"In Writing Never Arrives Naked, Penny van Toorn reveals the resourceful and often poignant ways that Indigenous Australians involved themselves in the colonisers' paper culture. The first Aboriginal readers were children stolen from the clans around Sydney Harbour. The first Aboriginal author was Bennelong - a stolen adult." "From the early years of colonisation, Aboriginal people used written texts to negotiate a changing world, to challenge their oppressors, protect country and kin, and occasionally for economic gain. Van Toorn argues that Aboriginal people were curious about books and papers, and in time began to integrate letters of the alphabet into their graphic traditions. During the 19th and 20th centuries, Aboriginal people played key roles in translating the Bible, and made their political views known in community and regional newspapers. They also sent numerous letters and petitions to political figures, including Queen Victoria."--BOOK JACKET.

The Routledge Companion to Global Indigenous History presents exciting new innovations in the dynamic field of Indigenous global history while also outlining ethical, political, and practical research. Indigenous histories are not merely concerned with the past but have resonances for the politics of the present and future, ranging across vast geographical distances and deep time periods. The volume starts with an introduction that explores definitions of Indigenous peoples, followed by six thematic sections which each have a global spread: European uses of history and the positioning of Indigenous people as history’s outsiders; their migrations and mobilities; colonial encounters; removals and diasporas; memory, identities, and narratives; deep histories and pathways towards future Indigenous histories that challenge the nature of the history discipline itself. This book illustrates the important role of Indigenous history and Indigenous knowledges for contemporary concerns, including climate change, spirituality and religious movements, gender negotiations, modernity and mobility, and the meaning of ‘nation’ and the ‘global’. Reflecting the state of the art in Indigenous global history, the contributors suggest exciting new directions in the field, examine its many research challenges and show its resonances for a global politics of the present and future. This book is invaluable reading for students in both undergraduate and postgraduate Indigenous history courses.

‘Locating Australian Literary Memory’ explores the cultural meanings suffusing local literary commemorations. It is orientated around eleven authors – Adam Lindsay Gordon, Joseph Furphy, Henry Handel Richardson, Henry Lawson, A. B. ‘Banjo’ Paterson, Nan Chauncy, Katharine Susannah Prichard, Eleanor Dark, P. L. Travers, Kylie Tennant and David Unaipon – who have all been celebrated through a range of forms including statues, huts, trees, writers’ houses and assorted objects. Brigid Magner illuminates the social memory residing in these monuments and artefacts, which were largely created as bulwarks against forgetting. Acknowledging the value of literary memorials and the voluntary labour that enables them, she traverses the many contradictions, ironies and eccentricities of authorial commemoration in Australia, arguing for an expanded repertoire of practices to recognise those who have been hitherto excluded.

How does one read across cultural boundaries? The multitude of creative texts, performance practices, and artworks produced by Indigenous writers and artists in contemporary Australia calls upon Anglo-European academic readers, viewers, and critics to respond to this critical question. Contributors address a plethora of creative works by Indigenous writers, poets, playwrights, filmmakers, and painters, including Richard Frankland, Lionel Fogarty, Lin Onus, Kim Scott, Sam Watson, and Alexis Wright, as well as Durrudiya song cycles and works by Western Desert artists. The complexity of these creative works transcends categorical boundaries of Western art, aesthetics, and literature, demanding new processes of reading and response. Other contributors address works by non-Indigenous writers and filmmakers such as Stephen Muecke, Katrina Schlunke, Margaret Somerville, and Jeni Thornley, all of whom actively engage in questioning their complicity with the past in order to challenge Western modes of knowledge and understanding and to enter into a more self-critical and authentically ethical dialogue with the Other. In probing the limitations of Anglo-European knowledge-systems, essays in this volume lay the groundwork for enter¬ing into a more authentic dialogue with Indigenous writers and critics. Beate Neumeier is Professor and Chair of English at the University of Cologne. Her research is in gender, performance, and postcolonial studies. Editor of the e-journal Gender Forum and the database GenderInn, she has published books on English Re¬naissance and contemporary anglophone drama, contemporary American and British-Jewish literature, and women’s writing. Kay Schaffer, an Adjunct Professor in Gender Studies and Social Analysis at the University of Adelaide. is the author of ten books and numerous articles at the intersections of gender, culture, and literary studies. Her recent publications address the Stolen Generations in Australia, life narratives in human-rights campaigns, and readings of contemporary Chinese women writers.

This Palgrave Pivot examines the history of literacy with illiterate and semi-literate people in mind, and questions the clear division between literacy and illiteracy which has often been assumed by social and economic historians. Instead, it turns the spotlight on all those in-between, the millions who had some literacy skills, but for whom reading and writing posed difficulties. Its main focus is on those we have often labelled ‘illiterates’, rather than those who enjoyed full competence in reading and writing in modern society. In offering a historical perspective on the ‘problem’ of illiteracy in the modern world, it also questions some enduring myths surrounding the phenomenon. This book therefore has a revisionist objective: it intends to challenge conventional wisdom about illiteracy.

Singularizing progressive time binds pasts, presents, and futures to cause-effect chains overdetermining existence in education and social life more broadly. Indigenous Futures and Learnings Taking Place disrupts the common sense of "futures" in education or "knowledge for the future" by examining the multiplicity of possible destinies in coexistent experiences of living and learning. Taking place is the intention this book has to embody and world multiplicity across the landscapes that sustain life. The book contends that Indigenous perspectives open spaces for new forms of sociality and relationships with knowledge, time, and landscapes. Through Goanna walking and caring for Country; conjuring encounters between forests, humans, and the more-than-human; dreams, dream literacies, and planes of existence; the spirit realm taking place; ancestral luchas; Musquem hən̓q̓əmin̓əm̓ Land pedagogies; and resoluteness and gratitude for atunhetsla/the spirit within, the chapters in the collection become politicocultural and (hi)storical statements challenging the singular order of the future towards multiple encounters of all that is to come. In doing so, Indigenous Futures and Learnings Taking Place offers various points of departure to (hi)story educational futures more responsive to the multiplicities of lives in what has not yet become. The contributors in this volume are Indigenous women, women of Indigenous backgrounds, Black, Red, and Brown women, and women whose scholarship is committed to Indigenous matters across spaces and times. Their work in the chapters often defies prescriptions of academic conventions, and at times occupies them to enunciate ontologies of the not yet. As people historically fabricated "women," their scholarly production critically intervenes on time to break teleological education that births patriarchal-ized and master-ized forms of living. What emerges are presences that undiscipline education and educationalized social life breaking futures out of time. This book will be of great interest to students and scholars of Indigenous studies, future studies, post-colonial studies in education, settler colonialism and coloniality, diversity and multiculturalism in education, and international comparative education.

This book combines transnational history with the comparative analysis of racial formation and reproductive sexuality in the settler colonial spaces of the United States and British Australia. Specifically, the book places "whiteness," and the changing definition of what it meant to be white in nineteenth-century America and Australia, at the center of our historical understanding of racial and sexual identities. In both the United States and Australia, "whiteness" was defined in opposition to the imagined cultural and biological inferiority of the "Indian," "Negro," and "Aboriginal savage." Moreover, Euro-Americans and Euro-Australians shared a common belief that "whiteness" was synonymous with the extension of settler colonial civilization. Despite this, two very different understandings of "whiteness" emerged in the nineteenth century. The book therefore asks why these different racial understandings of "whiteness" – and the quest to create culturally and racially homogeneous settler civilizations – developed in the United States and Australia.