Year: 2024
Type: article
Abstract: Teaching about Palestine in Australian schools and universities recently has been met with government and institutional resistance and sometimes censorship and disciplinary action. We see this as an indication of intersecting settler colonialisms: teaching Palestine unsettles the Australian settler colonial state. This situation is, therefore, an opportunity for educators to better engage with the impacts of settler colonialism on education and curriculum. Settler colonialism has been conceptualised as a form of colonialism where the colonists come to stay, that is, they become settlers on the land they invaded; thus settler colonialism ‘destroys to replace’ (Wolfe, 2006 , p. 388). Patrick Wolfe contends, therefore, that invasion is a structure of ongoing significance, not a single event ( 2006 , p. 388). In addition, Aileen Moreton-Robinson argues that settler colonialism is driven by a patriarchal white sovereign absolutism, that ‘though internally fractured, waged war to appropriate land and resources’ ( 2011 , p. 645).
Source: Curriculum Perspectives
Institutions: The University of Melbourne, Deakin University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $3,090
Funder: University of Melbourne
OpenAlex ID: W4404963626