Description: This book is the first of its kind to showcase a range of fresh and expert perspectives on decolonising history education in Australia. The research-informed chapters by First Nations and non-Indigenous educators and scholars provide guidance on applying practical strategies for decolonising learning and teaching, and moving beyond the ‘history wars’. History has long been the most contentious area of education in Australia. This book tackles the narrow and overtly politicised ‘history wars’ debates and foregrounds the need to re-examine impacts of settler-colonialism on Australia’s history. First-hand knowledge and much-needed teaching practices are presented, demonstrating how decolonisation can be put into action through Australian history education. The chapters present a range of perspectives from the early years right through to higher education settings and argues that there is an increased need for greater awareness, appreciation, and willingness to explore and engage with multiple narratives of truth-telling that are so often contested. Readers are guided to discover how this translates to classroom practice through unique, provocative, and research-informed strategies that foreground applied decolonising approaches. Combining theoretical perspectives and practical ideas, this book is an essential resource to support pre- and in-service teachers, in all education contexts, in navigating the decolonisation of Australian history education. This makes it an important contribution to local, as well as global, decolonising efforts.







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Abstract: This article explores the involvement of the Australian railways in the forcible removal of Aboriginal children. Focusing on the visions and voices of Aboriginal peoples who were taken away from their families by train, the article considers how railways were used in the attempted assimilation of First Nations peoples into White society. The last train ride, an artwork by South Australian Yankunytjatjara artist and Stolen Generations survivor Kunyi McInerney, serves as a point of departure to study how the settler colonial infrastructure of rail operationalised the Australian government policies of assimilation. I ask how railway infrastructures have affected Aboriginal peoples and how Aboriginal peoples have responded to railway infrastructures. In centring the artworks and narratives of Aboriginal people taken away by train, I extend an invitation to readers to rethink geography through the visual expressions and stories of First Nations peoples. Close attention to the perspectives of affected peoples opens possibilities to view infrastructures in a different light. The visions and voices of Aboriginal families impacted by assimilation policies show that the railways played a pivotal role in the separation of Aboriginal children from families and that railway infrastructures have also been sites of resistance to and subversion of assimilation and child removal. Paying careful attention to First Nations voices and visions, the article informs how the Australian railways have been complicit in assimilation policies and how Aboriginal peoples have used the railways to resist and survive such settler colonial projects.