| Tittel: | Governing Indigenous citizenship in Australia: From objects and partial subjects to coexisting sovereign citizens? | | Ansvar: | Diane Smith | | Forfatter: | Smith, Diane  | | Materialtype: | Bokkapittel | | Utgitt: | Oslo : Universitetsforlaget, 2022 | | Omfang: | S. 74-92 | | ISBN/ISSN: | 9788215053424 | | Emneord: | Statsborgerskap / Urbefolkning / Utdanning / Utdanningsrett / Vitenskapelig publikasjon | | Geografiske emneord: | Australia | | Note: | Open access: Creative Commons CC BY 4.0 licence. | | Innhold: | Abstract
The chapter explores how Indigenous citizenship has been shaped and reshaped within a volatile intercultural field, since British settler colonisation of Australia. The Australian nation-state has governed Indigenous peoples as ‘incapable citizens’, ‘subject citizens’ and ‘partial citizens’. Within their own culturally-based groups, Indigenous people give citizenship an expanded relational content; of ‘belonging’ to kin and ‘Country’. A model of co-existing sovereign citizenships is proposed.
Keywords: Indigenous citizenship, relational citizenship, co-existing sovereign, citizenship, Indigenous education | | Del av verk: | Indigenising education and citizenship | | Forlagets omtale: |
This book is about Indigenous education and citizenship. Our center of attention is the politics of Indigenous education to be put into practice. We emphasise the processual aspects of both education and citizenship. We investigate how having both Indigenous and non-Indigenous citizens in nation state education systems is reflected in policy, pedagogy, and practice, and how to consider the implications for future forms of education and citizenship.
The book contributes to knowledge about Indigenous education as a field of research, policy, and practice around the world. To reach this goal, we examine the conceptual, political, and pedagogical issues relating to Indigenous citizenship and education in four different contexts, namely Sápmi, Australia, Aotearoa New Zealand, and Namibia.
Together, the contributors of the book come from different research disciplines, from Indigenous studies, education, and social anthropology to sociolinguistics, political science, and philosophy. The chapters highlight continua and diversity rather than dichotomies and unity. We look for how local practices relate to national and
international demands and perspectives, and for different ways of performing citizenship. Together, we seek the connections between the local, the national and the international, and between educational policy and practice.
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