Publication Date

2015

Abstract

This paper demonstrates how digital media practices can be used as a form of cultural remembering that serves a decolonizing function in the school curriculum for Indigenous students. Applying critical race theory and multimodal semiotics, we analyze multimodal "Gami" videos created by Indigenous Australian elementary students using the Tellagami iPad application. We demonstrate that the students' "Gamis", which applied the literary form of historical narrative poetry, provided a voice for Indigenous students to share counter-narratives to Euro-centric accounts of the first contact between Aboriginal and white Australians.

School/Institute

Learning Sciences Institute Australia

Document Type

Conference Paper

Access Rights

ERA Access

Access may be restricted.

Share

COinS