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Aboriginal Representation: Conflict or Dialogue in the Academy

Published online by Cambridge University Press:  22 July 2015

Jeanine Leane
Jeanine Leane*
Affiliation:
Education and Cultural Transmission, Australian Institute of Aboriginal and Torres Strait Islander Studies, Canberra, Australian Capital Territory, 2601, Australia
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Abstract

This research begins with the premise that non-Aboriginal students are challenged by much Aboriginal writing and also challenge its representations as they struggle to re-position themselves in relation to possible meanings within Aboriginal writing. Many non-Aboriginal students come to read an Aboriginal narrative against their understanding of what it means to be an Aboriginal Australian, accumulated via their prior reading of Australian history, literature and more contemporary social analysis and popular commentary. Aboriginal writing is confronting when it disturbs the more familiar representations of Aboriginal experience and characterisation previously encountered. The aim of this paper is to provide a more informed basis from which to consider higher education pedagogy for this area of literary studies. A further aim is to contribute to the literary studies discourse on Aboriginal representation in Australian literature.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 39 , Issue S1: Indigenous Studies, Indigenous Knowledge: Dialogue Or Conflict In The Academy? , 2010 , pp. 32 - 39
Copyright
Copyright © Cambridge University Press 2010

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