Children’s Images of Identity: Drawing the Self and the by Jill Brown, Nicola F. Johnson

By Jill Brown, Nicola F. Johnson

The understandings which childrens have of Indigenous identification supply capacity in which to discover the ways that Indigenous id is either projected and built in society. those understandings play a strong half within the ways that Indigenous peoples are located within the mainstream society with which they're attached. The study offered during this edited assortment makes use of kid's drawings to light up and discover the pictures childrens, either mainstream and Indigenous, have of Indigenous peoples. the knowledge generated by means of this procedure permits exploration of the ways that Indigenous identification is known globally, via a chain of in the neighborhood focussed reports hooked up through topic and procedure. the knowledge serves to light up either the gap made to be had by means of mainstream teams, and facets of modernity accommodated in the Indigenous experience of self. Our objective inside of this venture has been to examine and talk about the ways that childrens build identification, either their very own and that of others. childrens have been requested to proportion their innovations via drawings that have been then used because the foundation for dialog with the researchers. during this manner the interplay among mainstream modernity and conventional Indigenous id is made to be had for dialogue and the relationship among kid's lived studies of id and the broader worldwide dialogue is either instantly enacted and found inside of broader foreign understandings of Indigenous cultures and their position on the planet.

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Extra resources for Children’s Images of Identity: Drawing the Self and the Other

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The school is small with a total enrolment of fewer than 200 students, all of whom are Yolnugu. An English as a second language teacher works across all the classes and there is a strong first language program that aims to see children acquire literacy in both first language and English. Classes run from pre-school to year 12, the final year of secondary schooling. The teachers are mainly non-Indigenous but Yolnugu teaching assistants are employed to work in every class. The school prides itself on its ‘two way’ approach to learning.

The study suggests that closer connection to culture as indicated by levels of first language use results in a more secure sense of identity and, as a result, less likelihood of negative behaviours. 28 WALKING IN TWO WORLDS Research Sites The two schools involved in this small study are very different. The Yolnugu community school in which data was collected is in a remote area of northern Australia, many hundreds of kilometres from the nearest city. Travel to the community is by light aircraft to a small rural airport and then a long drive on an unmade road that is only accessible in the dry season.

117) of the South-Asian and the Southeast Asian or, according to Chakma (2010, p. 283) the “confluence of two regions”. Today Chakma identity is firmly established in the Chittagong Hill Tracts (CHT) in Bangladesh where they have sought to develop an Indigenous model of state, society and culture (van Schendel, 1995, in Damodaran, 2006). The CHT represents a distinctive identity in terms of geography, racial distribution as well as cultural and political history. It comprises of an area of 12,181 square kilometres of a geographically isolated region which topographically contrasts with the rest of the plain land of Bangladesh.

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