Critical (Post)colonial Pedagogies of the Contact Zone

Session Submission Type: Symposium

Abstract

This symposium draws on recent research in Australia that focuses on the ‘contact zone’ as a conceptual frame for thinking about critical (post) colonial pedagogy. The papers make a case for researching hopeful sites of cross-cultural negotiation as resources for rethinking pedagogies for justice, or critical pedagogy. Investigations into such sites have the potential to offer powerful conceptual resources for advancing our understandings of pedagogies that make a difference for Indigenous communities. There are examples from two Indigenous communities involving enacting philosophies of place and reciprocity. As well the contact zone also involves the public pedagogy of museums. This symposium provides analysis of a colonial museum collection as a provocation for rethinking critical postcolonial pedagogy.

Sub Unit

• Division B - Curriculum Studies / Section 2: Globalization, Decolonization, and Liberation

Chair

• Sandy Grande, Connecticut College

Papers

• The Contact Zone as a Frame for Critical Pedagogy? - Robert James Hattam, University of South Australia; Julie M. Matthews, University of the Sunshine Coast

• Indigenous Knowledge, Place, and Pedagogy - Daryle M. Rigney, Flinders University; Belinda Mary MacGill, Flinders University

• Locating the “Museum” in Public Pedagogies of Indigenous/Settler Relations: The Case of the South Australian Museum - Steve John Hemming, Flinders University; Robert James Hattam, University of South Australia

• Ngapartji Ngapartji as a Pedagogy of Reciprocity - Simone Tur, Flinders University

Discussant

• Linda T. Smith, The University of Waikato