"We’re still being dragged to be white": Learning from Yolŋu growing up their children in two worlds

Lyn Fasoli, Elaine Maypilama, Anne Lowell, Megan Yunupingu, Rebekah Farmer

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Motivated by a concern with western, deficit-driven and often invasive early childhood programs being introduced to their community, Yolŋu families in a remote Aboriginal community in north east Arnhemland in Australia are producing longitudinal case studies of their own young children’s development. They have video-recorded their young children’s everyday activities as well as their ways of bringing them up, starting from infancy to two-years-old at the commencement of the study. This chapter draws on family interviews to reflect on what these perspectives mean for the dominant early childhood education and care agenda. This approach unsettles the notion of deficit to focus attention on the needs of the system to be more responsive to and informed by the communities they purport to serve.
Original languageEnglish
Title of host publicationPedagogies for Diverse Contexts
EditorsAlan Pence, Janet Harvell
PublisherRoutledge
Chapter6
Pages78-94
Number of pages17
Edition1st
ISBN (Electronic)9781351163927
ISBN (Print)9780815350064
DOIs
Publication statusPublished - 2018

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  • Cite this

    Fasoli, L., Maypilama, E., Lowell, A., Yunupingu, M., & Farmer, R. (2018). "We’re still being dragged to be white": Learning from Yolŋu growing up their children in two worlds. In A. Pence, & J. Harvell (Eds.), Pedagogies for Diverse Contexts (1st ed., pp. 78-94). Routledge. https://doi.org/10.4324/9781351163927