ABSTRACT

In this article, two autoethnographies from Australia and New Zealand provide a means of engaging students in difficult histories of colonial nations. The first looks to knowledge as a basis of understanding others, and the second focuses on concepts of empathy and vulnerability as a way of understanding difficult histories. Each of these autoethnographies are accompanied by collaborative writing, where the authors come together to reflect on these narratives through the frame of sociocultural theory. We propose a notion of empathy as enacted, rather than as an attribute that someone has in order to bring things closer. Rather than being governed by proximity, empathy can be performative in reconfiguring an interaction between narratives and memories. It is time for history education in colonial countries to reflect on the reproduction of its own theory of reason, and to move beyond its own existence as a colonial enterprise. The collaboration central to this article reflects the shared purpose of teaching in the name of justice. 

摘要

在这篇文章中，来自澳大利亚和新西兰的两部自传人种志提供了一种让学生参与殖民国家艰难历史的方法。第一个将知识视为理解他人的基础，第二个将同理心和脆弱性的概念作为理解困难历史的一种方式。这些自民族志中的每一个都伴随着协作写作，作者们聚集在一起，通过社会文化理论的框架来反思这些叙述。我们提出了同理心的概念，而不是作为某人为了拉近关系而拥有的属性。同理心可以在重新配置叙事和记忆之间的互动时发挥作用，而不是受接近度的支配。是时候让殖民地国家的历史教育反思自身理性理论的再生产，超越自身作为殖民地企业的存在。本文的核心合作反映了以正义的名义进行教学的共同目的。