Undoing Theory: Walking of Arrernte Country – Co-creating Knowledge and Meaning in Central Australia

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2022-08-01 DOI:10.18793/lcj2022.27.03
Wendy L. Cowan
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Abstract

Can educators and researchers rethink what theory does in public education so as not to repeat colonial theories and policies predicated on mis/conceptions of “terra nullius” and “terra incognita”? My initial concern as a teacher and administrator working in Northern Territory for over two decades, was the question: “What theories underpin public education policy directives and implementation plans?” Recently my focus has shifted to include what theory is and what it is doing in shaping whose lives (human and non-human) matter. The shift occurred because many theories appeared to perpetuate “more of the same” outcomes, specifically for Indigenous students and their communities. The shifts from what theory is to what theory is doing in the world occur through the daily rhythms – as a precedent of Arrernte practices – of walking Country. Through quotidian acts of walking, I begin to understand that theory is the inseparability of being, doing and thinking, what Barad’s agential realism calls “ethico-onto-epistem-ology”. To show how walking of country is doing theory, I diffractively read several texts (including the non-English and poetic). This gives a sense of what theory is doing in and of the specific matters it inhabits: Arrernte Country, colonisation, education policy directives, walking and creative expression. Theory is taken up through the ethics of those lives rendered un/thinkable, in/visible in public education in Mparntwe (Alice Springs). A diffractive approach in this context opens theory up, to express thinking differently with the commitment to unsettle education policy as a continued reflection of ongoing colonisation.
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撤销理论:阿伦特国家的行走——澳大利亚中部共同创造的知识和意义
教育工作者和研究人员能否重新思考理论在公共教育中的作用,以避免重复基于错误的“无主地”和“未知地”概念的殖民理论和政策?作为一名在北领地工作了20多年的教师和行政人员,我最初关心的问题是:“什么理论支撑着公共教育政策指令和实施计划?”最近,我的关注点已经转移到理论是什么,以及它在塑造谁的生活(人类和非人类)重要方面的作用。发生这种转变是因为许多理论似乎使“更多相同”的结果永久化,特别是对土著学生和他们的社区。从“理论是什么”到“理论在世界上做什么”的转变,是通过日常的乡村行走节奏发生的——这是阿伦特实践的先例。通过日常的行走行为,我开始理解理论是存在、行为和思考的不可分割性,巴拉德的代理现实主义称之为“伦理-本体-认识论”。为了展示乡村行走是如何做理论的,我衍射地阅读了几篇文章(包括非英语和诗歌)。这让我们了解到理论在它所涉及的具体问题中所做的事情:阿伦特国家、殖民、教育政策指令、行走和创造性表达。理论是通过在Mparntwe (Alice Springs)的公共教育中呈现的那些不可想象的/可见的生活的伦理来进行的。在这种背景下,一种衍射方法打开了理论,以不同的方式表达思维,承诺将不稳定的教育政策作为持续殖民的持续反映。
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