Inter-disciplinary but not Undisciplined: writing the history of Aboriginal "education"

• Autores: Gillian Weiss
• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 37, Nº. 1, 2001 (Ejemplar dedicado a: Education and ethnicity), págs. 251-261
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The history of Australian Aboriginal peoples sits uneasily on the margins of Australian history in much the same way as Aboriginal peoples themselves exist on the borders and interstices of the society that has colonised them and dispossessed them of their lands and cultures. The history of education likewise, sits somewhat on the margins of the discipline of history. The history of Aboriginal education, therefore, has never been a large field of study, though a handful of individuals have made important contributions.

    This article will consider some of the reasons for the current position of the study of how Aboriginal peoples have learned and been taught in the past and will suggest that there are a number of inter-related reasons for the limitations of both research and analysis within the field. Some of these limitations stem from the discipline itself, others from the subject. They will be discussed using examples from research with Australian Aboriginal and Canadian First Nations peoples and with regard to some recent publications in Australia and New Zealand