Abstract
Panel title: Public Pedagogies: Science, History and Media At Work in Classrooms
Panel abstract: This panel examines how disciplinary areas of study relate to public pedagogies. By this we mean the ways in which particular events or topics of study are related to public culture and cultural norms and hence work to teach culturally acceptable forms of knowledges. Using case studies from science, history and media studies, the presenters focus on how these disciplinary areas normalise certain topics of study and ways of teaching that can be used to reinforce or challenge existing power relations and structures. Students bring with them an awareness and understanding of topics in public culture that inform their disciplinary engagement with curriculum. This prior understanding can be utilised in teaching to facilitate a form of unlearning and relearning in student encounters with specific disciplinary domains. Presenters in the panel ask what work disciplines do in generating public bodies of knowledge and how pedagogy can be used to de-naturalise the cultural norms attached to these bodies.
Within Australian settler colonial history, a process of ‘space-off’ in cultural representations of exploration has maintained focus on the solo hero celebrity explorer which creates a form of erasure and denial of many who were involved in colonial exploration. The implications of this erasure are significant due to the powerful legacy of myths in maintaining particular views of relations, people, space, place, land, and knowledges. The sociocultural productions and representations associated with the Victorian Exploring Expedition (VEE) in 1860, commonly referred to as simply ‘Burke and Wills’, reflect ongoing social and ecological knowledge production relevant to Indigenous Studies and curriculum design. This erasure will be discussed within a critical pedagogical framework as a strategy to increase student understanding of the ways in which settler colonialism pervades what is culturally acceptable as knowledge about Australian history and also how knowledge and culture are (re)produced based on an appropriationist logic of domination.
Panel abstract: This panel examines how disciplinary areas of study relate to public pedagogies. By this we mean the ways in which particular events or topics of study are related to public culture and cultural norms and hence work to teach culturally acceptable forms of knowledges. Using case studies from science, history and media studies, the presenters focus on how these disciplinary areas normalise certain topics of study and ways of teaching that can be used to reinforce or challenge existing power relations and structures. Students bring with them an awareness and understanding of topics in public culture that inform their disciplinary engagement with curriculum. This prior understanding can be utilised in teaching to facilitate a form of unlearning and relearning in student encounters with specific disciplinary domains. Presenters in the panel ask what work disciplines do in generating public bodies of knowledge and how pedagogy can be used to de-naturalise the cultural norms attached to these bodies.
Within Australian settler colonial history, a process of ‘space-off’ in cultural representations of exploration has maintained focus on the solo hero celebrity explorer which creates a form of erasure and denial of many who were involved in colonial exploration. The implications of this erasure are significant due to the powerful legacy of myths in maintaining particular views of relations, people, space, place, land, and knowledges. The sociocultural productions and representations associated with the Victorian Exploring Expedition (VEE) in 1860, commonly referred to as simply ‘Burke and Wills’, reflect ongoing social and ecological knowledge production relevant to Indigenous Studies and curriculum design. This erasure will be discussed within a critical pedagogical framework as a strategy to increase student understanding of the ways in which settler colonialism pervades what is culturally acceptable as knowledge about Australian history and also how knowledge and culture are (re)produced based on an appropriationist logic of domination.
| Original language | English |
|---|---|
| Publication status | Published - 06 Dec 2019 |
| Event | Cultural Studies Association of Australasia Conference 2019 - University of Queensland, Brisbane, Australia Duration: 04 Dec 2019 → 06 Dec 2019 https://theaha.org.au/cultural-transformations-csaa-conference-cfp/ https://csaaconference2019.files.wordpress.com/2019/12/csaa2019-programme-booklet-final-5.pdf (Conference booklet) |
Conference
| Conference | Cultural Studies Association of Australasia Conference 2019 |
|---|---|
| Abbreviated title | Cultural Transformations |
| Country/Territory | Australia |
| City | Brisbane |
| Period | 04/12/19 → 06/12/19 |
| Other | The speed and extent of the cultural transformations currently taking place around us raise urgent and imperative questions. The 2019 conference of the Cultural Studies Association of Australasia aims to provide a forum at which both the challenges posed and opportunities afforded by these transformations can be collectively addressed. Taking as its theme “Cultural Transformations,” the conference welcomes proposals for papers or panels that address this topic from a diverse and inclusive range of perspectives, as well as general papers in Cultural Studies. Conference streams include Environmental humanities, Gender Studies, Body Cultures, Digital Media, Critical Race and Whiteness studies, and Medical Humanities. |
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