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Schools are institutions for knowledge dissemination but at the same time also sites of power. They inculcate students into specific ideological and emotional norms and social relations. Far from being politically neutral institutions, schools disseminate government-sanctioned ways of understanding and engaging in Indigenous-settler relationships. Schooling, as a form of power, has particular salience in settler colonial societies such as Australia and Kanaky/New Caledonia. In these societies, schools have, historically, been a crucial tool for the assimilation and oppression of Indigenous people. The latter have contested, refused, but have also used to their advantage these colonial education institutions to challenge colonial hegemony. In response to continued Indigenous resistance and struggles, schools have attempted more recently to reform historical knowledge and redefine Indigenous-settler relationships. This thesis focuses on the ways that the historical and political relationships between Indigenous people and settlers are taught in public schools in two settler colonial societies: Australia and Kanaky/New Caledonia. Based on an analysis of history curricula, textbooks and interviews with history teachers carried out in these two societies, this thesis addresses the following questions: What political understandings of Indigenous-settler relationships are disseminated in schools? To what extent can or does the teacher – as the ultimate institutional actor, the inheritor of a historiography, and a political and emotional agent – shape the relationships between Indigenous people and settlers in schools? Can the school system decolonise itself? Pushing the existing boundaries of research on settler colonialism and decolonisation, and taking the original approach of engaging with settler colonialism across European colonialisms by bringing together British/Australian and French forms of settler colonialism in the analysis, the thesis examines processes of prod

The French overseas territory of New Caledonia, called "Kanaky" by the indigenous Kanak people who represent around 40% of the total population, is preparing a referendum to be held on the question of political independence from France. The context is the Noumea Accord of 1998, which provides not only the transfer of political competences from France to New Caledonia (except defence, foreign affairs, law and order, currency and justice), but stipulated that a referendum on independence should be held between 2014 and 2018. This article discusses questions of belonging and identity raised by the possibility of eventual sovereignty. After a historical review of struggles for independence, we offer four different scenarios for the future of the country and some observations on its future prospects.