CULTURAL DISPLACEMENT AND ASSIMILATION IN KIM SCOTT’S TRUE COUNTRY
DOI:
https://doi.org/10.29121/shodhkosh.v5.i3.2024.3004Keywords:
Cultural Hybridity, Postcolonialism, Storytelling, Aboriginal Identity, Systemic Injustice, Education, Oral Traditions, Reconciliation, Kim Scott, Indigenous ResilienceAbstract [English]
Kim Scott's True Country (1993) is a compelling exploration of identity, cultural hybsridity, and storytelling as acts of resistance against colonial erasure. Set in a remote Aboriginal community, the novel navigates the journey of Billy, an Aboriginal teacher, as he grapples with his dual heritage and seeks to reconcile his fragmented sense of self. Through a nuanced learning model—delearning, relearning, and learning—the narrative examines themes of cultural renewal, systemic injustice, and communal agency. Scott juxtaposes the enduring strength of Indigenous oral traditions and spirituality with the socio-economic challenges faced by Aboriginal communities. By portraying teachers as catalysts for dialogue between cultures, the novel highlights the transformative potential of education in fostering understanding and collaborative growth. Simultaneously, True Country underscores the resilience and complexity of Aboriginal identities, offering a vision of hope grounded in respect and reconciliation.
References
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