02241nas a2200133   4500000000100000000000100001008004100002100001500043245016800058856011800226300001000344520173300354022002002087                                       d1 aBill Casey00aSome burning issues: Arthur Upfield and the Murchison murders, marginalising Aboriginal people and suggestions on teaching Australia s history of frontier violence  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85051522120&partnerID=40&md5=6633a7989c91ebd391350e0c06736fbb  a29-423 aThis 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.  a07294352 (ISSN)