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

Lyn Fasoli, Läwurrpa Maypilama, Anne Lowell, Yalŋarra Guyula, Rosemary Gundjarranbuy, Megan Yunupiŋu, Rebekah Farmer

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    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
    PublisherTaylor and Francis AS
    Chapter6
    Pages78-94
    Number of pages17
    Edition1st
    ISBN (Electronic)9781351163927
    ISBN (Print)9780815350064
    DOIs
    Publication statusPublished - 7 Dec 2018

    Fingerprint

    Dive into the research topics of '“We’re still being dragged to be white”: Learning from Yolŋu “growing up” their children in two worlds'. Together they form a unique fingerprint.

    Cite this