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Ontology, sovereignty, legitimacy: two key moments when history curriculum was challenged in public discourse and the curricular effects, Australia 1950s and 2000s.
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- Author(s): Keynes, Matilda; Marsden, Beth
- Source:
History of Education Review (Emerald Group Publishing Limited); 2021, Vol. 50 Issue 2, p130-145, 16p- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: Purpose: The purpose of this paper is to examine the ways that history curriculum has worked to legitimise dispossession through narratives that elide questions of Indigenous sovereignty, and which construct and consolidate white settler identity and possession. Design/methodology/approach: The paper uses two case studies to compare history education documentation and materials at key moments where dominant narratives of settler legitimacy were challenged in public discourse: (1) the post-war humanitarian agenda of fostering "international understanding" and; (2) the release and educational recommendations of the 1997 Bringing them Home Report. Findings: The paper shows that in two moments where narratives of settler legitimacy were challenged in public discourse, the legitimacy of settler possession was reiterated in history curricula in various ways. Practical implications: This research suggests that the prevailing constructivist framework for history education has not sufficiently challenged criticisms of the representation of Aboriginal history and the history of settler-colonialism in the history syllabus. Originality/value: The paper introduces two case studies of history curriculum and shows how, in different but resonant ways, curricular reforms worked to bolster the liberal credentials of the settler state. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of History of Education Review (Emerald Group Publishing Limited) is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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