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Published VersionCC BY-SA V4.0, Open Access
Journal article
Decolonisation through poetry: building First Nations’ voice and promoting truth-telling
Education as Change, Vol.20, pp.1-24
2020
Abstract
The impetus to decolonise high schools and universities has been gaining momentum in Southern locations such as South Africa and Australia. In this article, we use a polyvocal approach, juxtaposing different creative and scholarly voices, to argue that poetry offers a range of generative possibilities for the decolonisation of high school and university curricula. Australian First Nations’ poetry has been at the forefront of the Indigenous political protest movement for land rights, recognition, justice and Treaty since the British settlement/invasion. Poetry has provided Aboriginal and Torres Strait Islander peoples with a powerful vehicle for speaking back to colonial power. In this article, a team of Indigenous and non-Indigenous researchers argue that poetry can be a powerful vehicle for Indigenous voices and Knowledges. We suggest that poetry can create spaces for deep listening (dadirri), and that listening with the heart can promote truth-telling and build connections between First Nations and white settler communities. These decolonising efforts underpin the “Wandiny (gathering together)—Listen with the Heart: Uniting Nations through Poetry” research that we discuss in this article. We model our call-and-response methodology by including the poetry of our co-author and Aboriginal Elder of the Kungarakan people in the Northern Territory, Aunty Sue Stanton, with poetic responses by some of her co-authors.
Details
- Title
- Decolonisation through poetry: building First Nations’ voice and promoting truth-telling
- Authors
- Catherine Manathunga (Author) - University of the Sunshine Coast, Queensland, School of Education - LegacyShelley Davidow (Author) - University of the Sunshine Coast, Queensland, School of Education - LegacyPaul Williams (Author) - University of the Sunshine Coast, Queensland, School of Creative Industries - LegacyKathryn Gilbey (Author) - Batchelor Institute of Indigenous Tertiary EducationTracey Bunda (Author) - The University of QueenslandMaria Raciti (Author) - University of the Sunshine Coast, Queensland, USC Business School - LegacySue Stanton (Author) - Batchelor Institute of Indigenous Tertiary Education
- Publication details
- Education as Change, Vol.20, pp.1-24
- Publisher
- Routledge
- Date published
- 2020
- DOI
- 10.25159/1947-9417/7765
- ISSN
- 1947-9417; 1682-3206
- Copyright note
- Copyright (c) 2020 Catherine Manathunga, Shelley Davidow, Paul Williams, Kathryn Gilbey, Tracey Bunda, Maria Raciti, Sue Stanton. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Organisation Unit
- School of Business and Creative Industries; School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland; USC Business School - Legacy; School of Creative Industries - Legacy; Sustainability Research Cluster
- Language
- English
- Record Identifier
- 99478108102621
- Output Type
- Journal article
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