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The authors propose that Indigenous historical narratives are inseparable from the ecologies of places. They advocate moving students out of the classroom ‘into place’ with Indigenous custodians, fostering affective belonging that textbooks cannot provide, while addressing problems of decontextualized teaching through affective pedagogies and auto-ethnographic field tales.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/narratives-of-place-and-land-teaching-indigenous-histories-in-australian-and-new-zealand-teacher-education-article-4/593833/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/narratives-of-place-and-land-teaching-indigenous-histories-in-australian-and-new-zealand-teacher-education-article-4/593833.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do the authors criticize traditional history teaching through textbooks?","Question",{"text":112,"@type":113},"They argue that removing knowledge from its place and time disembodies learning, leading students to view history as boring and irrelevant. The article also notes a pattern of teaching from a coloniser perspective and using Western approaches to selecting and analyzing historical documents.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What alternative approach do the authors propose for teaching Indigenous history?",{"text":117,"@type":113},"They propose teaching that recognizes Indigenous historical narratives as tied to local ecologies. The approach moves students ‘into place’ alongside Indigenous custodians of local knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"How is a sense of belonging intended to be created in this approach?",{"text":121,"@type":113},"The authors aim to create an affective and emotional sense of belonging to history that textbooks cannot provide. They connect this goal to affective pedagogies and socioecological actions involving restoration of local lands, waterways, and Indigenous place stories.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593833,1792161007,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 9 | Article 4 |\n| --- | --- |\n| 2018\u003Cbr>Narratives of Place and Land: Teaching Indigenous Histories in Australian and New Zealand Teacher Education\u003Cbr>Richard Manning\u003Cbr>University of Canterbury, [richard.manning@canterbury.ac.nz](richard.manning@canterbury.ac.nz)\u003Cbr>Neil Harrison\u003Cbr>Macquarie University, [neil.harrison@mq.edu.au](neil.harrison@mq.edu.au) |  |\n\nRecommended Citation  \nManning, R., & Harrison, N. (2018). Narratives of Place and Land: Teaching Indigenous Histories in Australian and New Zealand Teacher Education. Australian Journal of Teacher Education, 43 (9).  \n[http://dx.doi.org/10.14221/ajte.2018v43n9.4](http://dx.doi.org/10.14221/ajte.2018v43n9.4)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol43/iss9/4](https://ro.ecu.edu.au/ajte/vol43/iss9/4)  \nAustralian Journal of Teacher Education  \nNarratives of Place and Land: Teaching Indigenous Histories in Australian  \nand New Zealand Teacher Education  \nRichard Manning  \nUniversity of Canterbury, New Zealand  \nNeil Harrison  \nMacquarie University  \nAbstract: This article offers a trans-Tasman critique of approaches to  \nthe teaching of history in New Zealand and Australia. Taking  \nknowledge out of place and time and presenting it in textbooks is a  \nconflicted task for schooling in both countries. The disembodiment of knowledge in history books has led students to the proclamation that  \nthe teaching of history in schools is ‘boring’ and irrelevant to their  \nlives. The authors seek a way out of this dilemma in proposing that the  \nteaching of Indigenous history in schools must recognise that  \nIndigenous historical narratives are intimately tied to the ecologies of  \nplaces – whether they rural, remote or urban. We propose an  \napproach to teaching history that gets students out of the classroom, and ‘into place’ alongside Indigenous custodians of local knowledge.  \nThis provides a means of creating an affective and emotional sense of  \n‘belonging’ to history that textbooks cannot provide.  \nThe Problem with Textbooks  \nThe problems caused by continued reliance on learning history from books was welldemonstrated some years ago in the Australian school-based research of Anna Clarke (2008) who, remarked that the teaching of history had become so dreadfully stultifying, that students found it,‘as boring as bat shit’(p. 22) . Student disengagement from the discipline was also observed at that time by the Australian Prime Minister who noted that Australians generally knew little about their own history (Harrison, 2013) . Moreover, this history is usually taught from the perspective of the coloniser, through for example, the writing-over of Aboriginal places with English names, and employing western approaches to knowledge production in the selection and analysis of historical documents.  \nHere, we note the structure of the Australian history syllabus (NSW Education Standards Authority, 2018) that begins with the centrality of the individual, and then moveson to study the individual’s place in the community, and subsequently to a study of the individual’s place in national and international contexts. An alternative approach might be to subvert the centrality of the individual through the syllabus to a primary focus on the community and the individual’s place within that Community (Yunkaporta, 2009) . Manning found similar problems during his doctoral research in the Port Nicholson Block area of New Zealand in 2008 . He later advised (2017b) that while the new curriculum (New Zealand Ministry of Education, 2010) provides teachers with a greater degree of flexibility, it still leaves the inclusion of Māori historical content dependent upon the whims of predominantly Pākehā (non-Māori) history teachers and textbook authors.  \nOur objective in writing this article, therefore, is to flag an alternative approach to the teaching of history that relies on partnership with Indi","cbCain93tBUM0pbv","https://ap.wps.com/l/cbCain93tBUM0pbv","pdf",450582,17,"English","# Abstract\n# The Problem with Textbooks\n## Student disengagement and coloniser perspectives\n## Syllabus centrality and alternative community focus\n# Alternative approach: partnering with Indigenous communities\n## Affective pedagogy and belonging\n## Auto-ethnographic field tales","[{\"question\":\"Why do the authors criticize traditional history teaching through textbooks?\",\"answer\":\"They argue that removing knowledge from its place and time disembodies learning, leading students to view history as boring and irrelevant. The article also notes a pattern of teaching from a coloniser perspective and using Western approaches to selecting and analyzing historical documents.\"},{\"question\":\"What alternative approach do the authors propose for teaching Indigenous history?\",\"answer\":\"They propose teaching that recognizes Indigenous historical narratives as tied to local ecologies. The approach moves students ‘into place’ alongside Indigenous custodians of local knowledge.\"},{\"question\":\"How is a sense of belonging intended to be created in this approach?\",\"answer\":\"The authors aim to create an affective and emotional sense of belonging to history that textbooks cannot provide. They connect this goal to affective pedagogies and socioecological actions involving restoration of local lands, waterways, and Indigenous place stories.\"}]","Narratives of Place and Land - Teaching Indigenous Histories in Australian and New Zealand Teacher Education - Article 4 | PDF",1792078003,43]