Contested ground: what is 'Aboriginal history'?

2020 ◽  
pp. 359-397
Author(s):  
Ann McGrath
Keyword(s):  
Aboriginal History

scholarly journals Intangible Culture on Inland Seas, from Hudson Bay to Canadian Heritage

Ethnologies ◽  
2016 ◽  
Vol 36 (1-2) ◽  
pp. 141-159
Author(s):  
Jennifer S.H. Brown
Keyword(s):  
Oral History ◽  
Government Agencies ◽  
Intangible Cultural Heritage ◽  
Hudson Bay ◽  
Political Organizations ◽  
Governmental Agency ◽  
The Many ◽  
Aboriginal History ◽  
Aboriginal Languages

The author of this article examines the ways in which the Convention for the Safeguarding of Intangible Cultural Heritage considers the protection of aboriginal languages and provides a case study of the challenges of the preservation of the Cree language in Canada. For Indigenous people, in Canada as elsewhere, questions arise about who speaks for whom; many of their constituents may not identify with the major political organizations that represent their interests to governments and are recognized by government agencies; and other structural and logistical barriers also arise. The paper takes a look at the richness of Aboriginal history around Hudson Bay as held in language and stories, and then discusses the many challenges that a Hudson Bay Cree storyteller, Louis Bird, and his collaborators faced in pursuing an oral history project funded by a Canadian governmental agency with its own parameters and priorities.

Aboriginal knowledge, the history classroom and the Australian university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nell Musgrove ◽  
Naomi Wolfe
Keyword(s):  
University Students ◽  
Collaborative Teaching ◽  
Subject Area ◽  
Knowledge Structures ◽  
Content Type ◽  
Knowledge Spaces ◽  
University History ◽  
History Of ◽  
Aboriginal History ◽  
The Impact

PurposeThis article considers the impact of competing knowledge structures in teaching Australian Indigenous history to undergraduate university students and the possibilities of collaborative teaching in this space.Design/methodology/approachThe authors, one Aboriginal and one non-Aboriginal, draw on a history of collaborative teaching that stretches over more than a decade, bringing together conceptual reflective work and empirical data from a 5-year project working with Australian university students in an introductory-level Aboriginal history subject.FindingsIt argues that teaching this subject area in ways which are culturally safe for Aboriginal and Torres Strait Islander staff and students, and which resist knowledge structures associated with colonial ways of conveying history, is not only about content but also about building learning spaces that encourage students to decolonise their relationships with Australian history.Originality/valueThis article considers collaborative approaches to knowledge transmission in the university history classroom as an act of decolonising knowledge spaces rather than as a model of reconciliation.

Aboriginal Educators’ Training Program 1981-82

1982 ◽  
Vol 10 (2) ◽  
pp. 42-43
Author(s):  
D. Tournier
Keyword(s):  
Training Program ◽  
Primary Schools ◽  
Public Speaking ◽  
New South ◽  
Writing Skills ◽  
Child Psychology ◽  
Teaching Techniques ◽  
South Wales ◽  
Murray River ◽  
Aboriginal History

Every Wednesday we have a training program for Aboriginal educators in Swan Hill, which is situated on the New South Wales and Victorian border near the Murray River. The Aboriginal educators involved in this program are: Jon Kirby, Caroline Steel, Lynette Bugeja and myself. This program is co-ordinated by our resource teacher – Jill Pattenden.In 1981 we covered such subjects as reading and writing skills, communication, teaching techniques, lesson planning, Aboriginal history, child psychology, counselling, lessons in organising, oral history, community and alcohol, public speaking, submission drafting, study of Aboriginal spirituality.All these subjects were studied with the help of people in the community, both Aboriginal and European. These resource people included local elders, field officers, counsellors, psychologists, an alcohol counsellor, teachers, and people with tribal experience.As part of the program we did activity days at local primary schools. These days are called Jemauraji days (which means “today’s dreaming”). They consisted of different activities such as ground drawing, damper making, corroborée, totems and fire making. Everybody in each school was involved in these activities.

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