My point is not that everything is bad, but that everything is dangerous, which is not exactly the same as bad. If everything is dangerous, then we always have something to do. (Foucault & Rabinow, 1984, p. 343)
Introduction
This chapter navigates the complex issue of how Aboriginal and Torres Strait Islander students negotiate the use of digital technologies in schools and beyond. You will read stories from Lena Djabibba, a respected elder of the Kunibídji community in Arnhem Land, about her thoughts of how digital technologies have mediated her social practices over many years. These stories are in text boxes. The remainder of the chapter is a synthesis of ideas by Glenn Auld who taught children in Lena’s community for over 10 years. During this time Lena and Glenn collaborated to design and introduce a number of programs with digital technologies.
When Foucault suggests everything is dangerous, he is not referring to using digital technology with Aboriginal and Torres Strait Islander students. However, this quote is equally appropriate when considering how these students use digital technologies. To understand the danger, we must i rst understand the complexity of the context. There are more Aboriginal and Torres Strait Islander people living in metropolitan centres in Australia than are living in remote communities (Fredericks, 2013). Many Aboriginal and Torres Strait Islanders have been forcibly removed from their Country that now manifests in communities, often with contested interests in what is the best way to educate their children.
Review the options below to login to check your access.
Log in with your Cambridge Higher Education account to check access.
If you believe you should have access to this content, please contact your institutional librarian or consult our FAQ page for further information about accessing our content.