The Resource Indigenous self-determination and early childhood education and care in Victoria, Susan Lopez

Indigenous self-determination and early childhood education and care in Victoria, Susan Lopez

Label
Indigenous self-determination and early childhood education and care in Victoria
Title
Indigenous self-determination and early childhood education and care in Victoria
Statement of responsibility
Susan Lopez
Creator
Subject
Language
eng
Summary
Annotation pending
Cataloging source
VU
http://library.link/vocab/creatorName
Lopez, Susan
Dissertation note
Thesis (Ph.D.)--University of Melbourne, Melbourne Graduate School of Education, 2009.
Index
no index present
Literary form
non fiction
Nature of contents
  • bibliography
  • theses
http://library.link/vocab/subjectName
  • Aboriginal Early Childhood Education Programme
  • Indigenous Education Strategic Initiatives Programme
  • Aboriginal Australians
  • Decolonization
  • Early childhood education
Label
Indigenous self-determination and early childhood education and care in Victoria, Susan Lopez
Link
https://minerva-access.unimelb.edu.au/handle/11343/35445
Instantiates
Publication
Note
"August 2008"
Bibliography note
Includes bibliographical references (leaves 231-245)
Contents
Introduction -- Methodology -- The young child and racism: Historical discourses: childhood and colonial construction of Aboriginality; Adult discourses: the young child as innocent of race; Adult discourses: the child as imitator; Tensions in adult discourses of the child: fracturing discourses of innocence and imitation; Colonial understandings, skin colour and the complexity of Aboriginal identities; The replication of systemic colonial discourses of Aboriginality and early childhood; Indigenous responses to issues of children's identity and race within early childhood; Growing strong identities: children as activists; Deconstructing the discourses of race and identity in the early years; Reconstructing a discourse of racial identities and the child; Beyond the discourse of childhood innocence and race -- Constructing decolonised spaces in early childhood education and care: History and introduction; Approaches to Indigenous programming in the MACS; Indigenous identity: kinship and country; Indigenous collectivity: community networks and the individual; The holistic approach in constructing decolonised spaces; Indigenous children, Indigenous politics; Barriers to creating decolonised Indigenous early childhood spaces, bureaucratic tensions within the efforts at decolonisation; Tensions with non-Indigenous staff; Tensions with non-Indigenous enrolments; Tensions around the construction of Indigenous-specific spaces within the Indigenous community; Barriers to providing decolonised programs within the MACS; The success of MACS in creating decolonised spaces for Indigenous children and the transition to school; Connecting with other decolonised spaces; Conclusion/reflections -- Literacy, language and power : Introduction; Tensions in empowerment and assimilation in Indigenous spaces; The survival of Indigenous literacy and language in Victoria; Indigenous parents reclaiming spaces for Indigenous literacies within early childhood programmes; Government supported excursions into promoting Indigenous literacy in English within early childhood; Tensions in mainstream spaces; Ways forward in mainstream space; Reflections and conclusions -- Decolonising the mainstream : Colonial constructions of Aboriginality; Indigenous inclusion and silencesnin non-Indigenous early childhood programs; Disrupting colonial understandings of Aboriginality in non-Indigenous spaces; Non-Indigenous early childhood practitioners and maintaining the colonial through post colonial silences; Emerging narratives of collaboration; Silences and tensions in the narrative of collaboration; Defining post colonial representations of Aboriginality: tensions and challenges; Conclusions/reflections -- The early childhood professional as learner : Constructing new texts; The focus on formal training for early childhood professionals : pre-service, post-service experiences; Creating spaces for post service training; Barriers to participation and learning; Ways forward -- "The Indigenous elders as teachers" : the power of the Victorian elders as educators; The impact of colonisation on the power of elders as educators; Resistance to colonisation as the survival of the Indigenous family and the power of the elders as educators; The power of the elders as activists/educators for self-determination in early childhood education and care; The elders and the construction of post colonial Indigenous identities; The elders and the early childhood curriculum; Implementing the voices of the elders in Indigenous-specific early childhood spaces; The voices of the elders in decolonising the mainstream; The challenges/tensions in engaging with the voices of Indigenous elders in the mainstream; Conclusions/reflections -- Towards a reconceptualisation of Indigenous-inclusive curriculum in early childhood education and care : reflections on methodology; Future directions
Control code
000044199389
Dimensions
30 cm.
Extent
x, 249 leaves, bound
Governing access note
Open access - Reading ; Open copying for private study, Closed quotation. Not for Inter library Loan
Immediate source of acquisition
Uni of Melbourne
Stock number
DAR12/081
System control number
(OCoLC)320896244
Label
Indigenous self-determination and early childhood education and care in Victoria, Susan Lopez
Link
https://minerva-access.unimelb.edu.au/handle/11343/35445
Publication
Note
"August 2008"
Bibliography note
Includes bibliographical references (leaves 231-245)
Contents
Introduction -- Methodology -- The young child and racism: Historical discourses: childhood and colonial construction of Aboriginality; Adult discourses: the young child as innocent of race; Adult discourses: the child as imitator; Tensions in adult discourses of the child: fracturing discourses of innocence and imitation; Colonial understandings, skin colour and the complexity of Aboriginal identities; The replication of systemic colonial discourses of Aboriginality and early childhood; Indigenous responses to issues of children's identity and race within early childhood; Growing strong identities: children as activists; Deconstructing the discourses of race and identity in the early years; Reconstructing a discourse of racial identities and the child; Beyond the discourse of childhood innocence and race -- Constructing decolonised spaces in early childhood education and care: History and introduction; Approaches to Indigenous programming in the MACS; Indigenous identity: kinship and country; Indigenous collectivity: community networks and the individual; The holistic approach in constructing decolonised spaces; Indigenous children, Indigenous politics; Barriers to creating decolonised Indigenous early childhood spaces, bureaucratic tensions within the efforts at decolonisation; Tensions with non-Indigenous staff; Tensions with non-Indigenous enrolments; Tensions around the construction of Indigenous-specific spaces within the Indigenous community; Barriers to providing decolonised programs within the MACS; The success of MACS in creating decolonised spaces for Indigenous children and the transition to school; Connecting with other decolonised spaces; Conclusion/reflections -- Literacy, language and power : Introduction; Tensions in empowerment and assimilation in Indigenous spaces; The survival of Indigenous literacy and language in Victoria; Indigenous parents reclaiming spaces for Indigenous literacies within early childhood programmes; Government supported excursions into promoting Indigenous literacy in English within early childhood; Tensions in mainstream spaces; Ways forward in mainstream space; Reflections and conclusions -- Decolonising the mainstream : Colonial constructions of Aboriginality; Indigenous inclusion and silencesnin non-Indigenous early childhood programs; Disrupting colonial understandings of Aboriginality in non-Indigenous spaces; Non-Indigenous early childhood practitioners and maintaining the colonial through post colonial silences; Emerging narratives of collaboration; Silences and tensions in the narrative of collaboration; Defining post colonial representations of Aboriginality: tensions and challenges; Conclusions/reflections -- The early childhood professional as learner : Constructing new texts; The focus on formal training for early childhood professionals : pre-service, post-service experiences; Creating spaces for post service training; Barriers to participation and learning; Ways forward -- "The Indigenous elders as teachers" : the power of the Victorian elders as educators; The impact of colonisation on the power of elders as educators; Resistance to colonisation as the survival of the Indigenous family and the power of the elders as educators; The power of the elders as activists/educators for self-determination in early childhood education and care; The elders and the construction of post colonial Indigenous identities; The elders and the early childhood curriculum; Implementing the voices of the elders in Indigenous-specific early childhood spaces; The voices of the elders in decolonising the mainstream; The challenges/tensions in engaging with the voices of Indigenous elders in the mainstream; Conclusions/reflections -- Towards a reconceptualisation of Indigenous-inclusive curriculum in early childhood education and care : reflections on methodology; Future directions
Control code
000044199389
Dimensions
30 cm.
Extent
x, 249 leaves, bound
Governing access note
Open access - Reading ; Open copying for private study, Closed quotation. Not for Inter library Loan
Immediate source of acquisition
Uni of Melbourne
Stock number
DAR12/081
System control number
(OCoLC)320896244

Library Locations

    • Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS)Borrow it
      51 Lawson Cres, Acton, ACT, 2601, AU
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