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Decolonising the school experience through poetry to foreground truth-telling and cogntive justice282.41 kB
Published VersionCC BY V4.0, Open Access
Journal article
Decolonising the school experience through poetry to foreground truth-telling and cognitive justice
London Review of Education, Vol.20(1), pp.1-10
2022
Abstract
While attempts to decolonise the school curriculum have been ongoing since the 1970s, the recent Black Lives Matter protests around the world have drawn urgent attention to the vast inequities faced by Black and First Nations peoples and people of colour. Decolonising education and other public institutions has become a front-line public concern around the world. In this article, we argue that poetry offers generative possibilities for the decolonisation of Australian high school (and university) curricula. Inspired by Aboriginal and Torres Strait Islander approaches to knowledge creation as intergenerational, iterative and intercultural, and by postcolonial and decolonial theories, we explore ways in which poetry events can begin decolonising and diversifying the school curriculum. We suggest that poetry creates spaces for deep listening with the heart (dadirri) that can promote truth-telling about colonial histories and the strengths, achievements and contributions of First Nations Australians. These decolonising efforts underpin the Wandiny (Gathering Together) – Listen With the Heart: Uniting Nations Through Poetry research that we discuss in this article. In these ways, we argue that decolonised curricula create the conditions for cognitive justice in schooling that is an important precursor to other forms of social justice, such as equality, diversity and inclusion.
Details
- Title
- Decolonising the school experience through poetry to foreground truth-telling and cognitive justice
- Authors
- Catherine Manathunga (Author) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research Centre - LegacyShelley Davidow (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessPaul Williams (Author) - University of the Sunshine Coast, Queensland, School of Business and Creative IndustriesAlison Willis (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessMaria Raciti (Author) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research Centre - LegacyKathryn Gilbey (Author) - Batchelor Institute of Indigenous Tertiary EducationSue Stanton (Author) - Batchelor Institute of Indigenous Tertiary EducationHope O'Chin (Author)Alison Chan (Author)
- Publication details
- London Review of Education, Vol.20(1), pp.1-10
- Publisher
- U C L Press Ltd.
- Date published
- 2022
- DOI
- 10.14324/LRE.20.1.06
- ISSN
- 1474-8479; 1474-8460
- Copyright note
- © 2022, Catherine Manathunga, Shelley Davidow, Paul Williams, Alison Willis, Maria Raciti, Kathryn Gilbey, Sue Stanton, Hope O’Chin and Alison Chan. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited
- Organisation Unit
- School of Business and Creative Industries; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland; School of Creative Industries - Legacy; Student Services and Engagement; Sustainability Research Cluster
- Language
- English
- Record Identifier
- 99613408002621
- Output Type
- Journal article
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- Collaboration types
- Domestic collaboration
- Web Of Science research areas
- Education & Educational Research