapter 4. School Texts: from " Silent Apartheid " to " Cross-Curriculum Priority "
    • Chapter 5. The Gift and the Ethics of Representing Aboriginality
    • Conclusion. A Project of Hope: Resistance and Transformation
  • Won the Biennial Australian Studies in China Book Prize in 2018.

Publication Details of Only Known VersionEarliest 2 Known Versions of

    • Oxford, Oxfordshire,
      c
      England,
      c
      c
      United Kingdom (UK),
      c
      Western Europe, Europe,      :       Peter Lang ,       2018 .
      image of person or book cover 4486209597583293408.jpg
      This image has been sourced from online.
      Extent: 238p.
      Note/s:

      • Published: 29th March 2018

      ISBN: 9781787070776
      Series: y separately published work icon Australian Studies : Interdisciplinary Perspectives Anne Brewster (editor), Oxford : Peter Lang , 2017 13852684 2017 series - publisher criticism

      'This interdisciplinary book series showcases dynamic, innovative research on contemporary and historical Australian culture. It aims to foster interventions in established debates on Australia as well as opening up new areas of enquiry that reflect the diversity of interests in the scholarly community. The series includes research in a range of fields across the humanities and social sciences, such as history, literature, media, philosophy, cultural studies, gender studies and politics. Proposals are encouraged in areas such as Indigenous studies, critical race and whiteness studies, women’s studies, studies in colonialism and coloniality, multiculturalism, the experimental humanities and ecocriticism. Of particular interest is research that promotes the study of Australia in cross-cultural, transnational and comparative contexts. Cross-disciplinarity and new methodologies are welcomed. The series will feature the work of leading authors but also invites proposals from emerging scholars. Proposals for monographs and high-quality edited volumes are welcomed. Proposals and manuscripts considered for the series will be subject to rigorous peer review and editorial attention. The series is affiliated with the International Australian Studies Association.' (Publication summary)

             Number in series: 2
VIEW PUBLICATION DETAILS FOR ALL VERSIONS ()

Works about this Work

Daozhi Xu, Indigenous Cultural Capital: Postcolonial Narratives in Australian Children’s Literature Rich Carr , 2022 single work review
— Appears in: JASAL , December vol. 22 no. 2 2022;
— Review of Indigenous Cultural Capital : Postcolonial Narratives in Australian Children's Literature Xu Daozhi , 2018 multi chapter work criticism 'Part history, part theory, and part examination of children’s literature focused on Indigenous experience, Indigenous Cultural Capital explores efforts to bring First Nations life and culture into the mainstream through books aimed at young readers. Xu Daozhi begins her work with this assertion: “The representations of Aboriginal life and cultures in Australian children’s books, throughout much of Australia’s post-contact history, have been plagued by racial stereotypes and prejudice” (1). (The author includes Torres Strait Islanders under the term “Aboriginal.”) To develop her ideas, she employs Pierre Bourdieu’s concept of “cultural capital”: “Cultural capital, in such forms as knowledge, skills, and educational qualifications, refers to cognitive acquisition and competence in deciphering cultural codes” (13). Family, to Bourdieu, is the foundational point for such capital; children from middle- or upper-class families enter the educational system with resources that ready them to acquire cultural capital successfully and thus achieve “scholastic success” (13) and an adult life of power and privilege. She identifies the longstanding absence of Indigenous knowledge and cultures from Australian education as a key factor in enduring racial discrimination in schools and society at large and “the widening gap between Aboriginal and nonAboriginal students in academic performance” (17). Introducing the concept of “Indigenous cultural capital” and applying it to children’s literature, the author contends that the dissemination of narratives to young readers centred on the Aboriginal experience and the corresponding apparatus of curricular changes, prizes, reviews, and appropriate paratextual matter has the potential to transform Australian society. Indigenous cultural capital can shape young readers’ “worldview, opinions, and behaviour” (18) and guide them toward a more racially inclusive social structure.' 

(Introduction)
Daozhi Xu, Indigenous Cultural Capital: Postcolonial Narratives in Australian Children’s Literature Rich Carr , 2022 single work review
— Appears in: JASAL , December vol. 22 no. 2 2022;
— Review of Indigenous Cultural Capital : Postcolonial Narratives in Australian Children's Literature Xu Daozhi , 2018 multi chapter work criticism 'Part history, part theory, and part examination of children’s literature focused on Indigenous experience, Indigenous Cultural Capital explores efforts to bring First Nations life and culture into the mainstream through books aimed at young readers. Xu Daozhi begins her work with this assertion: “The representations of Aboriginal life and cultures in Australian children’s books, throughout much of Australia’s post-contact history, have been plagued by racial stereotypes and prejudice” (1). (The author includes Torres Strait Islanders under the term “Aboriginal.”) To develop her ideas, she employs Pierre Bourdieu’s concept of “cultural capital”: “Cultural capital, in such forms as knowledge, skills, and educational qualifications, refers to cognitive acquisition and competence in deciphering cultural codes” (13). Family, to Bourdieu, is the foundational point for such capital; children from middle- or upper-class families enter the educational system with resources that ready them to acquire cultural capital successfully and thus achieve “scholastic success” (13) and an adult life of power and privilege. She identifies the longstanding absence of Indigenous knowledge and cultures from Australian education as a key factor in enduring racial discrimination in schools and society at large and “the widening gap between Aboriginal and nonAboriginal students in academic performance” (17). Introducing the concept of “Indigenous cultural capital” and applying it to children’s literature, the author contends that the dissemination of narratives to young readers centred on the Aboriginal experience and the corresponding apparatus of curricular changes, prizes, reviews, and appropriate paratextual matter has the potential to transform Australian society. Indigenous cultural capital can shape young readers’ “worldview, opinions, and behaviour” (18) and guide them toward a more racially inclusive social structure.' 

(Introduction)
VIEW ALL WORKS ABOUT (1)

Awards

VIEW ALL AWARDS (1)
Last amended 15 May 2020 08:59:24
Subjects:
Newspapers:
    Powered by Trove
    X