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dc.contributor.authorWood, M
dc.contributor.authorExley, B
dc.contributor.authorKnight, L
dc.date.accessioned2018-04-23T01:00:25Z
dc.date.available2018-04-23T01:00:25Z
dc.date.issued2017
dc.identifier.issn0046-208X
dc.identifier.urihttp://hdl.handle.net/10072/368772
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Association for the Teaching of English
dc.publisher.urihttps://www.aate.org.au/journals/english-in-australia
dc.relation.ispartofpagefrom51
dc.relation.ispartofpageto61
dc.relation.ispartofissue3
dc.relation.ispartofjournalEnglish in Australia
dc.relation.ispartofvolume52
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchLanguage Studies
dc.subject.fieldofresearchcode130204
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode2003
dc.titleReconciliation agendas in the Australian Curriculum English: Using postcolonial theory to enter the fray
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 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).
gro.hasfulltextFull Text
gro.griffith.authorExley, Beryl E.


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