Unsettling the reason of time: Indigenist epistemology and the child in the Australian curriculum

References

• Ahenakew, C. (2016). Grafting indigenous ways of knowing onto non-indigenous ways of being: The (underestimated) challenges of a decolonial imagination. International Review of Qualitative Research, 9(3), 323–340. https://www-jstor-org.proxy.library.adelaide.edu.au/stable/26372211
   Google Scholar
• Andreotti, V. (2016a). The educational challenges of imagining the world differently. Canadian Journal of Development Studies, 37(1), 101–112.
   Web of Science ®Google Scholar
• Andreotti, V. (2016b). (Re)Imagining education as an un-coercive re-arrangement of desires. Other Education: The Journal of Educational Alternatives, 5(1), 79–88.
   Google Scholar
• Andreotti, V., Cash, A., & Garrick, C. (2011). Epistemological pluralism: Ethical and pedagogical challenges in higher education. Alternative: An International Journal of Indigenous Peoples, 7(1), 40–50.
   Google Scholar
• Arbon, V. (2008a). Arlathirnda Ngurkarnda Ityirnda: Being-knowing-doing: De-colonising Indigenous tertiary education. Teneriffe, Qld: Post Pressed.
   Google Scholar
• Arbon, V. (2008b). Indigenous research: Aboriginal knowledge creation. Ngoonjook Journal of Australian Indigenous Issues, 32, 80–94.
   Google Scholar
• Arbon, V., & Rigney, L.-I. (2014). Indigenous at the heart: Indigenous research in a climate change project. AlterNative: An International Journal of Indigenous Peoples, 10(5), 478–492.
   Google Scholar
• Armour, D., & Millier, J. (2021). Relational pedagogies and co-constructing curriculum. In M. Shay & R. Oliver (Eds.), Indigenous education in Australia: Learning and teaching for deadly futures (pp. 162–173). Abingdon: Routledge.
   Google Scholar
• Australian Curriculum Assessment and Reporting Authority. (2018). National report on schooling 2018. Sydney: ACARA.
   Google Scholar
• Baker, B. (2001). In perpetual motion: Theories of power, educational history, and the child. New York, NY: Lang.
   Google Scholar
• Ball, S. J. (2017). Foucault as educator (1st ed). Cham: Springer.
   Google Scholar
• Burman, A. (2012). Places to think with, books to think about: Words, experience and the decolonization of knowledge in the Bolivian Andes. Human Architecture: Journal of the Sociology of Self-Knowledge, 10(1), 101–119.
   Google Scholar
• Burman, E. (2017). Deconstructing developmental psychology. Abingdon: Brunner-Routledge.
   Google Scholar
• Council of Australian Governments Education Council. (2019). Alice Springs (Mparntwe) education declaration. Carlton South, Victoria: Education Services Australia.
   Google Scholar
• Country, B., Wright, S., Suchet-Pearson, S., Lloyd, K., Burarrwanga, L., Ganambarr, R., … Maymuru, D. (2015). Working with and learning from country: Decentring human authority. Cultural Geographies, 22(2), 269–283.
   Web of Science ®Google Scholar
• Country, B., Wright, S., Suchet-Pearson, S., Lloyd, K., Burarrwanga, L., Ganambarr, R., … Sweeney, J. (2016). Co-becoming Bawaka:Towards a relational understanding of place/space. Progress in Human Geography, 40(4), 455–475.
   Web of Science ®Google Scholar
• Deleuze, G., & Guattari, F. (2004). A thousand plateaus: Capitalism and schizophrenia. London: Continuum.
   Google Scholar
• Fannon, F. (1967). Black skin, white masks. London: Pluto Press.
   Google Scholar
• Foucault, M. (2005). The order of things: An archaeology of the human sciences. London: Routledge.
   Google Scholar
• Hemming, S., Rigney, D., Rigney, G., Sutherland, L., Wilson, H., Overdevest, N., … Maxwell, A. (2020). Translating Ngarrindjeri Yannarumi into water resource risk assessments. Goyder Institute for Water Research. Technical Report Series no. 20/09. Adelaide, South Australia.
   Google Scholar
• James, D. (2015). Tjukurpa time. In A. McGrath & M. Jebb (Eds.), Long history, deep time: Deepening histories of place (pp. 33–46). Acton, ACT: ANU Press and Aboriginal History Inc.
   Google Scholar
• Kant, I. (1998). Critique of pure reason (P. Guyer & A. W. Wood, Eds.). Cambridge: Cambridge University Press.
   Google Scholar
• Kelly, S. (2018). Governing literate populations: The political uses of literacy in securing civil society. London: Routledge.
   Google Scholar
• MacNaughton, G. (2005). Doing Foucault in early childhood studies: Applying poststructural ideas. London: Routledge.
   Google Scholar
• Martin, K. L. (2008). Please knock before you enter: Aboriginal regulation of outsiders and the implications for researchers. Teneriffe, QLD: Post Pressed.
   Google Scholar
• MCEETYA. (2008). Melbourne declaration on educational goals for young Australians. http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
   Google Scholar
• McGrath, A. (2015). Deep histories in time, or crossing the great divide. In A. McGrath & M. A. Jebb (Eds.), Long history, deep time: Deepening histories of place (pp. 1–32). Acton, ACT: ANU Press and Aboriginal History Inc.
   Google Scholar
• Mignolo, W. (2011). The darker side of western modernity: Global futures, decolonial options. Durham: Duke University Press.
   Google Scholar
• Mika, C., Andreotti, V., Cooper, G., Ahenakew, C., & Silva, D. (2020). The ontological differences between wording and worlding the world. Language, Discourse & Society, 8(1), 17–32.
   Google Scholar
• Moreton, R. (2006). The right to dream. (PhD thesis). University of Sydney, Sydney.
   Google Scholar
• Moreton-Robinson, A. (2015). The white possessive property, power, and indigenous sovereignty. Minneapolis, MI: University of Minnesota Press.
   Google Scholar
• Murris, K. (2017). Reading two rhizomatic pedagogies diffractively through one another: A reggio inspired philosophy with children for the postdevelopmental child. Pedagogy, Culture & Society, 25(4), 531–550.
   Web of Science ®Google Scholar
• Nakata, M. N. (2007). Disciplining the savages, savaging the disciplines. Canberra: ACT: Aboriginal Studies Press.
   Google Scholar
• National Museum Australia (Producer). (2018). Word for word-songlines. https://www.nma.gov.au/audio/audio/songlines-tracking-the-seven-sisters/transcripts/word-for-word-songlines
   Google Scholar
• Plato. (1892). Timaeus (B. Jowett, Trans.). The dialogues of Plato, (Volume 3, pp. 339–516). London: Oxford University Press.
   Google Scholar
• Popkewitz, T. S. (2013). Styles of reason: Historicism, historicizing, and the history of education. In T. S. Popkewitz (Ed.), Rethinking the history of education (pp. 1–26). New York, NY: Palgrave Macmillan.
   Google Scholar
• Povinelli, E. A. (2016). Geontologies: A requiem to late liberalism. Durham: Duke University Press.
   Google Scholar
• Price, K. (2015). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. Cambridge: Cambridge University Press.
   Google Scholar
• Rigney, L.-I. (2021). Aboriginal child as knowledge producer: Bringing into dialogue indigenist epistemologies and culturally responsive pedagogies for schooling. In B. Hokowhitu, A. Moreton-Robinson, L. Tuhiwai-Smith, C. Andersen, & S. Larkin (Eds.), Routledge handbook of critical Indigenous studies (pp. 578–590). Abingdon: Routledge.
   Google Scholar
• Rigney, L.-I., & Elliot, R. (2012). 2011 kevin Marjoribanks Memorial Lecture: “Moving beyond ‘closing the gap’ - toward 21st Century Aboriginal and Torres Strait Islander education: “The new world of work and the old world of school”. Adelaide: Radio Adelaide 101.5 fm.
   Google Scholar
• Rigney, L.-I., & Kelly, S. (2021). Reterritorialising pedagogies of listening: Bringing into dialogue culturally responsive pedagogies with Reggio Emilia principles. Discourse: Studies in the Cultural Politics of Education, 1–15.
   Web of Science ®Google Scholar
• Rose, D. B. (2000). To dance with time: A Victoria River Aboriginal study. The Australian Journal of Anthropology, 11(3), 287–296.
   Google Scholar
• Said, E. W. (2003). Orientalism: Western conceptions of the orient. London: Penguin.
   Google Scholar
• Shahjahan, R. A., Ramirez, G. B., & Andreotti, V. O. (2017). Attempting to imagine the unimaginable: A decolonial reading of global university rankings. Comparative Education Review, 61(S1), S51–S73.
   Google Scholar
• Shay, M., Sarra, G., & Woods, A. (2021). Strong identities, strong futures: Indigenous identities and wellbeing in schools. In M. Shay & R. Oliver (Eds.), Indigenous education in Australia: Learning and teaching for deadly futures (pp. 63–75). Abingdon: Routledge.
   Google Scholar
• Sinclair, K. (2021). Disrupting normalised discourses: Ways of knowing, being and doing cultural competence. The Australian Journal of Indigenous Education, 50(1), 203–211.
   Web of Science ®Google Scholar
• Siniossoglou, N. (2005). Time, perpetuity and eternity in late antique platonism. KronoScope: Journal for the Study of Time, 5(2), 213–235.
   Google Scholar
• Stanner, W. E. H. (1979). White man got no dreaming: Essays, 1938–1973. Canberra: Australian National University Press.
   Google Scholar
• Walter, M. (2021). Indigenous data sovereignty and policy. London: Routledge.
   Google Scholar
• Whyte, K. (2020). Too late for indigenous climate justice: Ecological and relational tipping points. WIRES Climate Change, 11(1), e603.
   Web of Science ®Google Scholar
• Wright, S., Suchet-Pearson, S., Lloyd, K., Burarrwanga, L., Ganambarr, R., Ganambarr-Stubbs, M., … Maymuru, D. (2020). Gathering of the clouds: Attending to indigenous understandings of time and climate through songspirals. Geoforum; Journal of Physical, Human, and Regional Geosciences, 108, 295–304.
   Web of Science ®Google Scholar