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  • Reconciliation agendas in the Australian Curriculum English: Using postcolonial theory to enter the fray

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    Version of Record (VoR)
    Author(s)
    Wood, M
    Exley, B
    Knight, L
    Griffith University Author(s)
    Exley, Beryl E.
    Year published
    2017
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    Abstract
    This article begins by discussing the Australian Curriculum: English and its remit to contribute to this nation's reconciliation agenda. Ever cognisant of our individual identities as non-Indigenous teachers and teacher educators and our relations to this topic, we hone in on one Content Description from Year 10, and analyse one stimulus text, an interview transcript between Michael Hohnen and Patrick Pittman. In the interview, Hohnen reflects on the long term collaborative relationship with Dr G. Yunupingu, a hailed musician from Galiwinku (Elcho Island), North East Arnhem Land. The theoretical grounding for thinking about ...
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    This article begins by discussing the Australian Curriculum: English and its remit to contribute to this nation's reconciliation agenda. Ever cognisant of our individual identities as non-Indigenous teachers and teacher educators and our relations to this topic, we hone in on one Content Description from Year 10, and analyse one stimulus text, an interview transcript between Michael Hohnen and Patrick Pittman. In the interview, Hohnen reflects on the long term collaborative relationship with Dr G. Yunupingu, a hailed musician from Galiwinku (Elcho Island), North East Arnhem Land. The theoretical grounding for thinking about these reflective recounts is drawn from a critical theory paradigm imbued with a postcolonial lens. Specifically, we draw on Bhabha's (1994) notion of cultural hybridity. Our analysis of this text points to the utility of using postcolonial theory for framing discussions of this ilk. We conclude by commenting on implications for non-Indigenous teachers and teacher educators working within an agenda of reconciliation in subject English.
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    Journal Title
    English in Australia
    Volume
    52
    Issue
    3
    Publisher URI
    https://www.aate.org.au/journals/english-in-australia
    Copyright Statement
    © The Author(s) 2017. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author(s).
    Subject
    English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
    Curriculum and Pedagogy
    Language Studies
    Publication URI
    http://hdl.handle.net/10072/368772
    Collection
    • Journal articles

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