Abstract
This article argues that Australian literature offers a particular benefit in teaching students in the United States about race through the “slant” approach of a different racial context, one about which they know very little, thus limiting preconceptions. This approach provides a productive response not only to the current antagonistic environment being created by the federal government, but also to students who genuinely feel both uncomfortable and curious about racial issues. While white students do not want to feel they are the “bad guys,” students of color do not want to feel either like victims or like expert witnesses. Distance from difficult topics can make them easier to discuss and learn about; therefore, incorporating the historic and ongoing treatment of Aboriginal Australians encourages American students to engage in these critical discussions while not feeling personally implicated, putting all students on equal footing. By carefully selecting texts written by Aboriginal peoples and connecting those readings to bigger theoretical ideas about the experiences of racism and global colonization, educators can engender productive discussions about race in the American classroom.
Recommended Citation
Hoffmann, Barbara M.
(2024)
"Aboriginal Australian Writing and Student Resistance to Learning About Race: A “Take It Slant” Approach,"
Antipodes: Vol. 37:
Iss.
1, Article 22.
Available at:
https://digitalcommons.wayne.edu/antipodes/vol37/iss1/22