Post-colonial Literature for Children EDU32PLC Week 4 - Lecture 7. European voices in Aboriginal History: Telling the Big Picture. © La Trobe University, David Beagley 2006. References.
European voices in Aboriginal History: Telling the Big Picture
© La Trobe University, David Beagley 2006
Foster, J., Finnis, E.J. and Nimon, M. (1995) Aboriginal Australia: a century of attitudinal change. in Australian Children’s Literature: an exploration of genre and theme. Wagga: CIS, Charles Sturt University
Heiss, A. (2002) Writing about Indigenous Australia - some issues to consider and protocols to follow: a discussion paper. Southerly. 62(2) Summer: 197-205
Jarman, M. (1999) Postcolonialism and language use in Australian Children’s Literature: a case study of The Children of Mirrabooka. in Something to Crow About: new perspectives in Literature for Young people. eds. Susan Clancy and David Gilbey. Wagga Wagga: CIS, CSU
How do you prefer to remove a band-aid?
Positive reminiscences have advantages
The reality is …
How is this story to be told?
Structural and contextual elements
In telling Aboriginal stories, are Europeans:
Stories for older readers
“Dream/flashback/time travel” style used by other authors for similar stories
Allows two voices to be used: European in present, Aboriginal in past
Allows “discovery” by modern world or character of hidden crimes
Therefore, allows reflection by modern European on past injustices
But also maintains explorer/discovery binary of post-colonialism
Probably the first non Aboriginal novel which deals explicitly and as an extended theme with Land Rights and dispossession
But does the fantasy / time travel aspect weaken the reality of the situation by making it fantasy, or by resigning it to history?
Eventually, the colonization of the station is accepted and continues – Jenny as colonial master, despite her pangs of conscience..