Post-colonial Literature for Children EDU32PLC Week 5 - Lecture 10 Voices in Australian literature: European voice or Aboriginal voice? Either or neither.

Slides:



Advertisements
Similar presentations
Understanding and Qualitative Analysis GG2001 Module 5, Lecture 1 Tim Unwin.
Advertisements

History of Childrens Literature - EDU12HCL Week 6 Lecture 1 Re-considerations: searching and approaching © La Trobe University, David Beagley, 2005.
Deconstructing Moodle for better Learning Design Helen M. Lynch Senior E-learning Consultant Australia’s National VET E-learning Strategy Webinar, March.
Post-colonial Literature for Children EDU32PLC Week 4 - Lecture 7 European voices in Aboriginal History: Black Armbands and History Wars © La Trobe University,
EDU 21ACL – Australian Children’s Literature Australian Family Stories
Post-colonial Literature for Children – EDU32PLC Week 8 Lecture 15 Chinese Cinderella and Criteria for Judging Post-colonial Literature © La Trobe University,
EDU12HCL – History of Children’s Literature Week 8 lecture 2 Fantasy Adventure Stories © La Trobe University, David Beagley 2005.
POST-COLONIAL LITERATURE FOR CHILDREN EDU32PLC Lecture 3 Rewriting Colonial Texts © La Trobe University, David Beagley 2006.
Post-colonial Literature for Children EDU32PLC Week 3 - Lecture 6 Aboriginal voices in Australian Literature - Authority to speak © La Trobe University,
Selection Criteria for Notable Books for a Global Society 1Portray cultural accuracy and authenticity of characters in terms of: a. physical characteristics.
Post-colonial Literature for Children – EDU32PLC Week 6 Lecture 12 Monocultures and Multicultures © La Trobe University, David Beagley, 2006.
Post-colonial Literature for Children EDU32PLC Week 5 - Lecture 9 European voices in Aboriginal History: Whose story is this anyway? © La Trobe University,
Realism in fiction for Children Week 8 Lecture 2 Multicultural literature for children EDU11GCL - Genres in Children’s Literature © La Trobe University,
POST-COLONIAL LITERATURE FOR CHILDREN EDU32PLC © La Trobe University, David Beagley 2006 Post-colonial Voices: Where are they coming from?
AUSTRALIAN CHILDREN’S LITERATURE - EDU21ACL Week1 Lecture 2 Introduction to Concepts - What is Australian? © La Trobe University, David Beagley 2006.
Post-colonial Literature for Children – EDU32PLC Week 7 Lecture 13 Politics and the Personal – Being Biased © La Trobe University, David Beagley, 2005.
Post-colonial Literature for Children EDU32PLC Week 5 - Lecture 9 European voices in Aboriginal History: Telling the Big Picture © La Trobe University,
Post-colonial Literature for Children EDU32PLC Week 9 - Lecture 16 Rebuilding the Post-colonial world © La Trobe University, David Beagley 2005.
EDU21ACL - Australian Children’s Literature Alternative Formats Lecture One Short Stories © La Trobe University, David Beagley 2006 Alternative Formats.
Post-colonial Literature for Children EDU32PLC Week 4 - Lecture 7 European voices in Aboriginal History: Telling the Big Picture © La Trobe University,
Post-colonial Literature for Children – EDU32PLC Week 7 Lecture 14 Politics and the Personal – Being Biased © La Trobe University, David Beagley, 2006.
Post-colonial Literature for Children EDU32PLC Week 4 - Lecture 6 Aboriginal voices in Australian Literature - Authority © La Trobe University, David Beagley.
EDU 21ACL – Australian Children’s Literature Australian Family Stories Family stories and social issues Dougy NIPS XI James Moloney Ruth Starke © La Trobe.
Post-colonial Literature for Children EDU32PLC Week 5 - Lecture 8 European voices in Aboriginal History: Telling the Big Picture © La Trobe University,
Australian Children’s Literature EDU21ACL Week 10 - Lecture 1 And now, the end is near … © La Trobe University, David Beagley 2006.
EDU 31ACL – Australian Children’s Literature Australian Family Stories Family stories – issues for consideration © La Trobe University, David Beagley,
EDU 21ACL – Australian Children’s Literature Australian Family Stories Lecture 1 What are Family Stories? © La Trobe University, David Beagley, 2006.
Australian Children’s Literature – EDU 21ACL Lecture One - Introduction © La Trobe University, David Beagley 2006.
Post-colonial Literature for Children – EDU32PLC Week 8 Lecture 15 Cowboys And Indians © La Trobe University, David Beagley, 2005.
Realism in fiction for Children Week 8 Lecture 1 Multicultural literature for children EDU11GCL - Genres in Children’s Literature © La Trobe University,
Literacy & Drama Opening the door to Literacy through Drama.
Post-colonial Literature for Children – EDU32PLC Week 6 Lecture 11 Monocultures and Multicultures © La Trobe University, David Beagley, 2005.
Post-colonial Literature for Children EDU32PLC Week 9 - Lecture 17 Rebuilding the Post-colonial world © La Trobe University, David Beagley 2006.
Post-colonial Literature for Children EDU32PLC Week 3 - Lecture 5 Aboriginal voices in Australian Literature © La Trobe University, David Beagley 2005.
Introduction To Australian Culture & Society. I. Objectives To know the changes of Australian culture and society To understand the contemporary Australian.
Post-colonial Literature for Children EDU32PLC Week 4 - Lecture 7 European voices in Aboriginal History: Black Armbands and History Wars © La Trobe University,
Post-colonial Literature for Children – EDU32PLC Week 6 Lecture 10 Re-introductions: searching and defining © La Trobe University, David Beagley, 2005.
EDU11GCL – Genres in Children’s Literature FANTASY Lecture 4 Evaluation of Fantasy literature for children © La Trobe University, David Beagley, 2005.
EDU31ACL - Australian Children’s Literature Alternative Formats Lecture One Short Stories © La Trobe University, David Beagley 2005 Alternative Formats.
Introduction to Course of Study in Drama Stages 5 and 6.
A Guide to the Language & Literature External Assessment.
Art History Series MJ History and Criticism MJ Art in Non-Western Cultures History and Criticism Art in Non-Western Cultures Art History and Criticism.
Australian Aboriginal Art - Dreamtime Australia Unit.
Curriculum Framework for Romani Seminar for decision makers and practitioners Council of Europe, 31 May and 1 June 2007 An introduction to the Curriculum.
Multiculturalism In the Classroom
What do I need to consider when writing the final explanation? Explain the themes, issues and ideas you explored in your pieces in relation to the context.
Art as Emotion© Lesson Plan 2 - Visual Art Integration with History (1) RESEARCH Renaissance Artist (1) RESEARCH Renaissance Artist (2) Create- REPORT.
Oral Tradition and Native American Literature: An Ohio 4th Grade Teaching Unit Theme Michele Beery Svetlana Kincaid Alice Teeters Cantessa Wallace.
A good place to start !. Our aim is to develop in students ; Interest in & enjoyment of historical study; Skills for life long learning; The capacity.
This theme would introduce students to traditions and innovations in forms of creative expression since approximately In the courses, students would.
Presented by Marquita Lloyd And Joyce Roberts.  The oldest children's books written were biographies  These books discussed and described the lives.
The formation, growth and power of empires, their colonial regimes (driven to the far reaches of their worlds by appetites for wealth, resources, and human.
Hamlet Day 8. Reading: 3.6 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film,
The Power of Dance from Gerald Jonas’ Dancing
Pacing Guides Grade 2 - Quarter 1 Students read texts, write about those texts, speak and listen about the texts and use language correctly when writing.
Towards a European Citizenship and the Information Society Reflections from other CONNECT projects.
 Aboriginal Oral Traditions Understanding the Importance of Oral Traditions “In the Aboriginal world view, every event leaves a record in the land” (Crystalink.
Art Kindergarten through 6th grade
Aims of the Train-the-Trainer Program Increase participants’ knowledge and understanding of the Pacific to support the delivery of professional learning.
Aboriginal Art. Dreamtime Stories  The Dreamtime for Aboriginal people is the time which the earth received its present form and in which the patterns.
Building Character Awareness One Year Curriculum Plan and Overview Fourth Grade Spanish, Physical Education and Visual Arts Programs.
EDLA 627: CONTEMPORARY LITERACIES: ISSUES AND PRACTICES Module 1 Topic 1 An Introduction to Literacy in the 21st Century Professor Kristina Love.
COMMON CORE STATE STANDARDS (CCSS) AND INSTRUCTIONAL DESIGN January 31, 2014 Facilitators: Shelly Bascomb and Lisa Allphin 1.
Language Study.  Focus in planning  Independent study  Helps if students select a topic and context they are interested in and familiar with  Helps.
Stage 2 Term Overview MATHEMATICS-
The cultural and artistic context in which it was composed.
October 14-17, 2016 Find the 10 errors and then answer the questions below.
AP United States History
Dr. Kieran McCarthy Constructing Senses of Place: Cultural Heritage, Inclusion & the role of the Discover Cork: Schools’ Heritage.
2.) How are each of these illustrations related to one another?
Presentation transcript:

Post-colonial Literature for Children EDU32PLC Week 5 - Lecture 10 Voices in Australian literature: European voice or Aboriginal voice? Either or neither or both? © La Trobe University, David Beagley 2006

References Foster, J., Finnis, E.J. and Nimon, M. (1995) Aboriginal Australia: a century of attitudinal change. in Australian Children’s Literature: an exploration of genre and theme. Wagga: CIS, Charles Sturt University

European or Aboriginal? Either or neither or both? Ernie dances to the didgeridoo, My Place, Going for Kalta, The Papunya School Book of Country and History, Walking with the Seasons in Kakadu European? Aboriginal? Multicultural? Australian? Consider the representation of the various groups. How are they: Identified? Differentiated?

Ernie dances to the didgeridoo

Part of a larger series about children : Celeste sails to Spain, Clive eats alligators, Rosie sips spiders, Tessa snaps snakes, When Frank was four – published 2001 Structured as an informative sequence Begins from the European as the familiar Does not label any group Maintains the positive younger reader/childhood approach by emphasising identifiable activities Introduces new details as an extension of the familiar

My Place One off production for Bicentennial in 1788 Structured as an informative sequence Begins from the European and works back – colonial/imperial centring of culture Labels each group in context Maintains the positive younger reader/childhood approach by emphasising identifiable activities Introduces new details as an extension of the familiar

My Place

Going for kalta Prize winner – BotY Information 1999 Emphasises traditional Aboriginal values over European sensibilities Direct conversational voice European structure

Going for kalta

The Papunya School book of country and history Prize winner BotY Information 2002 Serves definite political purpose Clear Aboriginal voice and style in storytelling and visuals Integration of Aboriginal and European expressions of history, geography, society etc. Emphasis on cultural and physical interactions and re-establishment of identity

The Papunya School book of country and history

Walking with the seasons in Kakadu Published 2003 Collaborative creation – European writer with Aboriginal artist European style and format – text and illustrations

Walking with the seasons in Kakadu

In conclusion … Key elements in presentation and representation: Honesty and integrity Recognition of past Hope for the future Acceptance of difference Consultation

Feedback: Privacy Policy Feedback
Do Not Sell My Personal Information
About project: SlidePlayer Terms of Service

© 2025 SlidePlayer.com. Inc. All rights reserved.