Issue Details: First known date: 2014... 2014 Tracking Our Country in Settler Literature
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AbstractHistoryArchive Description

'This is a narrative paper that tracks a story of Aboriginal representation and the concept of nation across the twentieth and early twenty-first centuries through some important Australian texts. I read this assemblage of settler literature through the cultural metaphor of tracking, because tracking is as much about anticipation as it is following. Tracking is about reading: reading land and people before and after whitefellas. It is about entering into the consciousness of the person or people of interest. Tracking is not just about reading the physical signs; it is about reading the mind. It is not just about seeing and hearing what is there; it is as much about what is not there. Tony Morrisson [sic] wrote of mapping ‘the critical geography’ (3) of the white literary imagination in her work on Africanist presence in American Literature, Playing in the Dark. This paper tracks the settler imagination on Aboriginal presence in Australian literature in the twentieth and early twenty-first centuries. ' (Author's introduction)

Notes

  • Epigraph: ‘Tracking for Blackfellas is like reading for whitefellas.’

    (Aunty Lil Smart nee Croker 1887–1980)

    Author's note: Aunty Lil was my Grandmother with whom I grew up.

  • Dorothy Green Memorial Lecture

Publication Details of Only Known VersionEarliest 2 Known Versions of

  • Appears in:
    y separately published work icon JASAL Country vol. 14 no. 3 2014 7916868 2014 periodical issue

    The BlackWords Symposium, held in October 2012, celebrated the fifth anniversary of the establishment of BlackWords, the AustLit-supported project recording information about, and research into, Aboriginal and Torres Strait Islander writers and storytellers. The symposium showcased the exciting state of Aboriginal and Torres Strait Islander creative writing and storytelling across all forms, contemporary scholarship on Indigenous writing, alongside programs such as the State Library of Queensland’s black&write! project, which supports writers’ fellowships, editing mentorships, and a trainee editor program for professional development for Indigenous editors. But really, the event was a celebration of the sort of thinking, the sort of resistance, and the re-writing of history that is evident in the epigraph to this introduction. ' (Source: Kilner, Kerry and Minter, Peter, JASAL Vol 14. No. 3, 2014: 1)

    2014

Works about this Work

Profiles of Practice: Influences When Selecting Texts to Include Aboriginal and Torres Strait Islander Perspectives in English Tamika Worrell , 2022 single work criticism
— Appears in: English in Australia , vol. 57 no. 1 2022; (p. 5-14.)

'The subject of English offers a unique context to embed Indigenous perspectives for the benefit of all students through its availability and variety of text choices. Currently, the New South Wales (NSW) English Syllabus requires teachers to include texts which provide 'insights into Aboriginal experiences in Australia' (NESA, 2012). With no structured auditing method for this inclusion, there is room to further understand how teachers select texts to include Indigenous perspectives. This paper will present some factors influencing text selection when including Indigenous perspectives through four teacher profiles. It presents four teacher profiles to explore some influences on their text selections when including Indigenous perspectives. It is a snapshot of decision-making for class texts identified from semi-structured qualitative conversations with four Western Sydney English teachers. The study aims to provide some insight into the process of embedding Aboriginal and Torres Strait Islander perspectives through text selection in Years 7-10 English.' (Publication abstract)

Strange Home : Rethinking Australian Literature Julieanne Lamond , 2021 single work criticism
— Appears in: Australian Humanities Review , November no. 69 2021;
'During my first semester of online teaching in 2020 I began keeping a form of teaching archive that was new to me.1 In addition to the usual lectures and slides, I began to accumulate a number of files with a .txt suffix. This is an archive of one of the unexpected affordances of teaching over Zoom: the chat window. I did not know what to do with the chat window, but my students did. They asked questions. They made jokes. They developed extended comedic and often critical conversations about the texts we were reading and how I was teaching them. These chat.txt files are an archive of students seeking and finding social connection in an online English classroom during a pandemic. They are also important to me as a record of a semester in which I tried to use that online classroom to begin to rethink what it means to do the work that has been the focus of my career: teaching and researching Australian literature.' (Introduction)
Strange Home : Rethinking Australian Literature Julieanne Lamond , 2021 single work criticism
— Appears in: Australian Humanities Review , November no. 69 2021;
'During my first semester of online teaching in 2020 I began keeping a form of teaching archive that was new to me.1 In addition to the usual lectures and slides, I began to accumulate a number of files with a .txt suffix. This is an archive of one of the unexpected affordances of teaching over Zoom: the chat window. I did not know what to do with the chat window, but my students did. They asked questions. They made jokes. They developed extended comedic and often critical conversations about the texts we were reading and how I was teaching them. These chat.txt files are an archive of students seeking and finding social connection in an online English classroom during a pandemic. They are also important to me as a record of a semester in which I tried to use that online classroom to begin to rethink what it means to do the work that has been the focus of my career: teaching and researching Australian literature.' (Introduction)
Profiles of Practice: Influences When Selecting Texts to Include Aboriginal and Torres Strait Islander Perspectives in English Tamika Worrell , 2022 single work criticism
— Appears in: English in Australia , vol. 57 no. 1 2022; (p. 5-14.)

'The subject of English offers a unique context to embed Indigenous perspectives for the benefit of all students through its availability and variety of text choices. Currently, the New South Wales (NSW) English Syllabus requires teachers to include texts which provide 'insights into Aboriginal experiences in Australia' (NESA, 2012). With no structured auditing method for this inclusion, there is room to further understand how teachers select texts to include Indigenous perspectives. This paper will present some factors influencing text selection when including Indigenous perspectives through four teacher profiles. It presents four teacher profiles to explore some influences on their text selections when including Indigenous perspectives. It is a snapshot of decision-making for class texts identified from semi-structured qualitative conversations with four Western Sydney English teachers. The study aims to provide some insight into the process of embedding Aboriginal and Torres Strait Islander perspectives through text selection in Years 7-10 English.' (Publication abstract)

Last amended 25 Jan 2018 15:49:24
http://nla.gov.au/nla.arc-63067-20150114-1144-www.nla.gov.au/openpublish/index.php/jasal/article/view/3294/4109.html Tracking Our Country in Settler Literaturesmall AustLit logo JASAL
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