Decolonising colonial education researchers in 'near remote' parts of Australia

Guenther, John, McRae-Williams, Eva, Osborne, Sam, and Williams, Emma (2018) Decolonising colonial education researchers in 'near remote' parts of Australia. In: Vass, Greg, Maxwell, Jacinta, Rudolph, Sophie, and Gulson, Kalervo, (eds.) The Relationality of Race in Education Research. Local/Global Issues in Education . Routledge, Abingdon, UK, pp. 108-119.

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Abstract

This chapter challenges some of the accepted assumptions that are often promulgated about 'very remote' Australia and about the appropriateness of the prevailing discourse of race and disadvantage in this country. In the context of unavoidable pervasive and endemic structural racism, some might argue that this discussion on non-Indigenous involvement in the 'near remote' space will contribute nothing more than an extension or reinforcement of existing hegemonic colonising discourses. The authors' interpretation of the vignettes they presented suggests firstly that the process of decolonisation begins by invitation. It is an invitation from those in the 'near remote' to relate and learn together. Secondly, the process of decolonisation occurs when those from the 'near remote' choose to use non-Indigenous researchers as their instrument of agency. Thirdly, the process of decolonisation occurs as collectively complement each other's strengths and knowledges, especially when under the direction of non-Indigenous partners who have authority in the 'near remote'.

Item ID: 58533
Item Type: Book Chapter (Research - B1)
ISBN: 978-1-315-14414-6
Copyright Information: © 2018 selection and editorial matter, Greg Vass, Jacinta Maxwell, Sophie Rudolph and Kalervo N. Gulson; individual chapters, the contributors.
Date Deposited: 07 Oct 2020 00:10
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939901 Aboriginal and Torres Strait Islander Education @ 100%
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