An Ontology of Belongingness Through Art and Education

Within Australian’s society, today, it is generally claimed that the inclusion of a First Nations presence within Australian identity is evident. However, the subtleties of exclusion within Australian society of First Nation’s people, their cultures, and practices are often the reality. Having to defend their humanness as the First People of Australia, in hidden agendas that bubble to the surface, therefore has to be constantly disputed and rejected, by material evidence, includes extract Marks (Did Aboriginal people trade before European settlement in Darwin? 16th January, https://www.abc.net.au/news/2018-01-16/aboriginal-people-asians-trade-before-european-settlement-darwin/9320452 , 2018), above. Such material provides evidence of a (Aboriginal) Australia’s First Nation’s civil society’s journey in travel, trade, and commerce prior to 1770, and clearly demonstrates that exclusion can be found within practice-based research, creative research, methodology, automatic methodology, and creative cognition in art and education. In exploring whether Aboriginal philosophy in art, education, is included, or not included, in showcasing Australian art and education, there is an argument for the inclusion of Aboriginal philosophical foundational epistemology or knowledge of Belonging, embedded within teaching and learning practice of (Knowing) pedagogy in education and (Aboriginality) genre in art.