I don’t think you’re going to have any aborigines in your world’

Minecraft ing terra nullius

Datos Bibliográficos

ID11167396
AutoresLigia López López (0000-0001-6035-7376, The University of Melbourne, autor de correspondencia), Lars De Wildt (0000-0002-6901-6903, Institute for Media Studies, KU Leuven , Leuven , Belgium), Nikki Moodie (0000-0002-5238-8073, The University of Melbourne)
Año2019
Volumen40
Número8
Páginas1037-1054
Fecha de publicación2019-11-17
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaBritish Journal of Sociology of Education (JOURNAL)
Identificadores de la revistaISSN: 0142-5692 • E-ISSN: 1465-3346
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01425692.2019.1640596
OpenAlexW2966975160
IdiomaEN
Citas recibidas9
Referencias citadas33

The myth that justified the takeover of a continent lives on both in classrooms and in popular media. Drawing from classroom observations in an urban primary school in Australia, this article enters the technology in education conversation, more specifically through the use of videogames for learning. Based on classroom exchanges between teachers and students, we interrogate how the school’s use of Minecraft, a best-selling commercial videogame, continues to reproduce myths of settler colonialism in the twenty-first century. Specifically, the curriculum mobilizes structures inherent to both Minecraft and modern Australia’s treatment of its Indigenous populations. That is, both classroom and videogame interactions reproduced the myth of terra nullius: the doctrine which determined that land, prior to colonization, was empty and unowned, and therefore available for settlement by the colonizer. We conclude that within videogames and classrooms, students’ voices manage to interrogate the curriculum, resisting the reproduction of erasive coloniality in school

Archaeology · Colonialism · Conversation · Curriculum · Doctrine · Indigenous · Indigenous Education · Media studies · Mythology · Pedagogy · Political science · Reproduction · Sociology · Classics · Communication · Ecology · Educator Training and Historical Pedagogy · History · Law · Literacy, Media, and Education · Tourism, Volunteerism, and Development