‘Having to say everyday … I’m not black enough … I’m not white enough’. Discourses of Aboriginality in the Australian education context
(2016) Race Ethnicity and Education, pp. 1-15. Article in Press.
This paper interrogates discourses of Aboriginality about, and by, early career Aboriginal teachers as they negotiate their emergent professional identity in specific Australian school contexts. These discourses position the respondents via their ethnic and cultural background and intersect with self-positioning. This relates to the desire to be positioned as teacher rather than (only) as an ‘Aboriginal’ teacher. Consequently, the over-determination of Aboriginality includes such suppositions as the ‘think-look-do’ Aboriginality with a ‘natural’ connection to community, the ‘good’ Aboriginal teacher who fixes Aboriginal ‘problems’, the Aboriginal teacher as ‘Other’, and [the notion that] ‘Aboriginal work’ as easy, not real work and peripheral to core business. Through qualitative methodology, eleven Aboriginal teachers from the University of Sydney were interviewed. They were able to construct stories of early career teaching and the data was analysed to explore how the participants interpreted, accepted and/or resisted various discourses in their efforts to be agentic and resilient and to make a difference for the Aboriginal students they teach. © 2016 Informa UK Limited, trading as Taylor & Francis Group
Aboriginal teachers; discourses; Foucault; narrative; relationships of power; teacher identity
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Monsters and patients: An archaeology of medicine, islam, and modernity
(2016) History and Theory, 55 (4), pp. 112-130.
Foucault’s analysis of the history of evolutionary thought in Les Mots et les choses introduces monsters as incomplete beings that form important steps on the evolutionary ladder toward the terminal species. Monsters represent attempts by nature to achieve the perfection of the terminal species and are, therefore, significant for naturalists in constructing the details of the natural continuum. Despite their incompleteness, monsters underwrite the natural continuum and evidence the grounding of this continuum in reality. To a great extent, the continuum of nature, proposed by Foucault, resembles a continuum of civilization through which the history of the world and the history of colonization were often seen. The non-European emerged as the monster that showcased the deeper history of the more-perfect European. In the same way that monsters were written into natural history as intermediary and incomplete beings, losing in the process their uniqueness as independent species, the colonized were written into the (new) World History as objects of colonization, modernization, and development and as the living fossils of a bygone European past. This new history was not only created for European consumption but was also an important part of European-style education in the colony shaping colonial and post colonial identities and perceptions of self and other.
This article uses Foucauldian monsters to understand the making of historical narratives about the precolonial past in nineteenth-century Egypt, where one of the earliest European-style medical schools in Africa and Asia was built in the early nineteenth century. In this school and surrounding emerging educational system, narratives about science, modernity, and religion produced new histories that came to form colonial subjects.Finally, the article asks about a post colonial/post monstrous epistemology, what it might look like and whether and how it can emerge from the postcolonial condition. © Wesleyan University 2016.
Egypt; Islam; Medicine; Monsters; Postcolonial; Religion and science
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