This thesis explores how Victoria’s early childhood community negotiates colonial constructions of Aboriginality around dualisms such as Indigenous/non Indigenous and intersecting constructions of the child as ignorant or innocent of race and power both in concert and conflict with the non Indigenous early childhood community. It found a need for a reconceptualisation of Aboriginality around complexity and multiplicity as well as continuity and uniformity. Such a reconceptualisation can better address those issues of race, culture, identity and racism that see Indigenous communities marginalised within non Indigenous early childhood programs. / These negotiations around the colonial and the implications for Indigenous inclusion within the early childhood field are framed within post colonial theory which unites and connects major themes across tensions and contradictions. These themes act as a basis for each data chapter.
| Identifer | oai:union.ndltd.org:ADTP/285827 |
| Date | January 2008 |
| Creators | Lopez, Susan |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | Terms and Conditions: Copyright in works deposited in the University of Melbourne Eprints Repository (UMER) is retained by the copyright owner. The work may not be altered without permission from the copyright owner. Readers may only, download, print, and save electronic copies of whole works for their own personal non-commercial use. Any use that exceeds these limits requires permission from the copyright owner. Attribution is essential when quoting or paraphrasing from these works., Restricted Access: University of Melbourne Staff and Students Only, Login required please enter your University of Melbourne email username and password in the login boxes at the top righthand of this repository page to access this item. |
Page generated in 0.0019 seconds