Abstract
As an ongoing challenge to colonial incursion, many First Nations’ Communities and Peoples have centred education as a cornerstone to greater agency and self-determination. The difficulty for many Indigenous Peoples is that the engagement with the formal, mainstream academy contributes to reductive ideas of what constitutes Indigenous Peoples and cultures, and their ongoing engagement risks them being inculcated in diminishing understandings of the diversity of the First Nations’ experience. While the nineteenth century North American directive to ‘kill the Indian, save the man’ clearly constituted cultural genocide, the current higher education imperative encouraging homogenous knowledge acquisition fails to acknowledge and support diverse experiences and aspirations. In challenging practices that can result in an assimilationist approach to the Indigenous learner, this chapter will examine these problematic directives, as well as exploring practices and programs that centre First Nations’ learning, Knowledge(s) and strategies, and that reassert the diverse experiences and needs of both First Nations’ learners and their Communities.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
First Nations’ Person/People(s), Indigenous Person/People(s), and Indigene are used interchangeably to group multiple communities that form the original inhabitants of colonised countries. Aboriginal and Torres Strait Islander is used to describe First Nations’ Peoples of the country now known as Australia. All terms are capitalised in order to reflect the short-form for a proper noun suggested in Australian Government style guides (O’Sullivan, 2019a).
- 2.
‘We’ and ‘our’ are used to signal the author as a First Nations’ scholar (O’Sullivan, 2019a).
References
Advance HE. (2019). Athena SWAN charter. Retrieved February 2020, from https://www.advance-he.ac.uk/charters/athena-swan-charter
Altaha, N. (2017). Kill the Indian, save the man: Native American historical trauma in college students. Metamorphosis. Retrieved February 2020, from https://metamorphosis.coplac.org/index.php/metamorphosis/article/view/67
Bhakta, A. (2019). ‘Which door should I go through?’ (In) visible intersections of race and disability in the academy. Area. Retrieved February 2020, from https://doi.org/10.1111/area.12554
Bhopal, K., & Henderson, H. (2019). Competing inequalities: Gender versus race in higher education institutions in the UK. Educational Review, 1–17. Retrieved February 2020, from https://doi.org/10.1080/00131911.2019.1642305
Bodkin-Andrews, G., & Carlson, B. (2016). The legacy of racism and Indigenous Australian identity within education. Race Ethnicity and Education, 19(4), 784–807.
Botella, C., Rueda, S., López-Iñesta, E., & Marzal, P. (2019). Gender diversity in STEM disciplines: A multiple factor problem. Entropy, 21(1), 30. Retrieved February 2020, from https://doi.org/10.3390/e21010030
Bunda, T., Zipin, L., & Brennan, M. (2012). Negotiating university ‘equity‘ from Indigenous standpoints: A shaky bridge. International Journal of Inclusive Education, 16(9), 941–957.
Cameron, M. (2005). Two-spirited Aboriginal people: Continuing cultural appropriation by non-Aboriginal society. Canadian Woman Studies, 24(2–3), 123–127.
Clark, M. (2014). Against authenticity CAL-connections: Queer Indigenous identities. Overland, 215(Winter), 30–36.
Clark, D. A., Kleiman, S., Spanierman, L. B., Isaac, P., & Poolokasingham, G. (2014). ‘Do you live in a teepee?’ Aboriginal students’ experiences with racial microaggressions in Canada. Journal of Diversity in Higher Education, 7(2), 112–125.
Crenshaw, K. W. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1, 139–167. Retrieved February 2020, from http://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
Daniels-Mayes, S., Harwood, V., & Murray, N. (2019). On settler notions of social justice: The importance of disrupting and displacing colonising narratives. In K. Freebody, S. Goodwin, & H. Proctor (Eds.), Higher education, pedagogy and social justice (pp. 37–54). Cham: Palgrave Macmillan.
Dillon, G. L. (2016). Introduction: Indigenous futurisms, Bimaashi Biidaas mose, flying and walking towards you. Extrapolation, 57(1–2), 1–6.
Green, P. (2019, August 16). In summary: Gender Diversity in Music and Art Conference, Perth. Resonate Magazine. Retrieved February 2020, from https://www.australianmusiccentre.com.au/article/in-summary-gender-diversity-in-music-and-art-conference-perth
Monaghan, O. (2015). Dual imperatives: Decolonising the queer, and queering the decolonial. In D. Hodge (Ed.), Colouring the rainbow: Blak queer and trans perspectives, life stories and essays by first nations people of Australia (pp. 195–207). Mile End: Wakefield Press.
Moreton-Robinson, A. (2000). Talkin’ up to the White Woman: Indigenous women and feminism. Brisbane, QLD: University of Queensland Press.
O’Sullivan, S. (2015). Stranger in a strange land: Aspiration, uniform and the fine edges of identity. In D. Hodge (Ed.), Colouring the rainbow: Black queer and trans perspectives, life stories and essays by first nations people of Australia (pp. 208–222). Mile End: Wakefield Press.
O’Sullivan, S. (2019a). A lived experience of Aboriginal knowledges and perspectives: How cultural wisdom saved my life. In J. Higgs (Ed.), Practice wisdom: Values and interpretations (pp. 107–112). Leiden: Brill Sense.
O’Sullivan, S. (2019b). Practice futures for Indigenous agency: Our gaps, our leaps. In J. Higgs, S. Cork, & D. Horsfall (Eds.), Challenging future practice possibilities (pp. 91–100). Rotterdam: Brill Sense.
Patfield, S., Gore, J., Fray, L., & Gruppetta, M. (2019). The untold story of middle-class Indigenous Australian school students who aspire to university. Critical Studies in Education, 1–16. Retrieved February 2020, from https://doi.org/10.1080/17508487.2019.1572022
Portolés, C. M. (2017). Science from women’s lives. Better science? How gendered studies improve science and lives. Mètode Science Studies Journal, 7, 105–111.
Science in Australia Gender Equity (SAGE). (2019). Putting gender on your agenda: Evaluating the introduction of Athena SWAN into Australia. Retrieved February 2020, from https://www.sciencegenderequity.org.au/wp-content/uploads/2018/12/SAGE_Report_44pp_SCREEN.pdf
Sullivan, C., & Day, M. (2019). Queer(y)ing Indigenous Australian higher education student spaces. The Australian Journal of Indigenous Education, 1–8. Retrieved February 2020, from https://doi.org/10.1017/jie.2019.19
Universities Australia. (2017). Indigenous strategy 2017–2020. Canberra: Universities Australia.
Walter, M. (2015). The vexed link between social capital and social mobility for Aboriginal and Torres Strait Islander people. The Australian Journal of Social Issues, 50(1), 69–88.
Whittaker, A. (2015). The border made of mirrors. In D. Hodge (Ed.), Colouring the rainbow: Blak queer and trans perspectives, life stories and essays by first nations people of Australia (pp. 21–34). Mile End, SA: Wakefield Press.
Whittaker, A. (2017, January 26). Queerness and Indigenous cultures: One world, many lives. Archer Magazine. Retrieved February 2020, from https://archermagazine.com.au/2017/01/queerness-indigenous-cultures-aboriginal-australia/
Zalcman, D. (2016). ‘Kill the Indian, save the man’: On the painful legacy of Canada’s residential schools. World Policy Journal, 33(3), 72–85.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Author(s)
About this chapter
Cite this chapter
O’Sullivan, S. (2020). Killing the Indigene: Interrogating the Support of First Nations’ Diversity in the Modern University. In: Crimmins, G. (eds) Strategies for Supporting Inclusion and Diversity in the Academy. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-43593-6_4
Download citation
DOI: https://doi.org/10.1007/978-3-030-43593-6_4
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-43592-9
Online ISBN: 978-3-030-43593-6
eBook Packages: EducationEducation (R0)