From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008
This article explores how recent curricular reform in Australia has been responsive to a culture of redress. It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have sin...
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Taylor and Francis Group
2024
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Online Access: | http://hdl.handle.net/11343/344613 |
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ftumelbourne:oai:jupiter.its.unimelb.edu.au:11343/344613 2024-06-02T08:06:46+00:00 From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008 Keynes, M 2024 http://hdl.handle.net/11343/344613 en eng Taylor and Francis Group issn:0022-0272 doi:10.1080/00220272.2024.2323612 Keynes, M. (2024). From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008. Journal of Curriculum Studies, 56 (3), https://doi.org/10.1080/00220272.2024.2323612. 0022-0272 http://hdl.handle.net/11343/344613 CC BY-NC-ND https://creativecommons.org/licenses/by-nc-nd/4.0 Journal Article 2024 ftumelbourne https://doi.org/10.1080/00220272.2024.2323612 2024-05-06T14:44:24Z This article explores how recent curricular reform in Australia has been responsive to a culture of redress. It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have since been systematically included in the curriculum. This is explored through a case study analysis of the two iterations of the Victorian Curriculum: History post-Apology— 2012 and 2016—the latter of which remains in current use. Using discourse analysis methods, this article argues that the inclusion of colonial injustice in the post-Apology era signals a consensus that has emerged around the significance of representing injustice in history curriculum, and by extension, for shaping future citizens. Through close textual analysis of the curriculum documents, this article finds that representations of historical injustice have been organized by four frames: memorialization, equivalence, personalization, and human rights. It argues that these frames curtail opportunities for the development of an understanding of the structural character and effects of settler colonialism, and limit consideration of the longer history of Indigenous sovereignty and self-determination. These failures raise questions about how impending reforms might respond to the contemporary political context where treaty negotiations and formal truth-telling with First Nations’ polities are unfolding. Article in Journal/Newspaper First Nations The University of Melbourne: Digital Repository Journal of Curriculum Studies 56 3 339 354 |
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The University of Melbourne: Digital Repository |
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ftumelbourne |
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English |
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This article explores how recent curricular reform in Australia has been responsive to a culture of redress. It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have since been systematically included in the curriculum. This is explored through a case study analysis of the two iterations of the Victorian Curriculum: History post-Apology— 2012 and 2016—the latter of which remains in current use. Using discourse analysis methods, this article argues that the inclusion of colonial injustice in the post-Apology era signals a consensus that has emerged around the significance of representing injustice in history curriculum, and by extension, for shaping future citizens. Through close textual analysis of the curriculum documents, this article finds that representations of historical injustice have been organized by four frames: memorialization, equivalence, personalization, and human rights. It argues that these frames curtail opportunities for the development of an understanding of the structural character and effects of settler colonialism, and limit consideration of the longer history of Indigenous sovereignty and self-determination. These failures raise questions about how impending reforms might respond to the contemporary political context where treaty negotiations and formal truth-telling with First Nations’ polities are unfolding. |
format |
Article in Journal/Newspaper |
author |
Keynes, M |
spellingShingle |
Keynes, M From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008 |
author_facet |
Keynes, M |
author_sort |
Keynes, M |
title |
From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008 |
title_short |
From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008 |
title_full |
From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008 |
title_fullStr |
From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008 |
title_full_unstemmed |
From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008 |
title_sort |
from apology to truth? settler colonial injustice and curricular reform in australia since 2008 |
publisher |
Taylor and Francis Group |
publishDate |
2024 |
url |
http://hdl.handle.net/11343/344613 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
issn:0022-0272 doi:10.1080/00220272.2024.2323612 Keynes, M. (2024). From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008. Journal of Curriculum Studies, 56 (3), https://doi.org/10.1080/00220272.2024.2323612. 0022-0272 http://hdl.handle.net/11343/344613 |
op_rights |
CC BY-NC-ND https://creativecommons.org/licenses/by-nc-nd/4.0 |
op_doi |
https://doi.org/10.1080/00220272.2024.2323612 |
container_title |
Journal of Curriculum Studies |
container_volume |
56 |
container_issue |
3 |
container_start_page |
339 |
op_container_end_page |
354 |
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1800751730442371072 |