Issue Details: First known date: 2010 2010
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AbstractHistoryArchive Description

'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.' Source; The author.

Publication Details of Only Known VersionEarliest 2 Known Versions of

  • Appears in:
    y The Australian Journal of Indigenous Education Indigenous Studies, Indigenous Knowledge : Dialogue or Conflict in the Academy? vol. 39S Supplementary issue Lynette Henderson-Yates (editor), Darlene Oxenham (editor), 2010 Z1768818 2010 periodical issue This supplementary issue of The Australian Journal of Indigenous Education contains a collection of twelve papers drawn from the 2009 Indigenous Studies and Indigenous Knowledge Conference held in Perth. 2010 pg. 32-39
Last amended 28 Mar 2011 14:27:16
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