The Radical Challenge of Historical Justice for Disciplinary-Based History Curriculum in Settler Colonial Contexts

• In Event: Marriott Roundtable Session 30
  In Roundtable Session: The Coloniality of Curriculum: Critiques, Critical Perspectives, and Creative Strategies

Abstract

This paper explores questions of ‘historical justice’ and the challenges they pose for the influential constructivist, disciplinary conceptualization of history curriculum in settler colonial contexts. The purpose of the paper is to analyze, conceptually and historically, the complex epistemological and ethical questions at stake in connecting history curriculum to state redress processes, as well as to broader movements for historical justice in settler contexts.

Author

• Matilda Keynes, University of Technology, Sydney