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With the push towards ‘Indigenisation’ in Australian tertiary institutes, the discipline of English at the University of Newcastle undertook a pilot project to investigate what this could look like and what it meant for staff and students. This paper reflects our efforts to engage with notions of ‘Indigenisation’, based on national and international exemplars and presents one of our efforts to indigenise our discipline of English. We argue that our shifting and changing understanding of integrating Aboriginal ways of knowing into mainstream English courses is both difficult and essential.

Australian children’s literature has a history of excluding Indigenous child readers and positioning non-Indigenous readers as the subject. Rather than portray such literature, particularly before the 1950s, as simply racist or stereotypical, I argue that it is important for teachers, of all students, to help readers understand how nationalist or white Australian myths were constructed on Indigenous land and knowledges.

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Burning Off: Indigenising the Discipline of English

Re-Reading Representations of Indigenality in Australian Children’s Literature: a History

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2 results

Burning Off: Indigenising the Discipline of English

Re-Reading Representations of Indigenality in Australian Children’s Literature: a History