Symbols and stereotypes: what children and educators know about Australian Aboriginality and Aboriginal art

Abstract

Australian Aboriginal art is complex, multiple and ambiguous, yet many early childhood educators represent Australian Aboriginal art from ill-informed and stereotypical perspectives, largely through ‘dot painting’ learning experiences. This study investigates how a sample of early childhood educators incorporate Australian Aboriginal art into their program and practice. The study examines the ongoing effects of colonialism, whiteness, and privilege within early childhood education services and offers important insights into what educators teach young children about Australian Aboriginal art. The research contributes to enhancing early childhood educators’ knowledge of Aboriginal art and offers a pedagogical pathway towards best practice in this area. The research methodology undertaken in this study draws on qualitative approaches informed by diverse theoretical perspectives – for example, whiteness, post-colonialism and feminist poststructuralism. The study included a case study approach involving two sites located in metropolitan Sydney, Australia. The data collection methods included observations, in-depth interviews with non-Aboriginal and Aboriginal educators and Aboriginal artists, small focus group discussions with children, including about their artwork. The findings in this study highlighted that pre-service teacher [PST] education is generally insufficient in addressing Aboriginal art, resulting in non-Aboriginal educators’ feelings of anxiety and a lack of confidence about teaching Aboriginal art to children. These educators critically reflected on their programs and practice related to teaching Aboriginal art, but their pedagogical practices were generally underpinned by stereotypical discourses about Australian Aboriginal art, which impacted their preparedness to use new, radical representations of blackness in their pedagogy. Despite good intentions, whiteness remained at the centre of their program and practice.

Date of Thesis submission	2025
Original language	English
Awarding Institution	Western Sydney University
Supervisor	Kerry Robinson (Supervisor) & Criss Jones Diaz (Supervisor)