Children’s Images of Identity

1. Front Matter

   Pages i-xii

   PDF

2. Theorizing the Cultural Borderlands

   • Phiona Stanley

   Pages 1-13

3. ‘A Picture Tells More than a Thousand Words’

   • Eva Alerby

   Pages 15-25

4. Walking in Two Worlds

   • Jill Brown

   Pages 27-39

5. Being and Seeing Chakma

   • Raqib Chowdhury

   Pages 41-56

6. Komi People through the Eyes of Children

   • Anna Podorova, Inna Makarova

   Pages 57-73

7. Sámi Children’s Images of Identity

   • Gunnar Jonsson, Ida-Maria Svonni

   Pages 75-87

8. The Past is in the Present

   • Nicola F. Johnson

   Pages 89-101

9. I Do Not Belong Here

   • Xuhong Wang

   Pages 103-116

10. Imagined Baduy children

    • Ahmad Bukhori-Muslim

    Pages 117-130

11. Ainu: “Homogenous” Japan’s Indigenous People

    • Sayaka Saito

    Pages 131-147

12. What Do Canadian Aboriginal Children in the Northwest Territories Understand about Themselves through their Drawings?

    • Megan Blight, Michelle Eady

    Pages 149-167

13. Images of Dreams and Hopes

    • Dat Bao

    Pages 169-180

14. Back Matter

    Pages 181-182

    PDF

"The understandings which children have of Indigenous identity provide means by which to explore the ways in which Indigenous identity is both projected and constructed in society. These understandings play a powerful part in the ways in which Indigenous peoples are positioned in the mainstream society with which they are connected. The research presented in this edited collection uses children’s drawings to illuminate and explore the images children, both mainstream and Indigenous, have of Indigenous peoples. The data generated by this process allows exploration of the ways in which Indigenous identity is understood globally, through a series of locally focussed studies connected by theme and approach. The data serves to illuminate both the space made available by mainstream groups, and aspects of modernity accommodated within the Indigenous sense of self. Our aim within this project has been to analyse and discuss the ways in which children construct identity, both their own and thatof others. Children were asked to share their thoughts through drawings which were then used as the basis for conversation with the researchers. In this way the interaction between mainstream modernity and traditional Indigenous identity is made available for discussion and the connection between children’s lived experiences of identity and the wider global discussion is both immediately enacted and located within broader international understandings of Indigenous cultures and their place in the world."

• Indigenous
• children
• drawings
• identity
• mainstream

• Monash University, Australia

  Jill Brown

• Federation University, Australia

  Nicola F. Johnson

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