Associate Associate Professor Professor Mark RoseMark Rose

Director, Centre for Indigenous Director, Centre for Indigenous EducationEducation

University Of MelbourneUniversity Of Melbourne

‘‘2121stst Century Century Curriculum:Curriculum:

Taking Bearings’Taking Bearings’

My My Journey Journey

Career HighlightsCareer Highlights1978 1978 First teaching assignmentFirst teaching assignment1983 1983 First principalshipFirst principalship1996 1996 Principal KODE & VAEAI COMPrincipal KODE & VAEAI COM1997 1997 Dep Director RMIT - MBA ProgramsDep Director RMIT - MBA Programs2001 Stolen Generations Task Force2001 Stolen Generations Task Force20032003 Vacsal Leadership ProgramVacsal Leadership Program Co Chair – Deaths in CustodyCo Chair – Deaths in Custody2004 2004 IHEAC & AVCCIHEAC & AVCC20052005 AGM Dept of Education & TrainingAGM Dept of Education & Training2006 2006 Director – CIEDirector – CIE Chair WIPC-E Knowledge Cttee Chair WIPC-E Knowledge Cttee

Why we Why we celebrate celebrate

19671967

The notion of The notion of the the

FringeFringe

The Great Silent The Great Silent ApartheidApartheid

This paper promotes the contention that This paper promotes the contention that cultural genocide as the progeny of cultural genocide as the progeny of colonialism is so insidious that as a wily colonialism is so insidious that as a wily beast it has turned on the ‘dispossessors’ beast it has turned on the ‘dispossessors’ who are now themselves being who are now themselves being dispossessed through what is in reality a dispossessed through what is in reality a ‘Silent Apartheid’. The ‘Silent Apartheid’ ‘Silent Apartheid’. The ‘Silent Apartheid’ is a knowledge or intellectual segregation is a knowledge or intellectual segregation that targets one of the last bastions of that targets one of the last bastions of colonial endeavour, the ‘colonisation of colonial endeavour, the ‘colonisation of the mind’.the mind’.

The silence of this apartheid is aided by its The silence of this apartheid is aided by its invisibility. In it there are no segregated buses, invisibility. In it there are no segregated buses, schools, diners or washrooms on which to schools, diners or washrooms on which to target rage, but rather an ever consuming target rage, but rather an ever consuming intangible ignorance which is harder to intangible ignorance which is harder to recognise. The phenomenon simply put is that recognise. The phenomenon simply put is that non-Indigenous Australians as a result of their non-Indigenous Australians as a result of their world standard education know very little world standard education know very little about Indigenous Australia and as such cut about Indigenous Australia and as such cut themselves off from the cultural and spiritual themselves off from the cultural and spiritual heritageheritage of the land they reside upon.of the land they reside upon.

Dysfunctional Educational Dysfunctional Educational PractisesPractises

as a result ofas a result ofthe the

Great Silent ApartheidGreat Silent Apartheid

Racism by Cotton WoolRacism by Cotton WoolExoticismExoticism

MissionaryMissionaryParallelismParallelism

Populist Professional PracticePopulist Professional PracticeAbrogation of Responsibility via Abrogation of Responsibility via

WorkforceWorkforceEducational Ethnic ProfilingEducational Ethnic Profiling

The soft bigotry of The soft bigotry of low expectationlow expectation

Cultural AwarenessCultural Awarenessoror

Cultural Competency ?Cultural Competency ?

19711971

OH LUCKY MANOH LUCKY MAN

““If you've found the meaning of the If you've found the meaning of the truth in this old world You are a lucky truth in this old world You are a lucky man If knowledge hangs around your man If knowledge hangs around your

neck like pearls instead of chains neck like pearls instead of chains You are a lucky man”You are a lucky man”

Oh Lucky Man! (1972) (written by Alan PriceOh Lucky Man! (1972) (written by Alan Price))