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Power/Knowledge Relations and Koorie Perspectives in Discourses of Australian History Education

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Power/Knowledge Relations and Koorie Perspectives in Discourses of Australian History Education Your stories, my stories, our stories: Power/knowledge relations and Koorie perspectives in discourses of Australian History Education Ms Sara L Weuffen This thesis is submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) Faculty of Education and Arts Federation University Australia University Drive, Mount Helen, Victoria, 3353 Australia Submitted in March 2017 I acknowledge and pay my respects to the Wadawurrung Peoples as the Traditional Custodians of the land (Ballarat) upon which my research project has been developed, conducted and written. I also acknowledge and pay my respects to the Yorta Yorta Peoples as the Traditional Custodians of the land (Greater Shepparton) upon which parts of my research has been conducted. Furthermore, I acknowledge and pay my respects to all the Elders who participated in my research project and in particular the trust they placed in me to adequately and sensitively represent their stories. Page 1 of 243 Abstract Over the past decade, popularised notions and approaches to the teaching and learning of Australia’s history have been overwhelmingly researched and written by non-Indigenous academics. This research challenges dominant non-Indigenous curriculum and research agendas by exploring how, why, and to what degree Koorie, and by extension Aboriginal and Torres Strait Islander perspectives, are taken up for the development and implementation of school-based curriculum aligned to the Year Nine Australian Curriculum: History. The research is guided by Michel Foucault’s poststructural theory to examine a range of discourses identified by year nine history teachers and three Koorie Elders in Ballarat and Greater Shepparton. It is supplemented through Martin Nakata’s ground breaking work on Indigenous Standpoint Theory to acknowledge and highlight the cross-cultural/racial power/knowledge relations of peoples who are involved in the research. It is a timely response to the 2013 mandatory implementation of the Australian Curriculum: History in Victorian state schools. The research builds upon academic research (see Clark, 2006; Harrison & Greenfield, 2011; Mackinlay & Barney, 2011; 2014b) about how teachers may engage critically with Aboriginal and Torres Strait Islander specific content. It contributes significantly to a field of research that has not received much attention over the past eleven years. The research is a striking contribution to understandings of Australian cross-cultural/racial research and education practices. It argues that teachers are not necessarily insensitive to cross- cultural/racial relations operating in Australia; rather, that more rigorous and comprehensive teacher education programs are required for the integration of Koorie perspectives on Australian history. The research clearly demonstrates that stories from local Koorie communities offers up a wealth of knowledge that may be drawn upon to reform curriculum agendas towards shared-history understandings of Australia’s history. Ultimately, it advocates for a more nuanced and mature conversation about contemporary cross-cultural/racial education practices in Australia. Page 2 of 243 Preface My doctoral thesis manifests from personal and professional experiences as a non-Indigenous Australian woman, mother, friend, colleague, and teacher engaged in the education of Australia’s history. It is, and continues to be, an archival record of my reflexive engagement with Koorie peoples, their cultures, histories and knowledges in this space. Statement of Authorship and Originality My dissertation is submitted for the degree of Doctor of Philosophy (PhD) at Federation University Australia (FedUni). My research has been conducted under the supervision of: • Principal Supervisor: Associate Professor Annette Foley – Ballarat – 2014 to 2016 • Associate Supervisor: Associate Professor Fred (David) Cahir – Ballarat – 2011 to 2016 • Principal Supervisor: Professor Margaret Zeegers – Ballarat – 2011 to 2014 Except where explicit reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma. No other person’s work has been relied upon or used without due acknowledgment in the main text and bibliography of the thesis. My dissertation contains 97,180 words. Page 3 of 243 Dedication I dedicate my thesis to my son. In your 10 years you have never known a time when I haven’t been studying or writing my book. I am so grateful for your patience and acceptance for work that gives me sustenance. You are my motivator for focusing on the Australian shared-history story because I want you to grow up in a society that truly respects and acknowledges Aboriginal and Torres Strait Islander knowledges, cultures and histories. I love you to the sky and back. Acknowledgements There are many people and organisations who have assisted and supported me in one way or another over the past six years of my PhD journey. In particular, I would like to give my sincerest and deepest appreciations to: My participants: Your stories provide a significant depth and richness to the discussions presented in my research that disembodied data alone does not offer. I sincerely appreciate the trust you placed in me to present and discuss your stories, the knowledges and journeys which comprise the humanistic crux of my research. The Brains Trust: My soul sisters, my thesis buddies: Kimbo and Aims. I am incredibly grateful for our rejuvenating (and yummy!) timeout discussions and writing retreats. You have kept me grounded and have constantly stimulated new thinking and research directions. My Supervisors: Annette, Fred, and Margaret: you have helped me push through feelings of inadequacy and uncertainty. I genuinely appreciate the moments when you have challenged me to explain my choices, fervently justify and academically argue for their inclusion. Aboriginal and Torres Strait Islander communities and scholars: Tracey, Mellita, Bonnie, Uncle Bryon, Aunty Marjorie, Uncle Albert, Mark, the Wadawurrung community, the Yorta Yorta community, the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS), and the Victorian Aboriginal Education Association Inc (VAEAI): I have felt truly blessed to have learnt from each and every one of you. Your integrity, honesty and openness have empowered me to challenge what it means to be a researcher in Australia, on a physical, intellectual, spiritual and humanistic level. Dr. Rani: I am most grateful for your professional editorial advice and expertise. You have helped turn this document into a succinct and palatable read. Page 4 of 243 Table of Contents ABSTRACT ........................................................................................................................................................ 2 PREFACE .......................................................................................................................................................... 3 STATEMENT OF AUTHORSHIP AND ORIGINALITY ............................................................................................. 3 DEDICATION .................................................................................................................................................... 4 ACKNOWLEDGEMENTS .................................................................................................................................... 4 TABLE OF CONTENTS ........................................................................................................................................ 5 LIST OF … ......................................................................................................................................................... 9 … FIGURES ............................................................................................................................................................ 9 … TABLES .............................................................................................................................................................. 9 … ACRONYMS ........................................................................................................................................................ 9 CHAPTER 1: SITUATING THE STUDY ............................................................................................................... 10 REACHING THE POINT OF ENQUIRY ........................................................................................................................... 10 Theoretically Positioning my Research ........................................................................................................ 14 CLEARING SOME GROUND: LANGUAGE CHOICES ......................................................................................................... 15 Non-Indigenous Australian .......................................................................................................................... 16 Koorie .......................................................................................................................................................... 16 Aboriginal Peoples ....................................................................................................................................... 17 Torres Strait Islanders ................................................................................................................................
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