ABSTRACT
This chapter considers the arts-based Aboriginal onto-epistemology of 'thinking through Country' alongside a 'flat ontology' derived from G. Deleuze and Guattari's A Thousand Plateaus, and A. N. Whitehead's process philosophy. It helps to transform the Australian educational curriculum at the intersection of Western and Aboriginal understandings of coming to know the world. The chapter describes Immanent materialism which explains the task for contemporary Australian educationalists. It also considers the onto-epistemology of the Aboriginal Australians in relation to the contemporary curriculum and the learning that happens under its rubric. The resulting onto-epistemology was developed using a combination of visual, oral and written forms and translations from Erinbinjori and U'Alayi languages. Aboriginal Australia was characterised by a different mode of economy and exchange. The chapter addresses the inequality that has happened to Aboriginal Australians, it also include a critique of capitalist relationality. It discusses the changing relationship between Aboriginal and settler onto-epistemology.
