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"Torres Strait Islanders History."
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Aboriginal knowledge, the history classroom and the Australian university
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.
Journal Article
Encounters with indigeneity : writing about Aboriginal and Torres Strait Islander peoples
For four decades Jeremy Beckett has shone a light on previously marginalised fields of life. While the many went in search of 'traditional culture', Beckett was fascinated to learn how people who often lacked wider recognition of their Aboriginality went about their lives.
eBook
Indigenous Australian genomes show deep structure and rich novel variation
The Indigenous peoples of Australia have a rich linguistic and cultural history. How this relates to genetic diversity remains largely unknown because of their limited engagement with genomic studies. Here we analyse the genomes of 159 individuals from four remote Indigenous communities, including people who speak a language (Tiwi) not from the most widespread family (Pama–Nyungan). This large collection of Indigenous Australian genomes was made possible by careful community engagement and consultation. We observe exceptionally strong population structure across Australia, driven by divergence times between communities of 26,000–35,000 years ago and long-term low but stable effective population sizes. This demographic history, including early divergence from Papua New Guinean (47,000 years ago) and Eurasian groups
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, has generated the highest proportion of previously undescribed genetic variation seen outside Africa and the most extended homozygosity compared with global samples. A substantial proportion of this variation is not observed in global reference panels or clinical datasets, and variation with predicted functional consequence is more likely to be homozygous than in other populations, with consequent implications for medical genomics
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. Our results show that Indigenous Australians are not a single homogeneous genetic group and their genetic relationship with the peoples of New Guinea is not uniform. These patterns imply that the full breadth of Indigenous Australian genetic diversity remains uncharacterized, potentially limiting genomic medicine and equitable healthcare for Indigenous Australians.
Analysis of the genomes of 159 individuals from four Indigenous communities in Australia shows a high level of genetic variation and demonstrates the need for greater representation of Indigenous Australians in reference panels and clinical databases.
Journal Article
Demanding dialogue in an unsettled settler state: implications for education and justice
Purpose:The purpose of this paper is to examine the educational impulses and effects of Indigenous dialogue with the settler colonial state. Taking the Uluru Statement from the Heart, devised in May 2017 by a convention of Aboriginal and Torres Strait Islander peoples, as a starting point, and contrasting this with the 1967 Referendum campaign for constitutional reform, the paper explores the role of multiple forms and contexts of education during these processes of First Nations dialogue with the settler state.Design/methodology/approach:This paper draws on historical accounts of the 1967 Referendum and the 2017 Uluru Statement from the Heart.Findings:The paper demonstrates how education provided by the state has been used by First Nations peoples to challenge education systems and to dialogue with the settler state for Indigenous recognition and rights. It also illuminates the range of views on what education is and should be, therefore, contesting the neat and settled conceptions of education that can dominate policy discourse. Finally the historical cases show the deficiencies of settler state education through its failure to truthfully represent Australian history and its failure to acknowledge and confront the entirety of the consequences of settler colonial practices.Originality/value:This paper seeks to bring issues of education, politics and justice together to illustrate how the settler state and its institutions – specifically here, education – are part of an ongoing project of negotiation, contestation and dialogue over questions of justice.
Journal Article
Tally Ho Boys' Training Farm, Aboriginal children and the intersection of school, welfare and justice systems, 1950s–1960s
PurposeThis paper draws on the archival records of the Victorian Education Department, literature produced by the governing authority of Tally Ho (the Central Mission), and newspaper reports produced in the mid-20th century about school and education at Tally Ho. This paper also draws on material from the Victorian Aborigines Welfare Board and the Northern Territory Department of Welfare, as well as two historical key government inquiries into the institutionalisation of children.Design/methodology/approachThis paper uses Tally Ho Boys’ Training Farm as a case study to examine the intersection of welfare systems, justice systems and schooling and education for Aboriginal children in institutions like Tally Ho in the mid-20th century. Further, it provides perspectives on how institutions such as Tally Ho were utilised by governments in Victoria and the Northern Territory to pursue different agendas – sometimes educational – particular to Aboriginal children. This paper also explores how histories can be reconstructed when archives are missing or silent about histories of Aboriginal childhood.FindingsThis paper demonstrates how governments used Tally Ho to control and govern the lives of Aboriginal children. By drawing together archives from a range of bodies and authorities who controlled legislation and policies, this paper contributes new understandings about the role of institutions in Victoria to the assimilation policies of Victoria and the Northern Territory in the mid-20th century.Originality/valueScholarship on the institutionalisation of children in the post-war era in Victoria, including the ways that schooling and justice systems were experienced by children living in care, has failed to fully engage with the experiences of Aboriginal children. Historians have given limited attention to the experiences of Aboriginal children living in institutions off Aboriginal reserves in Victoria. There has been limited historical scholarship examining the experiences of Aboriginal and Torres Strait Islander children at Tally Ho. This paper broadens our understandings about how Aboriginal children encountered institutionalisation in Victoria.
Journal Article
The Little Red Yellow Black Book
Originally published in 1994, The Little Red Yellow Black Book.
eBook
The Cultural Interface of Islander and Scientific Knowledge
The interface between Indigenous knowledge systems and Western scientific knowledge systems is a contested space where the difficult dialogue between us and them is often reduced to a position of taking sides. Storytelling is however a very familiar tradition in Indigenous families where we can and do translate expertly difficult concepts from one generation to the next. This article is based on my attempt to story our way through the difficult dialogue and to posit opportunities for more productive engagements about the place of Indigenous knowledge in our future deliberations at the Indigenous Studies and Indigenous Knowledge Conference series.
Journal Article
Defending Whose Country?
In the campaign against Japan in the Pacific during the Second World War, the armed forces of the United States, Australia, and the Australian colonies of Papua and New Guinea made use of indigenous peoples in new capacities. The United States had long used American Indians as soldiers and scouts in frontier conflicts and in wars with other nations. With the advent of the Navajo Code Talkers in the Pacific theater, Native servicemen were now being employed for contributions that were unique to their Native cultures. In contrast, Australia, Papua, and New Guinea had long attempted to keep indigenous peoples out of the armed forces altogether. With the threat of Japanese invasion, however, they began to bring indigenous peoples into the military as guerilla patrollers, coastwatchers, and regular soldiers.
Defending Whose Country?is a comparative study of the military participation of Papua New Guineans, Yolngu, and Navajos in the Pacific theater. In examining the decisions of state and military leaders to bring indigenous peoples into military service, as well as the decisions of indigenous individuals to serve in the armed forces, Noah Riseman reconsiders the impact of the largely forgotten contributions of indigenous soldiers in the Second World War.
eBook