Aboriginal Representation : Conflict or Dialogue in the Academy single work   criticism  
Issue Details: First known date: 2010... 2010 Aboriginal Representation : Conflict or Dialogue in the Academy
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AbstractHistoryArchive Description

'This research begins with the premise that non- Aboriginal students are challenged by much Aboriginal writing and also challenge its representations as they struggle to re-position themselves in relation to possible meanings within Aboriginal writing. Many non-Aboriginal students come to read an Aboriginal narrative against their understanding of what it means to be an Aboriginal Australian, accumulated via their prior reading of Australian history, literature and more contemporary social analysis and popular commentary. Aboriginal writing is confronting when it disturbs the more familiar representations of Aboriginal experience and characterisation previously encountered. The aim of this paper is to provide a more informed basis from which to consider higher education pedagogy for this area of literary studies. A further aim is to contribute to the literary studies discourse on Aboriginal representation in Australian literature.' Source; The author.

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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)
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)
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Last amended 28 Mar 2011 14:27:16
32-39 Aboriginal Representation : Conflict or Dialogue in the Academysmall AustLit logo The Australian Journal of Indigenous Education
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