Decolonising the school experience through poetry to foreground truth-telling and cognitive justice
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 inst...
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cruclpress:10.14324/lre.20.1.06 2024-06-02T08:06:42+00:00 Decolonising the school experience through poetry to foreground truth-telling and cognitive justice Manathunga, Catherine Davidow, Shelley Williams, Paul Willis, Alison Raciti, Maria Gilbey, Kathryn Stanton, Sue O’Chin, Hope Chan, Alison 2022 http://dx.doi.org/10.14324/lre.20.1.06 https://scienceopen.com/document_file/bab640cf-862e-4613-a6f0-54d624e44dd2/ScienceOpen/Lond_Rev_Educ-20-6.pdf https://scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.06 en eng UCL Press https://creativecommons.org/licenses/by/4.0/ London Review of Education volume 20, issue 1 ISSN 1474-8479 journal-article 2022 cruclpress https://doi.org/10.14324/lre.20.1.06 2024-05-07T14:18:41Z 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. Article in Journal/Newspaper First Nations UCL Press London Review of Education 20 1 |
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description |
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. |
format |
Article in Journal/Newspaper |
author |
Manathunga, Catherine Davidow, Shelley Williams, Paul Willis, Alison Raciti, Maria Gilbey, Kathryn Stanton, Sue O’Chin, Hope Chan, Alison |
spellingShingle |
Manathunga, Catherine Davidow, Shelley Williams, Paul Willis, Alison Raciti, Maria Gilbey, Kathryn Stanton, Sue O’Chin, Hope Chan, Alison Decolonising the school experience through poetry to foreground truth-telling and cognitive justice |
author_facet |
Manathunga, Catherine Davidow, Shelley Williams, Paul Willis, Alison Raciti, Maria Gilbey, Kathryn Stanton, Sue O’Chin, Hope Chan, Alison |
author_sort |
Manathunga, Catherine |
title |
Decolonising the school experience through poetry to foreground truth-telling and cognitive justice |
title_short |
Decolonising the school experience through poetry to foreground truth-telling and cognitive justice |
title_full |
Decolonising the school experience through poetry to foreground truth-telling and cognitive justice |
title_fullStr |
Decolonising the school experience through poetry to foreground truth-telling and cognitive justice |
title_full_unstemmed |
Decolonising the school experience through poetry to foreground truth-telling and cognitive justice |
title_sort |
decolonising the school experience through poetry to foreground truth-telling and cognitive justice |
publisher |
UCL Press |
publishDate |
2022 |
url |
http://dx.doi.org/10.14324/lre.20.1.06 https://scienceopen.com/document_file/bab640cf-862e-4613-a6f0-54d624e44dd2/ScienceOpen/Lond_Rev_Educ-20-6.pdf https://scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.06 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
London Review of Education volume 20, issue 1 ISSN 1474-8479 |
op_rights |
https://creativecommons.org/licenses/by/4.0/ |
op_doi |
https://doi.org/10.14324/lre.20.1.06 |
container_title |
London Review of Education |
container_volume |
20 |
container_issue |
1 |
_version_ |
1800751653008179200 |