This book provides a guide to research and teaching in an Australian Indigenous Studies that is oriented toward the diverse, contemporary world. Central to this perspective is a sensibility to the intercultural complexity of that world – particularly its Indigenous component – and an awareness of the interactional capabilities that the Indigenous (and others) need to successfully negotiate it. These capabilities are important for facilitating Indigenous peoples’ goal of equality as citizens and recognition as Indigenous, a goal which this book seeks to address.The Indigenous Studies presented in this book rejects as unproductive the orientation of orthodox Indigenous Studies, which promulgates the retention of old cultures, positive stereotypes, binary oppositions and false certainties. It adopts a more dialogical and process-oriented approach that highlights interactions and relationships and leads to the recognition of cultural and identity multiplicity, intersection and ambiguous difference. The book covers key topics such as ancestral cultures, colonisation and its impacts, identity politics, interculturality, intersectionality, structural marginalisation, unit development and teaching complexity. The focus of the book is the development of a sensibility that can shape readers’ perceptions, decisions and actions in the future and guide teachers in their negotiation of intercultural classroom relationships.
Moore / Pybus / Rolls
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CONTENTS: Orthodox Indigenous Studies – Part I: Layered Aboriginalities – Ancestral Aboriginalities – Colonial Aboriginality – Postcolonial Aboriginalities – Local Aboriginality – Part II: A culturally informed Indigenous Studies – The national Indigenous Studies curriculum and pedagogy – Indigenous Studies learning sequences – Part III: An intercultural Indigenous Studies – Indigenous bothness or rooted cosmopolitanism – Negotiating interculturality and intersectionality – Marginalising and privileging structures – An intercultural Indigenous Studies – Ethics and the contentions of Indigenous Studies – Tertiary Indigenous Studies: Disciplinary integrity versus the ‘feel good’ factor
Terry Moore has had a long involvement in remote Indigenous education as a teacher, curriculum developer, teacher trainer and principal. He has taught tertiary Aboriginal Studies and Indigenous cultural awareness at the University of Tasmania (UTAS) and Monash University and is currently researching remote Indigenous higher education pathways at Charles Darwin University. Carol Pybus has coordinated and taught the UTAS first-year Aboriginal Studies program for eighteen years.Mitchell Rolls is a cultural anthropologist, senior lecturer and Head of the Discipline of Aboriginal Studies at UTAS.David Moltow is a moral philosopher, specialising in political philosophy. He teaches philosophy and ethics in the UTAS Faculty of Education.
