'This paper’s main concern is how educators can best face the challenge of teaching Australia’s history of frontier violence. Understandably, high school and undergraduate students are wary of such a dark topic that draws in massacres, rapes and allegations of genocide. However, if teachers steer clear of the controversial material, students are left with significantly reduced understandings of why Australian race relations can be so strained. Ignoring the full story of colonisation undermines reconciliation and augments a racial divide. Ignoring frontier violence also strengthens imperialism’s capacity to render subjugated people ‘invisible’. The curriculum’s requirement to teach Australian Aboriginal history in partnership with Indigenous community members is therefore a crucial way of dispelling invisibility and reasserting the legitimate rights of Indigenous peoples to their intangible heritage. Shared teaching humanises the impact of colonisation and frontier violence on Australia’s First Peoples, and protects, maintains and respects Indigenous knowledge, practices and innovations. This is the first paper to indicate that Western Australia’s 1927 Royal Commission of Inquiry into Alleged Killing and Burning of Bodies of Aborigines in East Kimberley and into Police Methods when Effecting Arrests may be the plot source for Arthur Upfield’s (1961[1931]) novel The Sands of Windee and for the Murchison murders (1929–30). The case study’s example of Kimberley Aboriginal people becoming ‘invisible’ leads into an overview of imperialism, where invisibility is implicated in the process of colonisation. The paper then illustrates how collaborative teaching benefits students, teachers and Indigenous people.' (Publication abstract)
