Talkin' bout a revolution: the call for transformation and reform in Indigenous education

Hogarth, Melitta (2018) Talkin' bout a revolution: the call for transformation and reform in Indigenous education. The Australian Educational Researcher, 45 (5). pp. 663-674. ISSN 0311-6999

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Abstract

The areas of concern (‘goals’, ‘domains’ and ‘priority areas’ - whatever policymakers wish to call them) relating to Indigenous education have not changed since the first National Indigenous education policy in 1989. Deficit discourses, discursive trickery and the inability to report progress continues to demoralise and ensure Aboriginal and Torres Strait Islander students remain at the lower rungs of educational outcome indicators maintaining societal and institutional constructs. In this paper, I argue that there is a need to dramatically reform the approach to Indigenous education transforming the hegemonic positioning assumed by the coloniser. Essentially, this would take a revolution: a revolutionary transformation of institutional and societal constructs; a cognitive awareness of how language and discourses are used to maintain power; and, a need to privilege Indigenous voices and knowledges to ensure that Aboriginal and Torres Strait Islander peoples’ rights in education are achieved.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Submitted version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - College for Indigenous Studies, Education and Research
Date Deposited: 26 Nov 2018 05:50
Last Modified: 08 Jan 2019 06:00
Uncontrolled Keywords: discursive trickery, Indigenous critical discourse analysis, policy, discourse, Indigenous education
Fields of Research : 16 Studies in Human Society > 1605 Policy and Administration > 160501 Aboriginal and Torres Strait Islander Policy
13 Education > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education
Identification Number or DOI: 10.1007/s13384-018-0277-8
URI: http://eprints.usq.edu.au/id/eprint/34995

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