Decolonising the school experience through poetry to foreground truth-telling and cognitive justice

نویسندگان

چکیده

While attempts to decolonise the school curriculum have been ongoing since 1970s, recent Black Lives Matter protests around world drawn urgent attention vast inequities faced by and First Nations peoples people of colour. Decolonising education other public institutions has become a front-line concern world. In this article, we argue that poetry offers generative possibilities for decolonisation Australian high (and university) curricula. Inspired Aboriginal Torres Strait Islander approaches knowledge creation as intergenerational , iterative intercultural postcolonial decolonial theories, explore ways in which events can begin decolonising diversifying curriculum. We suggest creates spaces deep listening with heart ( dadirri ) promote truth-telling about colonial histories strengths, achievements contributions Australians. These efforts underpin Wandiny (Gathering Together) – Listen With Heart: Uniting Through Poetry research discuss article. these ways, decolonised curricula create conditions cognitive justice schooling is an important precursor forms social justice, such equality, diversity inclusion.

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ژورنال

عنوان ژورنال: London Review of Education

سال: 2022

ISSN: ['1474-8479', '1474-8460']

DOI: https://doi.org/10.14324/lre.20.1.06