Decolonising the School Experience through Poetry to Foreground Truth-Telling and Cognitive Justice

Autor/inn/en	Manathunga, Catherine; Davidow, Shelley; Williams, Paul; Willis, Alison; Raciti, Maria; Gilbey, Kathryn; Stanton, Sue; O'Chin, Hope; Chan, Alison
Titel	Decolonising the School Experience through Poetry to Foreground Truth-Telling and Cognitive Justice
Quelle	In: London Review of Education, 20 (2022) 1, Artikel 6 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Manathunga, Catherine) ORCID (Williams, Paul) ORCID (Raciti, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Social Justice; Poetry; Blacks; Activism; Racial Bias; Minority Groups; Ethnic Groups; High Schools; Secondary School Curriculum; Colleges; College Curriculum; Indigenous Populations; Pacific Islanders; Indigenous Knowledge; Social Bias; World History; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lyrik; Poesie; Black person; Schwarzer; Aktivismus; Politischer Protest; Racial discrimination; Rassismus; Ethnische Minderheit; Ethnie; High school; Oberschule; College; Hochschule; Fachhochschule; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Weltgeschichte; Ausland; Australien
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. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01