InSights - AITSL

A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4

Monash University Edith Cowan University Charles Sturt University February 2013

InSights

Citation

White, S, Ma Rhea, Z, Anderson, P & Atkinson, B (Eds) 2013, A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, Australian Institute for Teaching and School Leadership, Melbourne.

Prepared in partnership with Charles Sturt University, Edith Cowan University and Monash University.

ISBN 978-0-9874004-4-4

© 2013 Australian Institute for Teaching and School Leadership Limited (AITSL).

Reprinted 2014.

AITSL owns the copyright in this publication. This publication or any part of it may be used freely only for non-profit education purposes provided the source is clearly acknowledged. The publication may not be sold or used for any other commercial purpose.

Other than permitted above or by the Copyright ACT 1968 (Commonwealth), no part of this publication may be reproduced, stored, published, performed, communicated or adapted, regardless of the form or means (electronic or otherwise), without prior written permission of the copyright owner.

Address inquiries regarding copyright to: AITSL, PO Box 299, Collins Street West, VIC 8007, Australia.

This project was funded by the Australian Institute for Teaching and School Leadership Limited (AITSL). The Australian Institute for Teaching and School Leadership was formed to provide national leadership for the Commonwealth, state and territory governments in promoting excellence in the profession of teaching and school leadership with funding provided by the Australian Government.

Acknowledgments

The Australian Institute for Teaching and School Leadership (AITSL) would like to thank and acknowledge the contributions of researchers from Charles Sturt University, Edith Cowan University and Monash University in the creation of this report. Further acknowledgements can be found on page 13 of this report.

1A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013

InSights

ContentsA Message to Providers 5

1.1 Rationale 6

1.2 Australian Professional Standards for Teachers Focus Areas 1.4 and 2.4 6

1.3 Focus Area 1.4: Strategies for teaching Aboriginal and Torres Strait Islander students 7

1.4 Focus Area 2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Aboriginal and Torres Strait Islander and non-Indigenous Australians 8

1.5 Guiding principles for development of the units and modules 9

1.6 Organisation of this Document 10

1.7 Approach to the Work 11

1.8 Recommended Resources 11

1.9 Suggested Teacher Prompts and Activities 12

1.10 Assessment 12

Contributors 13

University Partners 13

Indigenous Education Consultative Body Partners 13

Key Stakeholder Partners 14

Critical Friends 14

Project Management 14

Research Assistance 14

Teacher Professional Development in Aboriginal and Torres Strait Islander Education 15

3.1 Focus Area 1.4: Strategies for teaching Aboriginal and Torres Strait Islander students 15

3.2 The Modules 15

3.3 Key Themes 16

3.3.1 Partnerships with Parents/Caregivers and Community 16

3.3.2 Critical Discernment 16

3.3.3 Learners and Learning - Language, Literacy and Numeracy 16

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2 A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013

InSights

3.3.4 The Modules 16

3.4 Guiding Notes, Activities and Resources 17

Recommended General Resources 17

3.4.1 Books 17

3.4.2 Policy Reports and Studies 18

3.4.3 Websites 18

3.4.4 Journals 18

Module 1: Understanding Myself as a Teacher 19

4.1 Content Summary 19

4.2 Key Teacher Professional Learning Prompts/Reflective Questions 19

4.3 Focussed Themes and Activities 20

4.3.1 Activity One 20

4.3.2 Activity Two 20

4.3.3 Activity Three 20

4.4 Recommendations for Assessment Activities 21

4.5 Useful Resources 21

Module 2: Understanding cultural competence in teaching practice 23


5.2 Key Teacher Professional Learning Prompts/Questions 23

5.3 Focused Themes and Activities 24




5.4 Recommendations for Assessment Activities 24


Module 3: Understanding Learners and Learning 25





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6.4 Recommendations for Assessment Strategies 26


Module 4: Developing culturally responsive curriculum 28




7.3.1 Activity One. 29





Module 5: Creating effective learning experiences 31









Module 6: Connecting through the profession to schools and community 34








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Teacher Professional Development in Aboriginal and Torres Strait Islander Education 37

10.1 Focus Area 2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians 37

10.2 The Modules 37

10.3 Key Themes 37

10.3.1 Rights 37

10.3.2 Language 38

10.3.3 Celebration 38

10.3.4 The Modules 38

10.4 Guiding Notes, Activities and Resources 39

Recommended General Resources 39

10.4.1 Australian Focus 39

10.4.2 International Focus. 40

10.4.3 General Websites 40

10.4.4 Journals 41

10.4.5 DVDs/Videos 41

Module 1: Protocols for Engagement 42


11.2 Guiding Principles of this Module 42


11.3.1 Rights 43

11.3.2 Language 43


11.4 Questions for you to think about (an example) 45


11.5.1 Readings 45

11.5.2 Web Links 46

11.5.3 DVDs 46

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Module 2: Culture and Language 47




12.3.1 Rights 47

12.3.2 Language 47


National 47

Local 48


12.4.1 Developing cultural sensitivity: a model 48


12.5.1 Readings 51

12.5.2 Readings about Culture and Language 51

12.5.3 DVDs 52

Module 3: Identity 53




13.3.1 Rights 54

13.3.2 Language 54


13.4 Questions for you to think about 54


Module 4: History, Policies and Practices 55




14.3.1 Rights 56

14.3.2 Language 56

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14.5 Activity 57


14.6.1 Readings 57

14.6.2 Specific Readings about the History of Education of Indigenous Peoples 57

14.6.3 DVDs 58

Module 5: Aboriginal and Torres Strait Islander Societies: Cultural Diversity, Rights, and Socio-Economic Justice 59



15.2.1 Rights 60

15.2.2 Language 60



Module 6: Aboriginal and Torres Strait Islander Societies: Global Citizenship and Celebration 61




16.3.1 Rights 61

16.3.2 Language 61



16.4.1 Readings 62

Aboriginal and Torres Strait Islander Education Resources for Standard 1 Focus Area 1.4. Strategies for Teaching Aboriginal and Torres Strait Islander Students 63

Aboriginal and Torres Strait Islander Studies Resources List for Standard 2 Focus Area 2.4 Understand and Respect Aboriginal and Torres Strait Islander People to Promote Reconciliation between Indigenous and Non-Indigenous Australians 80

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1. A Message to ProvidersAustralia is a signatory to the Declaration on the Rights of Indigenous Peoples and this work acknowledges that one of the enduring impacts of colonisation is that control of the education of Australia’s Aboriginal and Torres Strait Islander Peoples has been wrested from the traditional teachers, parents, grandparents, aunties, and uncles and that attempts were made to assimilate Aboriginal and Torres Strait Islander children through western-styled education. The Australian Professional Standards for teachers require that all teachers will have demonstrable professional expertise in both Aboriginal and Torres Strait Islander Education and Australian Aboriginal and Torres Strait Islander Studies.

This document builds on research conducted in 2012 by Ma Rhea, Anderson and Atkinson that reported a significant need for improved provision of professional development for existing teachers. This document is intended as a guide to the development of professional development and learning options for all Australian teachers, Aboriginal, Torres Strait Islander and non-Indigenous.

To better address the education needs of Aboriginal and Torres Strait Islander citizens, with the leadership and guidance of Aboriginal and Torres Strait Islander education experts in partnership with non-Indigenous educators, this document asks education services providers to develop their teacher professional development using a rights-based approach and with the full engagement of Aboriginal and Torres Strait Islander education experts in the development, delivery and evaluation of this work. In this way, teachers will be supported to develop their professional expertise in the education of Australia’s children under the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership [AITSL], 2011) to a proficient standard and beyond. As Buckskin observes (2012, p.177):

"We need to see better engagement of Aboriginal and Torres Strait Islander Peoples in the governance of schools, and to secure active participation of Indigenous Australians in school-based decision making. We need to include cultural competency studies in pre-service and in-service training for teachers and education workers, to ensure the knowledge, skills and attitudes required for building positive relationships with Aboriginal and Torres Strait Islander children and their communities."


InSights

1.1 Rationale

The Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, Version 2, released 2011) specifies the National Collaborative and System Level Actions that have been agreed by all State and Territory Ministers of Education. Of particular relevance to this study, the commitments made under Leadership, quality teaching and workforce development (MCEECDYA, 2011, pp. 22-25) are giving shape to the engagement of the Australian education system with respect to ‘closing the gap’ between Aboriginal and Torres Strait Islander and non-Indigenous Australian education outcomes.

1.2 Australian Professional Standards for Teachers Focus Areas 1.4 and 2.4

The Australian Professional Standards for Teachers specify what teachers should know and be able to do in order to teach Aboriginal and Torres Strait Islander students and to teach all students about Aboriginal and Torres Strait Islander languages, history and culture:

Focus Area 1.4: Strategies for teaching Aboriginal and Torres Strait Islander students;

Focus Area 2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.


InSights

1.3 Focus Area 1.4: Strategies for teaching Aboriginal and Torres Strait Islander students

Emphasis has been placed in the Standards on teachers being able to account for their skills and knowledge in this area. The first Standard that refers to Aboriginal and Torres Strait Islander matters is Focus Area 1.4. The expectation of this Focus Area is described according to the four identified levels of teacher professional knowledge, namely Graduate, Proficient, Highly Accomplished, and Lead, and is concerned with strategies for teaching Aboriginal and Torres Strait Islander students. The descriptors for each level are (AITSL, 2011b, p.9):

At Graduate Level that a teacher can:

• Demonstrate broad knowledge and understanding of the impact of culture, cultural identity, and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

At Proficient Level that a teacher can:

• Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.

At Highly Accomplished Level that a teacher can:

• Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives.

At Lead Level that a teacher can:

• Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents and caregivers.


InSights

1.4 Focus Area 2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Aboriginal and Torres Strait Islander and non-Indigenous Australians

Focus Area 2.4 is also described according to four levels and focuses on teacher skills and knowledge associated with understanding and respecting Aboriginal and Torres Strait Islander people to promote reconciliation between Aboriginal and Torres Strait Islander and non-Indigenous Australians. This is arguably a more complex Focus Area because it is predicated in the personal understanding of, and respect for, Aboriginal and Torres Strait Islander societies held by each teacher and how this translates into their professional practice in promoting reconciliation. It states (AITSL, 2011b, p. 11) that:


• Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.


• Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

At Highly Accomplished Level that a teacher can:

• Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and Languages.

At Lead Level that a teacher can:

• Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

The materials in this package have been developed to meet this intention and have been informed by a wide range of experts, scholars, and researchers in the areas of Aboriginal and Torres Strait Islander Studies and Aboriginal and Torres Strait Islander Education across Australia, drawing also from literature internationally, as well as from the field of teacher professional learning.


InSights

1.5 Guiding principles for development of the units and modules

The development has built on previous research undertaken by Ma Rhea, Anderson and Atkinson (2012) that gave the following analysis of best practice with respect to the work envisaged by Standard 1, Focus Area 1.4 and Standard 2, Focus Area 2.4. They found that the important principles for the development of this work are:

Focus Area 1.4

• Respecting the rights of Indigenous Peoples to maintain control over their culture.

• Understanding of what it means to be culturally appropriate.

• Taking account of how Indigenous histories have shaped contemporary context and thinking.

• Developing students’ cultural awareness and develop their skills and knowledge regarding engaging with Aboriginal and Torres Strait Islander people.

• Considering the complex nature of Indigenous communities.

• Understanding of past and present Government Indigenous policies.

• Connecting students to local communities, and understanding the historical, political and social circumstances that have shaped these communities.

• Understanding Indigenous ways of knowing and learning.

• Understanding how media representations and personal histories and experience shape perceptions of and assumptions about Indigenous community life.

• Understanding of the different ways of thinking and learning can be used to develop teaching and learning strategies.


InSights

Focus Area 2.4

• Promoting intercultural understanding and the development and deepening of students’ understanding of Australian and international Indigenous languages, societies, cultures, histories and contemporary experience.

• Considering the similarities and distinctions between the histories and cultural experiences of Indigenous Peoples across the globe.

• Investigating the growing network of cross-Indigenous exchange and efforts to mobilise international bodies (such as the United Nations) to enact positive change on local, national and international levels.

• Understanding histories of resistance and the emergence of contemporary Indigenous movements to reclaim and retain languages, cultural heritage and identities in an increasingly homogenised global environment.

• Investigating policies, programs and projects designed to address issues of disadvantage and social justice for Indigenous People.

1.6 Organisation of this Document

Two units of work containing six modules have been developed as a guide to address the teacher professional development and learning needs associated with Focus Areas 1.4 and 2.4. Each unit has a similar outline. There are guiding principles, recommended resources, teacher prompts and sample activities. The sample activities are a guide for the provider to build upon, noting that wherever possible activities should be locally based and involve teachers talking with appropriately knowledgeable Aboriginal and Torres Strait Islander people.

The units have been designed to be offered as a sequential learning program of study but each module can be developed as an independent professional development offering. The unifying aspect of each module is the use of themes. The unit of study for Focus Area 1.4 has the themes of: Partnership with Parents/Caregivers and Communities; Critical Discernment; and Learners and Learning - Language, Literacy and Numeracy. Please note in this document, literacy refers to English literacy.

The unit of study for Focus Area 2.4 has the themes of: Rights, Language, and Celebration. A teacher might like to focus on one theme as a depth study throughout their learning journey of a unit, or take a broader approach that examines the topic from the perspective of three themes. In the spirit of being suggestive, rather than prescriptive, these decisions will depend on the approach of the provider to the work and the professional development and learning needs of each teacher.


InSights

1.7 Approach to the Work

The rights of the world’s Indigenous Peoples to control the education of their children are now more fully recognised under international law (see above discussion; see also, for example, discussion of International Labour Organization (ILO) No.169 by Ma Rhea and Anderson, (2011). As discussed above, this work is offered as a way forward in the professional development of Australia’s teachers that recognises the need to include Aboriginal and Torres Strait Islander Peoples in the education of their children. In this spirit, and based in a rights approach, it is recommended that the units of work and all modules have a notional balance of 70:30 which would provide opportunity for Aboriginal and Torres Strait people to be centrally involved in the pedagogic and curriculum design, delivery, resource selection, assessment and evaluation of successful teacher learning. Again, this should not be interpreted as a prescriptive measure but one that ensures that within a formal learning program that teachers are expected to engage with Aboriginal and Torres Strait Islander people in the development of their professional skills and knowledge.

1.8 Recommended Resources

The recommended resources have been provided to accompany each module. However, it is important to note that these are only a guide and it is strongly advised that providers work in partnership with knowledgeable Aboriginal and Torres Strait Islander people to ensure that the resources and perspectives being taken by a teacher are culturally appropriate.

There is a wide range of internet and other resources available in this area. It is the view of the collaborators in this project that there are sources of information that are reliable and many that are not. Teachers report being confused as to the reliability of resources and this issue is only going to become more pressing as the demand for materials that reflect Aboriginal and Torres Strait Islander perspectives increases with the transition to the Australian Curriculum. It is strongly recommend that teachers are directed towards reliable organisations such as the Australian Institute for Aboriginal and Torres Strait Islander Studies, What Works, Dare to Lead, and the State and Territory Departments of Education websites rather than simply undertaking a general internet search for information.

In addition to recommended resources this document provides an annotated resource list. Providers should note that the annotations are from a range of sources including the resource authors themselves and other commentators. Please note that at the time of writing these links were active.


InSights

1.9 Suggested Teacher Prompts and Activities

The activities have been designed to acknowledge each teacher’s own professional learning journey and that teachers learn best by experiencing and studying; doing and reflecting and by collaborating with other teachers and learning with mentors. The prompts and activities have also been developed to extend teachers networks, mentors and partnerships with State and Territory Indigenous Education Consultative Bodies and enter into partnerships with Aboriginal and Torres Strait Islander people throughout the whole educational process (Evans, 2012).

While there are examples of prompts and questions to assist teachers to critically question, wherever possible teachers should be encouraged to construct their own questions and needs for research that are relevant and valid in their own local contexts and communities (Cochran-Smith and Lytle, 1993, p. 63) and most importantly the students in their class. As research data suggests ‘that within the context of Indigenous education access, participation and achievement, most Aboriginal and Torres Strait Island students consider the teacher-student relationship to be the critical issue for them’ (Herbert, 2012, p.45).

1.10 Assessment

Each module has suggested activities that might assist teachers to demonstrate their proficiency.

Across both units it is suggested for teachers to maintain a professional journal to document their learning throughout their studies.

At the completion of the unit it is suggested a self-assessment survey and a peer- assessment with a community member observation of a lesson could be conducted.

The nature of assessment will relate to the nature of the professional development provided. For example, it will be different for an academic award than for ‘just in time professional learning’.


InSights

ContributorsThis project involved a collaboration of partners across a range of organisations.

University Partners

Charles Sturt University Professor Jeannie Herbert AM, Professor Jo-Anne Reid, Dr Wendy Nolan and Dr Maria Bennet

Edith Cowan University Professor Colleen Hayward AM, Graeme Gower, Associate Professor Graeme Lock and Dr Matt Byrne with support from Michelle Ellis

Monash University Professor Lynette Russell, Peter J. Anderson, Professor Simone White, Dr Zane Ma Rhea

Indigenous Education Consultative Body Partners

ACT Aboriginal and Torres Strait Islander Education Consultative Group Michele-Charee Abel and Dion Devow

Queensland Indigenous Education Consultative Committee Gina Archer and Darren Bond

Victorian Aboriginal Education Association Incorporated Geraldine Atkinson, Vaso Elefsiniotis and Katie Brickwood

NSW Aboriginal Education Consultative Group Incorporated Cindy Berwick and Ray Ingrey

Northern Territory Indigenous Education Council Mark Motlop, Jannette McCormack and Terese Kelly

South Australian Aboriginal Education and Training and Consultative Body JoAnne Ashford

Western Australian Aboriginal Education and Training Council Carol Garlett and Isabelle Adams

Tasmanian Aboriginal Corporation for Education Jennifer Gibson

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Key Stakeholder Partners

Diat Callope, Independent Education Union

Darcel Russell, Australian Education Union

Alex Shain, Reconciliation Australia

Doug Marmion, Australian Institute for Aboriginal and Torres Strait Islander Studies

Bill Fogarty, National Centre for Indigenous Studies

Dr Graeme Hall and Kristen Casanova, Australian Institute for Teaching and School Leadership (AITSL)

Critical Friends

Gary Thomas, Pam Russell and Professor Gary Partington

Project Management

Jasmine Evans

Research Assistance

Bernadette Atkinson

Acknowledgement

The authors would like to acknowledge the feedback provided by the Improving Teaching in Aboriginal and Torres Strait Islander Education Steering Group.


InSights

3. Teacher Professional Development in Aboriginal and Torres Strait Islander Education

3.1 Focus Area 1.4: Strategies for teaching Aboriginal and Torres Strait Islander students


• Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.


• Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.

3.2 The Modules

This series of six modules has been developed to enable all Australian teachers to develop their cultural competence and professional skills and knowledge about strategies for teaching Aboriginal and Torres Strait Islander students to a proficient standard.

The modules have been largely designed as a developmental sequence for professional learning, building from the individual teacher’s personal/professional knowledge and awareness of self and their school community through to knowledge and awareness of curriculum and pedagogy within the broader profession and system. Modules can also be taken individually depending on the existing knowledge and experience of individuals and school staffs.


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3.3 Key Themes

Three key themes underpin the Unit for Focus Area 1.4 curriculum design:

3.3.1 Partnerships with Parents/Caregivers and Community

Forming strong learning partnerships with multiple stakeholders is viewed as central to the work of teachers. Developing supportive relationships between the teacher, parents and caregivers, school and the local Aboriginal and Torres Strait Islander communities are key to improving the educational attainment of all Aboriginal and Torres Strait Islander students. Likewise, building both a broad community of reflective practitioners and developing teaching and learning activities that are responsive to the local community and context are essential to designing effective teaching strategies for learners.

3.3.2 Critical Discernment

Supporting and informing teachers to consider and select culturally appropriate resources and activities for their students’ learning as well as engaging with colleagues to transform Indigenous Education is vital. Racism exists within many publications and practices, and teachers need to be skilled and knowledgeable about the ways in which they need to critically read, reflect and select materials and strategies in their classrooms. Critical discernment for teachers implies not just the capacity to select or develop rich, enabling and culturally respectful content and pedagogical skills but also the capacity to develop the resilience needed to break cycles of disadvantage or deficit thinking.

3.3.3 Learners and Learning - Language, Literacy and Numeracy

Literacy and Numeracy are key curriculum areas that often require teachers to create meaningful connections for Aboriginal and Torres Strait Islander students that are based on valuing Indigenous Peoples, languages, knowledges and cultures. Personalised Learning Plans are recommended as an important strategy to address learning needs.

3.3.4 The Modules

The modules are:

• Module 1: Understanding myself as a teacher

• Module 2: Understanding cultural competence in teaching practice

• Module 3: Understanding learners & learning

• Module 4: Developing culturally responsive curriculum

• Module 5: Creating effective learning experiences

• Module 6: Connecting through the profession to schools and community


InSights

3.4 Guiding Notes, Activities and Resources

Recommended General Resources

3.4.1 Books

Beresford, Q., Partington, G., & Gower, G. (Eds.). (2012). Reform & Resistance in Aboriginal Education. Crawley, WA: UWA Press.

Brock, P. (1993). Outback Ghettos. Aborigines, Institutionalisation, and Survival. Melbourne: Cambridge University Press.

Burridge, N., Whalen, F & Vaughan (Eds.). (2012). Indigenous Education: A learning journey for teachers, Schools and Communities. Amsterdam: Sense Publications

Chesterman, J., & Galligan, B. (Eds.). (1999). Defining Australian Citizenship. Melbourne: Melbourne University Press.

Cowlishaw, G. (2009). The City’s Outback. Sydney, University of New South Wales Press Ltd.

Eckermann, A, Dowd, T, Chong, E, Nixon, L, Gray, R & Johnson, S. (2010). Binan Goonj: Bridging Cultures in Aboriginal Health, (3rd ed.). Melbourne: Elsevier Australia (a division of Reed International Books Australia Pty. Ltd.).

Gale, P. (2005). The Politics of Fear: Lighting the Wik. Sydney, Pearson Education Australia.

Gilbert, K. (1973). Because A White Man’ll Never Do it. Sydney: Angus & Robertson.

Haebich, A. (1992). For Their Own Good: Aborigines and Government in the South West of Western Australia 1900-1940. Perth: University of Western Australia

Harrison, N. (2011). Teaching and Learning in Aboriginal Education. London: Oxford University Press

Price, K (Ed). (2012). Aboriginal and Torres Strait Islander Education: An introduction for the teaching profession. London: Cambridge University Press.


InSights

3.4.2 Policy Reports and Studies

Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) 2010-2014: Leadership, quality teaching and workforce development, Actions 33-44 retrieved from http://deewr.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-2010-2014

DEET. (1995). National Review of Education for Aboriginal and Torres Strait Islander Peoples - Final Report. Canberra: AGPS.

National Study on the successful Transition of Indigenous Students to School (2008) retrieved from http://www.deewr.gov.au/Indigenous/Resources/Schooling/Documents/SuccessfulTransition.pdf

The core aspects from The Melbourne Declaration on Educational Goals for Young Australians (MCEECDYA, 2008) related to teaching Indigenous knowledge and perspectives retrieved from http://www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html

United Nations Declaration on the Rights of Indigenous People (March 2008) retrieved from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

3.4.3 Websites

What works available at http://www.whatworks.edu.au

Dare to Lead available at http://www.daretolead.edu.au/

Stronger Smarter Institute available at http://www.strongersmarter.qut.edu.au/

Aboriginal and Torres Strait Islander Studies available at http://www.aiatsis.gov.au/

3.4.4 Journals

The Australian Journal of Indigenous Education available at http://www.atsis.uq.edu.au/ajie/

Asia-Pacific Journal of Teacher Education available at http://www.tandfonline.com/

http://deewr.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-2010-2014

http://www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html

http://www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html

http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

http://www.whatworks.edu.au

http://www.daretolead.edu.au

http://www.strongersmarter.qut.edu.au

http://www.aiatsis.gov.au


http://www.atsis.uq.edu.au/ajie


http://www.tandfonline.com

http://www.tandfonline.com


InSights

Module 1: Understanding Myself as a Teacher

4.1 Content Summary

This module is designed to enable teachers to firstly develop their own personal and professional cultural competence awareness and knowledge through self-reflection and questioning. The activities outlined seek to enable teachers to explore their own culture so they can better respect and appreciate all cultures and develop a better understanding of Aboriginal and Torres Strait Islander Education; extend their own professional learning network so as to develop responsive strategies; and build partnerships to include a broader range of education stakeholders.

• Teachers will identify their own personal/professional knowledge systems and understanding of Aboriginal and Torres Strait Islander education.

• Teachers will identify their own professional learning network and identify new and extended key education stakeholders in their school community.

• Teachers will develop their own professional learning plan to develop their teaching and learning knowledge and pedagogical practice to meet Focus Area 1.4.

4.2 Key Teacher Professional Learning Prompts/Reflective Questions

• What is your own culture and history?

• What do you think a ‘knowledge system’ is? How and where have you derived your knowledge system and how does it differ from that of other people you know?

• Examine your social environment: how would you describe your family, friends and peers including their beliefs, attitudes and core values?

• What skills do you possess that enable you to connect with others? How do you relate and communicate with others? How do other people relate and communicate to you?

• Explain what resilience, independence, security, safety means to you.

• Have you worked in different school contexts?

• Identify the strengths and weaknesses that are likely to influence what you can offer as a person, and as a teacher, to the students and community in different social contexts.

• How would you evaluate yourself as a teacher (professional person) in light of your personal experiences and knowledge of Aboriginal and Torres Strait Islander education?

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• What understanding do you have of Aboriginal and Torres Strait Islander cultures in the community you live in? How can you increase your knowledge of Aboriginal and Torres Strait Islander communities and cultures?

• Who are your current mentors? Where do you generally get advice from or a listening ear? Who do you think could mentor you in your role as a teacher of Aboriginal and Torres Strait Islander children and in your role as a teacher about Aboriginal and Torres Strait Islander perspectives?

4.3 Focussed Themes and Activities

4.3.1 Activity One

Using the resource “Working with Aboriginal communities – A guide to community consultation” available at http://ab-ed.boardofstudies.nsw.edu.au/files/working-with-aboriginal-communities.pdf describe how you might engage with the Aboriginal and Torres Strait Islander community in your school community area to facilitate stronger ties with teaching and learning for Aboriginal and Torres Strait Islander and non-Indigenous students in your selected teaching area.

4.3.2 Activity Two

Research - What is a knowledge system? What are the knowledge systems to which you relate? What are the similarities and differences in human knowledge systems? Indonesian, Japanese, Malay, Chinese, Italian, French, German, Aboriginal, Torres Strait Islander knowledge systems?

Construct a model of the key elements of the knowledge systems in which you are embedded. Include core values, beliefs and practices. What knowledge is of most importance in your society, and what ways of learning that knowledge predominate?

Read: The Cultural Interface by Martin Nakata

How might Aboriginal and Torres Strait Islander knowledge systems differ from region to region?

Identify the similarities and differences that exist between Western knowledge systems, other knowledge systems to which you have access and Aboriginal and Torres Strait Islander knowledge systems?

Discuss - How will this new knowledge impact on you as a practising teacher?

4.3.3 Activity Three

Read: http://humanrights.gov.au/social_justice/nt_report/ntreport08/pdf/chap7.pdf and discuss this with your colleagues. What comments and questions arise for you as you read and reflect?

http://ab-ed.boardofstudies.nsw.edu.au/files/working-with-aboriginal-communities.pdf

http://ab-ed.boardofstudies.nsw.edu.au/files/working-with-aboriginal-communities.pdf

http://humanrights.gov.au/social_justice/nt_report/ntreport08/pdf/chap7.pdf

http://humanrights.gov.au/social_justice/nt_report/ntreport08/pdf/chap7.pdf


InSights

Arber, R. (2008). An-Other identity: Race, ethnicity & education in globalised times. Springer Academic Publishers.

Beresford, Q., Partington, G., & Gower, G. (Eds.). (2012). Reform & Resistance in Aboriginal Education. Crawley, WA: UWA Press.

Brown, A., Cervero, R. & Johnson-Bailey, J. (2000). Making the invisible visible: race, gender & teaching in adult education. Adult Education Quarterly, 50 (4), 237-288.

Dovidio, J., Kwakami, K. & Gaertner, S. (2002). Implicit and explicit prejudice and interracial interaction. Journal of Personality and Social Psychology. 82 (1), 62-68.

Harrison, N. & Greenfield, M. (2011). Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education, 52(1), 65-76.

Herbert, J. (Ed.). (2002). “Learning Journeys – Indigenous Teachers Sharing their Success Stories.” JCU, Townsville.

McGinty, S. (Ed.). (2002). “Sharing Success: An Indigenous Perspective”. Melbourne, Common Ground, 2002.

Langton, M. and Ma Rhea, Z. (2009). ‘The right to the good life: indigenous education and the ladder to prosperity’ in H. Sykes, (Ed) Perspectives. Sydney, Australia: Future Leaders, pp. 95–119.

Nakata, M. (2007). The Cultural Interface. The Australian Journal of Indigenous Education, 36.

National Study on the successful Transition of Indigenous Students to School (2008). Retrieved from http://www.deewr.gov.au/Indigenous/Resources/Schooling/Documents/SuccessfulTransition.pdf

Reid, J. & Santoro, N. (2006). ‘Cinders in snow? Aboriginal teacher identities in Australian Schools’, Asia-Pacific Journal of Teacher Education, 34(2), 7-18

4.4 Recommendations for Assessment Activities

• Engage in discussion with someone from a different socio-cultural and linguistic background to identify the differences between your values, beliefs, ways of knowing and essential knowledge.

• Develop your own personal/professional learning plan to identify what professional learning you need to develop your knowledge of different knowledge systems and who you will need to work with to develop your proficiency.

• Identify and speak to three Aboriginal and Torres Strait Islander local ‘community’ as mentors to assist you to extend your knowledge and network of professional learning.

4.5 Useful Resources

http://www.deewr.gov.au/Indigenous/Resources/Schooling/Documents/SuccessfulTransition.pdf

http://www.deewr.gov.au/Indigenous/Resources/Schooling/Documents/SuccessfulTransition.pdf


InSights

Santoro. N. (2009). Teaching in culturally diverse contexts: what knowledge about 'self' and 'others' do teachers need? Journal of Education for Teaching. 35(1), 33-45.

Santoro, N. & Reid, J. (2006). ‘ All things to all people: Indigenous Teachers in the Australian teaching profession.’ European Journal of Teacher Education. Special Issue: Diversity in the Teaching Profession and Teacher Education for Diversity. 29(3), 287-303.


InSights

Module 2: Understanding cultural competence in teaching practice

5.1 Content Summary

This module is designed to enable teachers to develop as culturally competent education teachers. Teachers need to view themselves as life-long learners. This module will assist teachers to better understand the underpinning knowledge’s that contribute to Aboriginal and Torres Strait Islander ways of living and being and, therefore, the implications for teaching and learning.

• Teachers will learn how to involve Aboriginal and Torres Strait Islander community leaders in decisions made in their schools.

• Teachers will be able to critically appraise material presented about Aboriginal and Torres Strait Islander people, determining the perspective being taken on the material.

• Teachers will become sensitive to selecting resources that are appropriate to the immediate Aboriginal and Torres Strait Islander community understanding that some materials are culturally biased.

5.2 Key Teacher Professional Learning Prompts/Questions

• What stories exist in relation to your local Aboriginal and Torres Strait Islander traditions, histories, past events, present and future events? How can you relate some of this knowledge to your classroom practices? How does this impact you as a teacher and as a community member?

• What is the local language and how far does it extend? What other language groups exist? What do you need to know about the local language, its usage, appropriateness and key terminologies, so that you can liaise and work with Aboriginal and Torres Strait Islander students, families and community members and students successfully?

• What do you need to know about the local Aboriginal and Torres Strait Islander family structures? How do such structures impact on planning for the classroom, as well as teaching and learning activities?

• What influence does an understanding of the connections between land, families, stories and language have on teaching Aboriginal and Torres Strait Islander students? What significant events have occurred on and around your community over the years? What plans exist for its future? Why is this important for you to know?

• Who are the key Aboriginal and Torres Strait Islander people within this community?

• What roles are undertaken by Elders, men, women, aunts, and uncles? Where do you, as a teacher and as a community member, learn about this information?

5.


InSights

Beresford, Q., Partington, G., & Gower, G. (Eds.). (2012). Reform & Resistance in Aboriginal Education. Crawley, WA, UWA Press.

DOCS. (2009). Working with Aboriginal people and Communities: A Resource Guide http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf

He, Y. & Cooper, J. (2009). The ABCs for pre-service teachers Cultural Competency Development. Teaching Education 20 (3): 305-322.

MCEETYA Taskforce on Indigenous Education. (June 2001). Effective Learning Issues for Indigenous Children Aged 0-8 Years – Discussion Paper.

MCEETYA. (2000). A model of More Culturally inclusive and Educationally Effective Schools. http://www.mceetya.edu.au/verve/_resources/model_file.pdf

National Curriculum Services. (2009). Conversations›relationships›partnerships: A resource for the community. Melbourne: Commonwealth of Australia. http://www.whatworks.edu.au/upload/1251420821313_file_Conversationsschoolstaff.pdf

Perso, T.& Centre for Strategic Education (Vic.). (2012). 'Cultural competence' and National Professional Standards for Teachers. East Melbourne, Vic., Centre for Strategic Education.

Russell, E. (2000). A is for Aunty, Sydney: ABC Books.

5.3 Focused Themes and Activities

5.3.1 Activity One

Read and discuss with colleagues: A model of More Culturally inclusive and Educationally Effective Schools available at http://www.mceetya.edu.au/verve/resources/model_file.pdf

5.3.2 Activity Two

Conduct an audit with your local community Aboriginal and Torres Strait Islander Officer or equivalent knowledgeable person of the learning resources in your classroom/school.


Read and discuss the Occasional paper by Thelma Perso: ‘Cultural Competence’ and the Australian Professional Standards for Teachers.

5.4 Recommendations for Assessment Activities

Document your own teaching philosophy of what you now understand the term ‘cultural competency’ to mean and how you will promote inclusiveness and diversity in your teaching practice.


http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf


http://www.mceetya.edu.au/verve/_resources/model_file.pdf

http://www.whatworks.edu.au/upload/1251420821313_file_Conversationsschoolstaff.pdf



http://www.mceetya.edu.au/verve/resources/model_file.pdf

http://www.mceetya.edu.au/verve/resources/model_file.pdf


InSights

Module 3: Understanding Learners and Learning

6.1 Content Summary

This module encourages teachers to learn about effective teaching and learning strategies in the context of Aboriginal and Torres Strait Islander educational access, participation and achievement. Teachers will be better prepared to communicate effectively with a range of Education stakeholders. Teachers will be better prepared to build activities that reflect and value Aboriginal and Torres Strait Islander people, languages, knowledge’s and cultures.

• Teachers will understand the role of the Aboriginal and Torres Strait Islander community in the success of the school and student achievement levels.

• Teachers will understand the implications for learning of the physical, mental, social and emotional issues that may face Aboriginal and Torres Strait Islander students.

• Teachers will develop Personalised Learning Plans.


• Where do your teaching methods lie on the spectrum between teacher directed and student initiated forms of instruction? How can you facilitate more student initiated instruction in your classroom?

• How do you identify risk factors in individual students and what resources can you use to reduce these risks?

• How do you cater for the individual needs of Aboriginal and Torres Strait Islander students?

• How can you make Aboriginal and Torres Strait Islander students more confident and comfortable in the learning environment you create?

• How can you develop a Personalised Learning Plan for each student?

• How can you make your Literacy and Numeracy strategies more relevant for Aboriginal and Torres Strait Islander students?

6.


InSights


6.3.1 Activity One

Discuss with your colleagues how you can build from students’ home languages where Australian English is a second or further language.

6.3.2 Activity Two

Develop in partnership with your local community mentor a learning unit/sequence to teach about the cultures of Aboriginal and Torres Strait Islander Peoples. Please note that this does not mean that as a teacher you are teaching Aboriginal and Torres Strait Islander children their culture.


Regardless of what grade you are teaching, examine what early strategies are effective in promoting readiness to school.

6.4 Recommendations for Assessment Strategies

• Use the Personalised Learning Plan resource available at: http://www.deewr.gov.au/Indigenous/Schooling/Documents/PersonalisedLearningPlan.pdf

• Develop a Personalised Learning Plan with your students and, importantly, their families – demonstrating that you are catering to their preferred learning styles, learning strengths and learning needs focus.

• Develop (preferably with a community mentor, Aboriginal and Torres Strait Islander Education Officer or equivalent knowledgeable person) a lesson/learning experience plan in a key learning area that demonstrates how you have incorporated Aboriginal and Torres Strait Islander perspectives.

http://www.deewr.gov.au/Indigenous/Schooling/Documents/PersonalisedLearningPlan.pdf



InSights


Department of Education Western Australia. (n.d). Aboriginal Education. Retrieved from http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/apac/implementing-apac/teaching-aboriginal-students/?oid=Category-id-9196669

ACER- (n.d) Indigenous Education. Retrieved December 16, 2012, from http://research.acer.edu.au/indigenous_education/11/

Classroom management http://www.det.nt.gov.au/__data/assets/pdf_file/0015/5253/strategies_for_Indig_learners.pdf

DEEWR (n.d.). Personalised Learning Plans. Retrieved from http://deewr.gov.au/personalised-learning-plans-aboriginal-and-torres-strait-islander-students

Queensland Government (n.d.) Embedding Aboriginal and Torres Strait Islander

Perspectives in Schools: A guide for school learning communities. Retrieved from http://deta.qld.gov.au/indigenous/pdfs/eatsips_brochure.pdf

Keddie, A. (2012). Educating for diversity and social justice. New York: Routledge

Purdie, N., Milgate, G. & Bell, H. (Eds). (2011). In 'Two way teaching and learning: toward culturally reflective and relevant education' pages 3-10. Melbourne: ACER Press.

Boylan, C. & Wallace, A. (2009). Engaging with Learnscapes: Connecting community and school. Retrieved from http://researchoutput.csu.edu.au/R/-?func=dbin-jump-full&object_id=11787&local_base=GEN01-CSU01

DEEWR. (2008). A study of best practice in the teaching of Indigenous culture in Australian schools: Final report. Vision Network Pty Ltd. Retrieved from http://www.deewr.gov.au/Indigenous/Resources/Schooling/Documents/StudyBestPracticeTeaching.pdf

Herbert, J. (2000). “Getting to the Heart of the Matter: The Importance of the Aboriginal Community Voice in Education” in Queensland Journal of Educational Research, 16 (2).

Reid, J., Simpson, T. & Zundans, L. (2005). Gathering no moss? Examining discourses of exclusion for remote and Indigenous students, Education in rural Australia, 21-30.

Santoro, N., Reid, J., Crawford, L., Simpson, L. (2011). Teaching Indigenous Children: Listening to and Learning from Indigenous Teachers. Australian Journal of Teacher Education.

MCEETYA Taskforce on Indigenous Education. (2001). Effective Learning Issues for Indigenous Children Aged 0-8 Years – Discussion Paper. June.

MCEETYA Taskforce on Indigenous Education. (2000). A model of more Culturally Inclusive and Educationally Effective Schools. http://www.mceecdya.edu.au/verve/_resources/model_file.pdf

http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/apac/implementing-apac/teaching-aboriginal-students/?oid=Category-id-9196669

http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/apac/implementing-apac/teaching-aboriginal-students/?oid=Category-id-9196669

http://research.acer.edu.au/indigenous_education/11

http://research.acer.edu.au/indigenous_education/11

http://www.det.nt.gov.au/__data/assets/pdf_file/0015/5253/strategies_for_Indig_learners.pdf


http://deewr.gov.au/personalised-learning-plans-aboriginal-and-torres-strait-islander-students

http://deewr.gov.au/personalised-learning-plans-aboriginal-and-torres-strait-islander-students

http://deta.qld.gov.au/indigenous/pdfs/eatsips_brochure.pdf

http://researchoutput.csu.edu.au/R/-?func=dbin-jump-full&object_id=11787&local_base=GEN01-CSU01

http://www.deewr.gov.au/Indigenous/Resources/Schooling/Documents/StudyBestPracticeTeaching.pdf


http://www.mceecdya.edu.au/verve/_resources/model_file.pdf

http://www.mceecdya.edu.au/verve/_resources/model_file.pdf


InSights

7. Module 4: Developing culturally responsive curriculum

7.1 Content Summary

This module has been developed to assist teachers with designing and implementing a teaching program that is based on valuing Aboriginal and Torres Strait Islander Peoples’ knowledges and cultures. Teachers will be able to explore different ways to teach the curriculum that best utilises Aboriginal and Torres Strait Islander knowledges.

• Teachers will write teaching and learning activities that are relevant to particular Aboriginal and Torres Strait Islander communities. It is suggested that these activities could be developed in cooperation with an Aboriginal and Torres Strait Islander Education Officer, or equivalent knowledgeable person.

• Teachers will be able to identify ways that they can incorporate Aboriginal and Torres Strait Islander perspectives across the curriculum.

• Teachers will develop skills that will enable them to develop an Aboriginal and Torres Strait Islander centric view of the curriculum, which will assist them to address the requirements of the Australian curriculum.


• How can you achieve the targets established in the National Curriculum to suit all students?

• What forms of assessment enable you to be more inclusive of diverse Aboriginal and Torres Strait Islander students’ skills and abilities?

• What themes/topics can be developed across the curriculum to enable the presentation of Aboriginal and Torres Strait Islander perspectives?

• What transitional arrangements can you make for Aboriginal and Torres Strait Islander students entering school for the first time so that they encounter the curriculum in familiar and reassuring ways? What activities facilitate such transition?


InSights


7.3.1 Activity One

Identify positive government curriculum policy directions and actions that bridge the educational divide between Aboriginal and Torres Strait Islander people and non-Indigenous people. See for example, http://www.mceecdya.edu.au/verve/_resources/a10-0945_ieap_web_version_final2.pdf

7.3.2 Activity Two

Read: http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/aboriginalresourceguide.pdf

This document provides useful information to guide you when considering the appropriateness of resources and materials and recognising racism in materials.

Investigate and discuss other such criteria and guidelines.


Listen to Chris Sarra’s response to Aboriginal and Torres Strait Islander perspectives in the Australian Curriculum. His audio interview is available at http://www.mediafire.com/?yeq53jzzm2z. A hardcopy available at http://chrissarra.wordpress.com/2010/03/01/response-to-indigenous-perspectives-in-acara-national-curriculum/.

Discuss with colleagues: What are the key issues raised in this discussion?


• Develop a literature based unit that embeds Aboriginal and Torres Strait Islander studies within your curriculum planning.

• Document in your teaching philosophy what are the appropriate criteria and guidelines for selecting learning resources that better promote inclusiveness and diversity.

http://www.mceecdya.edu.au/verve/_resources/a10-0945_ieap_web_version_final2.pdf

http://www.mceecdya.edu.au/verve/_resources/a10-0945_ieap_web_version_final2.pdf

http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/aboriginalresourceguide.pdf


http://www.mediafire.com/?yeq53jzzm2z.

http://chrissarra.wordpress.com/2010/03/01/response-to-indigenous-perspectives-in-acara-national-curriculum/

http://chrissarra.wordpress.com/2010/03/01/response-to-indigenous-perspectives-in-acara-national-curriculum/


InSights


Aboriginal Perspectives across the Curriculum available at http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/portal/

Embedding Aboriginal and Torres Strait Islander Perspectives in schools available at http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf

Dare to Lead available at http://www.daretolead.edu.au/PR_AE_PERSP_LINKS

Living knowledge: Indigenous knowledge in science education available at http://livingknowledge.anu.edu.au/html/educators/02_questions.htm

Make It Count (Maths) available at http://makeitcount.aamt.edu.au/Resources/Mathematics-Numeracy-education

Ma Rhea, Z and Russell, L. 2012. ‘The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education’ in Australian Journal of Indigenous Education, pp. 18-25.

Purdie, N., Milgate, G. & Bell, H. (eds). (2011). ‘Two way teaching and learning: toward culturally reflective and relevant education’. Melbourne: ACER Press, pp. 107-117

Reconciliation Australia available at http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum---five-fast-facts

Science available at http://science.org.au/primaryconnections/indigenous/ip-curriculum.html

http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/portal

http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/portal

http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf

http://www.daretolead.edu.au/PR_AE_PERSP_LINKS

http://livingknowledge.anu.edu.au/html/educators/02_questions.htm

http://makeitcount.aamt.edu.au/Resources/Mathematics-Numeracy-education


http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum---five-fast-facts


http://science.org.au/primaryconnections/indigenous/ip-curriculum.html



InSights

Module 5: Creating effective learning experiences

8.1 Content Summary

This module has been designed to examine teaching techniques that enhance learning opportunities for Aboriginal and Torres Strait Islander students. This module will assist teachers to differentiate their teaching style, the content to meet the requirements of the curriculum, modes of delivery and assessment tasks to make them culturally appropriate for Aboriginal and Torres Strait Islander students. These techniques should also foster good relationships and communication with Aboriginal and Torres Strait Islander students and their families and promote participation in the school. Through professional learning, teachers will be able to access culturally appropriate material that enhances Aboriginal and Torres Strait Islander student achievement levels.

• Teachers will learn strategies that result in positive outcomes for Aboriginal and Torres Strait Islander students.

• Teachers will use positive classroom management strategies that foster an inclusive environment.

• Teachers will develop an array of teaching skills and styles that lead to greater Aboriginal and Torres Strait Islander student success in school.

• Teachers will understand the role of respectful relationships and good communication with Aboriginal and Torres Strait Islander students and their families in developing greater levels of participation in schools.


• How is your classroom structured so that students are able to express differences in opinions, perspectives, experiences and understandings in a fair and non-discriminatory manner?

• What steps can you take to promote anti-racism in your classroom?

• What programs are available: to support students who have learning difficulties; for students who are bilingual learners or have English as a second or third language?

• How can you empower student success in school by ensuring they acquire skills that allow them to operate in multiple learning environments?

• What roles can the Aboriginal and Torres Strait Islander Education Officers have in your classroom? How can they contribute to designing the teaching and learning program, the development of curriculum content, teaching and learning strategies to use, collection and the assessment of resources or the use of community members/resources?

8.


InSights


8.3.1 Activity One

Read AIATSIS Discussion Paper Number 24 available at http://www.aiatsis.gov.au/research/docs/dp/DP24.pdf

Use this work to identify factors that can have an impact on teaching Aboriginal and Torres Strait Islander Studies effectively.

8.3.2 Activity Two

Choose a text (as appropriate to level and need) written/created by an Aboriginal or Torres Strait Islander author as the focus for a unit of work in your classroom. Beforehand, discuss the appropriateness of this text for your location with an appropriately knowledgeable Aboriginal or Torres Strait Islander person. Also discuss the appropriate ways to use the text within your lessons that will allow you to demonstrate your understanding of the cultures and traditions of your local area.


Plan a lesson with your Aboriginal and Torres Strait Islander Education Officer or equivalent knowledgeable person. Compare and contrast teaching approaches. Were there any similarities or differences in teaching styles? Discuss how you can further improve your teaching and create more inclusive learning experiences.


Critically assess your current teaching and learning program. Determine what changes you need to make to your curriculum planning and what professional learning support you require to do so.

http://www.aiatsis.gov.au/research/docs/dp/DP24.pdf



InSights

Australian Council for Educational Research: http://www.acer.edu.au/indigenous/general-indigenous/research-reports-conference-papers-and-resources1/

Greenfield, M & Harrison, N., (2011). Relationship to Place: Positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education, 52 (1), 65-76. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.536513#preview

Herbert, J. (2006). “Indigenous learners, language and identity: Implications for educators”. In Cadman, K. & O’Regan, K. (Eds.). Tales Out Of School: Identity and English language teaching (pp. 72-85). Flinders Park SA: Digi-we-doo.

A unit outline and content for professional learning units to support teachers in meeting Focus Areas1.4 and 2.4 Australian Institute for Teaching and School Leadership (AITSL) 35 of 116

Purdie, N., Milgate, G. & Bell, H. (eds) (2011). ‘Two way teaching and learning: toward culturally reflective and relevant education’. Melbourne: ACER Press, pp. 107-117

Reconciliation Australia: http://www.shareourpride.org.au/topics/respectful-relationships

Reconciliation Australia: http://www.shareourpride.org.au/topics/beyond-the-myths

Simpson, J., Caffrey, J. & McConvell, P. ( 2009). Gaps in Australia’s Indigenous Language Policy: Dismantling bilingual education in the Northern Territory.


http://www.acer.edu.au/indigenous/general-indigenous/research-reports-conference-papers-and-resources1/

http://www.acer.edu.au/indigenous/general-indigenous/research-reports-conference-papers-and-resources1/

http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.536513#preview

http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.536513#preview

http://www.shareourpride.org.au/topics/respectful-relationships

http://www.shareourpride.org.au/topics/beyond-the-myths


InSights

Module 6: Connecting through the profession to schools and community

9.1 Content Summary

This module is designed to examine the principles and practices of successful community capacity building and what role the teacher can play in building meaningful relationships between parents and caregivers, school-community members, Elders and Aboriginal and Torres Strait Islander Education Officers. A well connected and culturally competent teacher is necessary in addressing the needs of all Aboriginal and Torres Strait Islander students. Teachers also need to critically reflect on their learning and view themselves as life-long learners aspiring to move beyond proficiency to becoming accomplished and lead teachers. This module will explore further the strategies that make successful schools and learning environments for Aboriginal and Torres Strait Islander students.

• Teachers will examine the various strategies that are deemed successful for school-community partnerships.

• Teachers will examine their professional learning journey in relation to how they can better improve their communication skills with a range of community members.

• Teachers will determine what strategies they could use to further enhance Aboriginal and Torres Strait Islander success at school.


• What works in relation to building successful school-community partnerships?

• How can you build partnerships with your local community?

• How can you foster a learning partnership between yourself and the parents and caregivers of Aboriginal and Torres Strait Islander students in the school?

• How can you improve your own communication skills?

• What self-evaluation techniques can you utilise to assess your skills at teaching and working with Aboriginal and Torres Strait Islander students and staff?

• What self-reflective processes can you engage with to understand new experiences?

9.


InSights


9.3.1 Activity One

Go to the resource: Successful classrooms available at http://www.daretolead.edu.au/STORY_Successful_Classrooms_Conference_report

Identify the factors that have contributed to these successful schools. What do you notice in terms of the approaches and strategies the various teachers have used to create these positive learning environments?

9.3.2 Activity Two

Investigate what role do Aboriginal and Torres Strait Islander community members currently play in education governance at your local school site. Discuss how you can improve current school engagement with the Aboriginal and Torres Strait Islander community.


Meet with the school’s Aboriginal and Torres Strait Islander Education Officer or equivalent knowledgeable person and seek advice on strategies to promote greater communication between yourself and parents/caregivers in the community.


• Setting your Professional Learning Goals. What are your immediate and longer term professional learning goals for you as a classroom teacher, and as a member of the broader school and community in order for you to continue to improve your skills and knowledge in the fields of Aboriginal and Torres Strait Islander Studies and Education?

• Prepare an action plan for future engagement with students and community so that you can optimize your positive experiences.

http://www.daretolead.edu.au/STORY_Successful_Classrooms_Conference_report



InSights

Dare to Lead (n.d). Successful classrooms. Retrieved from http://www.daretolead.edu.au/STORY_Successful_Classrooms_Conference_report

DOCS (2009). Working with Aboriginal people and communities: A resource guide. Retrieved from http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf

East Kenwick’s Story. Retrieved from http://www.daretolead.edu.au/STORY_East_Kenwick_PS

Ma Rhea, Z. 2011. Partnership for Improving Outcomes in Indigenous Education: Relationship or Business? Journal of Education Policy, 1-22. DOI:10.1080/02680939.2011.621030.

Ma Rhea, Z. and Atkinson, H. 2012 ‘Growing Understanding: Issues in Mainstream Education in Indigenous and Traditional Communities’ in Hattam, R. et al. Reconciliation and Pedagogy, Routledge, pp. 155-172.

National Alliance for Remote Indigenous Schools (n.d). Professional Organisations. Retrieved from http://www.naris.edu.au/

National Curriculum Services. (2009). Conversations>relationships>partnerships: A resource for the community. Melbourne: Commonwealth of Australia. Retrieved from http://www.whatworks.edu.au/upload/1251420821313_file_Conversationsschoolstaff.pdf

Sharing stories of successes. Retrieved from http://www.shareourpride.org.au/topics/success-stories/indigenous-organisations






http://www.daretolead.edu.au/STORY_East_Kenwick_PS


http://www.naris.edu.au



http://www.shareourpride.org.au/topics/success-stories/indigenous-organisations



InSights

Teacher Professional Development in Aboriginal and Torres Strait Islander Education

10.

Thinking about Standard 2 Focus Area 2.4

10.1 Focus Area 2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians


• Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

• At Proficient Level that a teacher can:

• Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

10.2 The Modules

This series of modules has been developed to enable Australian teachers to develop their professional skills and knowledge about Aboriginal and Torres Strait Islander Peoples in order to enable their students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

The modules have been designed for sequenced learning but would also be able to be offered by education services providers as stand-alone modules.

10.3 Key Themes

Three key themes underpin the Unit for Focus Area 2.4 curriculum design:

10.3.1 Rights

The rights of Aboriginal and Torres Strait Islander Peoples are sui generis rights. They derive from the fact that they are Australia’s First Peoples. These rights are now recognised in Australia but this has not always been the case. In each module it is possible to focus the activities and learning on an aspect of Aboriginal and Torres Strait Islander rights that have been denied in the past through education, the impact that has been experienced in the denial of those rights and the approach that might need to be taken by a teacher to ameliorate previous denials of rights.


InSights

10.3.2 Language

International and Australian research points to the strong connections between culture and language. Acknowledging the right of Aboriginal and Torres Strait Islander children to be educated in their mother tongue, as well as in Standard Australian English, can have a profound impact on children, families and communities. This theme encourages teachers to contemplate the impact of being allowed to speak ones’ languages, or to be educated in ones’ languages and to develop an approach to their teaching that might address this situation within their classroom, in their pedagogic practice and in their choice of curriculum materials. This focus would also encourage a teacher to begin to learn the Aboriginal or Torres Strait Islander languages of their location where this is still possible. Equally, it is also important to understand that metropolitan and rural Aboriginal and Torres Strait Islander students, while possibly not still speaking the languages of their grandparents or great grandparents continue to speak Englishes that are influenced by their home cultures. Teachers would need to familiarize themselves with, for example, Koori, Nyoonga, Nunga, Murri and Koorie Englishes and the ways that these are similar to or differ from standard Australian English.

10.3.3 Celebration

Aboriginal and Torres Strait Islander people and communities have made significant contribution to the development of the Australian nation and there is much to celebrate. This theme encourages the teacher to learn about such contributions and to develop ways to celebrate Aboriginal and Torres Strait Islander Peoples’ achievements locally, nationally and internationally.

10.3.4 The Modules

The modules are:

• Module 1: Protocols for Engagement

• Module 2: Culture and Language

• Module 3: Identity

• Module 4: History Policies and Practices

• Module 5: Aboriginal and Torres Strait Islander Societies: Cultural Diversity, Rights and Socio-Economic Justice

• Module 6: Aboriginal and Torres Strait Islander Societies: Global Citizenship and Celebration


InSights

10.4 Guiding Notes, Activities and Resources

Recommended General Resources

10.4.1 Australian Focus

Aboriginal and Torres Strait Islander Affairs. (1992). Language and Culture – a matter of survival. Report of the Inquiry into Aboriginal and Torres Strait Islander Language Maintenance. Canberra, ACT: AGPS.

Altman, J. (2009). Beyond ‘Closing the Gap’: Valuing Diversity in Indigenous Australia. Retrieved from http://www.mccaugheycentre.unimelb.edu.au/__data/assets/pdf_file/0019/213418/Altman_2009.pdf

Australian Human Rights Commission (2011) Social Justice and Human Rights for Aboriginal and Torres Strait Islander Peoples. Retrieved from http://www.hreoc.gov.au/social_justice/info_sheet.html

Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) Bookshop

Gunstone, A. (2009) Unfinished Business: The Australian Formal Reconciliation Process (2nd Ed), Australian Scholarly Publishing, North Melbourne. Excerpt 286-303.

Human Rights and Equal Opportunity Commission. (1997). Bringing Them Home: report of the national inquiry into the separation of Aboriginal and Torres Strait Islander children from their families. Commonwealth of Australia, 26-37 and 71-90.

Keen, I., & Australian Institute of Aboriginal Studies (Eds),(1988). Being Black: Aboriginal cultures in settled Australia. Aboriginal Studies Press for Australian Institute of Aboriginal Studies, Canberra.

Kidd, R. (1997). The Way We Civilise, University of Queensland Press, St Lucia, 228-264.

Magabala Books

May, S. (1998). ‘Language and Education Rights for Indigenous Peoples’. Language, Culture and Curriculum, 11(3), 272-96.

NSW AECG. (2011). Aboriginality and Identity – Perspectives, Practices and Policies.

Perkins, R., & Langton, M. (Eds). (2008). First Australians: an illustrated history, Melbourne University Publishing, Carlton, Victoria.

Reynolds, H. (1999) .Why weren’t we told? A personal search for the truth about our history, Viking Penguin Books.

Pascoe, B. (2008). The Little Red, Yellow, Black Book: An introduction to Indigenous, Australia, AIATSIS.

Walsh, M., and Yallop, C. (Eds). (1993). Language and Culture in Aboriginal Australia. Aboriginal Studies Press. Retrieved from http://www.aiatsis.gov.au/asp/aspbooks/languageculture.html

http://www.mccaugheycentre.unimelb.edu.au/__data/assets/pdf_file/0019/213418/Altman_2009.pdf


http://www.hreoc.gov.au/social_justice/info_sheet.html


http://www.aiatsis.gov.au/asp/aspbooks/languageculture.html



InSights

10.4.2 International Focus

Battiste, M., Henderson, J. (2000). Protecting Indigenous Knowledge and Heritage: A Global Challenge. Purich Publishing Ltd, Saskatchewan, Canada.

Donovan, V. (2008). Early consequences of European occupation. In The Reality of a Dark History, Arts Queensland, Brisbane, 95-123.

International Labour Organisation. (1989). Convention (No 169) Concerning Indigenous and Tribal Peoples in Independent Countries. Retrieved from http://www1.umn.edu/humanrts/instree/r1citp.htm

Simon, B.S. (2000). ‘Global Steps to Local Empowerment in the Next Millennium: An Assessment of UNESCO’s 1989 Recommendation on the Safeguarding of Traditional Culture and Folklore’. Retrieved from http://www.folklife.si.edu/resources/unesco/simon.htm

UNESCO. 2001. Draft Declaration on Cultural Diversity at the 162nd session of the Executive Board – item 3.5., 2-12 October 2001 (162 EX/15, 162 EX/INF.7 and 162 EX/54). Retrieved from http://unesdoc.unesco.org/images/0012/001234/123405e.pdf

United Nations. (2008). Declaration on the Rights of Indigenous Peoples. Retrieved from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

United Nations. (2007). Frequently Asked Questions on the Declaration of the Rights of Indigenous Peoples. Retrieved from http://www.un.org/esa/socdev/unpfii/documents/FAQsindigenousdeclaration.pdf

United Nations. (1948). The Universal Declaration of Human Rights. Retrieved from http://www.un.org/Overview/rights.html

10.4.3 General Websites

AIATSIS at http://www.aiatsis.gov.au/

ANTAR at http://www.antar.org.au/

First Australians resources available at http://www.marcom.com.au

Reconciliation Australia at http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum---five-fast-facts

http://www1.umn.edu/humanrts/instree/r1citp.htm


http://www.folklife.si.edu/resources/unesco/simon.htm


http://unesdoc.unesco.org/images/0012/001234/123405e.pdf



http://www.un.org/esa/socdev/unpfii/documents/FAQsindigenousdeclaration.pdf


http://www.un.org/Overview/rights.html


http://www.antar.org.au

http://www.marcom.com.au




InSights

10.4.4 Journals

Australian Journal of Indigenous Education available at http://www.atsis.uq.edu.au/ajie/

Journal of Australian Indigenous Studies - by subscription http://www.arts.monash.edu.au/jaii/

Ngoonjook: A journal of Australian Indigenous Issues at http://batchelorpress.com/catalog/ngoonjook

10.4.5 DVDs/Videos

Australia’s Forgotten War Part 3. (1996) Sydney ABC-TV.

BabaKiueria [Video]

Panckhurst, H., Perkins, R. (2008) First Australians - New South Wales. Film and Television Office, Blackfella Films, Enhance TV, SBS-TV, Screen Australia, Screenwest (Organisation), South Australian Film Corporation.

Pilger, J. (1985). Secret Country [Video/DVD/Online]

Vote Yes for Aborigines. (2007). SBS TV [Video/DVD]

Without Prejudice: a story about Australians confronting Reconciliation. (2001). Bendigo: VEA [Video]



http://www.arts.monash.edu.au/jaii


http://batchelorpress.com/catalog/ngoonjook

http://batchelorpress.com/catalog/ngoonjook


InSights

Module 1: Protocols for Engagement

11.1 Content Summary

This module focuses on making sure that teachers understand the protocols of engagement with Aboriginal and Torres Strait Islander Peoples. The most important thing to remember is that as a teacher, they are not teaching Aboriginal and Torres Strait Islander children their culture. Nor will they become an expert in Aboriginal and Torres Strait Islander culture. What they will develop are the skills and knowledge to affirm and celebrate the cultural identities of all of their Aboriginal and Torres Strait Islander students. A number of guiding principles will be introduced as foundational concepts that will be further developed in later modules.

11.2 Guiding Principles of this Module

1. Adopt the Declaration on the Rights of Indigenous People as the guiding framework for the development of a rights-based approach to teacher professional development in the Australian Professional Standards for Teachers.

2. Develop Partnerships:

• School-Community Partnership Agreements: The Koorie Parent and Community Engagement Model (VAEAI – soon to be released)

• Crossing Cultures: Community Partnerships (Education, Qld). Retrieved from http://www.learningplace.com.au/deliver/content.asp?pid=44283

• What Works: The Work Program. Retrieved from http://www.whatworks.edu.au/dbAction.do?cmd=displaySitePage1&subcmd=select&id=353

3. Find reliable information about Aboriginal and Torres Strait Islander Peoples:

• Traditional Owner Groups

• Registered Aboriginal Parties – for example, in Victoria, see: http://www.dpcd.vic.gov.au/indigenous/aboriginal-heritage-council/registered-aboriginal-parties

• State and Local Aboriginal Education Consultative Groups e.g. IECBS, VAEAI, LAECGS

• Aboriginal Education Workforce (different names in different states and territories

• Aboriginal Community Organisations and Co-operatives

4. Know what language to use.

5. Know when to do Acknowledgement of Country, Welcome to Country; and other Ceremonial Activities.

11.

http://www.learningplace.com.au/deliver/content.asp?pid=44283

http://www.whatworks.edu.au/dbAction.do?cmd=displaySitePage1&subcmd=select&id=353

http://www.whatworks.edu.au/dbAction.do?cmd=displaySitePage1&subcmd=select&id=353

http://www.dpcd.vic.gov.au/indigenous/aboriginal-heritage-council/registered-aboriginal-parties

http://www.dpcd.vic.gov.au/indigenous/aboriginal-heritage-council/registered-aboriginal-parties


InSights

See for example, DEECD. (2010). Welcome to Country and Acknowledgement of Country: A guide for Victorian Schools. Retrieved from http://www.eduweb.vic.gov.au/edulibrary/public/govrel/Policy/wannik/welcome-to-country-guide-lr.pdf

• Who can perform a Welcome to Country - A Welcome to Country can only be given by an Aboriginal Traditional Owner of the land on which the event or meeting is taking place. The welcome is usually performed by an Elder and can also be made by a nominated person.

• Who can perform an Acknowledgement of Country – An Acknowledgement of Country can be given by any member of the community who wishes to pay their respects to the Aboriginal Traditional Owners of the land on which the event or meeting is taking place. The Acknowledgement of Country does not need to be an elaborate ceremony, simply a few words at the opening of a meeting, event or assembly.

• Examples of an Acknowledgement of Country – “I would like to acknowledge the [xxxx] People, the Traditional Owners of the land on which we are gathered and pay my respects to their Elders both past and present.”

or

• “I would like to acknowledge the Traditional Owners of the land on which we are gathered and pay my respects to their Elders both past and present.”


In addition to the questions for you to think about, there will be some activities for you to do around focused themes that are common to all these modules. These themes are: Rights, Language, and Celebration. Some will be reviewed in the workshops but you can also do them in your own time at home. We have designed the activities with two pedagogical foci: first, to increase your content knowledge about Aboriginal and Torres Strait Islander issues (along with a film or DVD to view: see Useful Resources below) and second, to develop your personal and professional insight and skills into these same issues.

11.3.1 Rights

Many protocols of engagement developed by Aboriginal and Torres Strait Islander communities over millennia that governed boundaries between communities were completely ignored by explorers and colonists. What was the basis for these people to ignore local protocols?

11.3.2 Language

What are the protocols around the ownership of Aboriginal and Torres Strait Islander languages? Who should speak these languages? Who should teach these languages?

VCAA Aboriginal Languages, cultures and reclamation in Victorian schools: standards and protocols p – 10 (VELS). Retrieved from http://www.vcaa.vic.edu.au/Pages/alcv/aboriginal_stds.aspx

http://www.eduweb.vic.gov.au/edulibrary/public/govrel/Policy/wannik/welcome-to-country-guide-lr.pdf



http://www.vcaa.vic.edu.au/Pages/alcv/aboriginal_stds.aspx

http://www.vcaa.vic.edu.au/Pages/alcv/aboriginal_stds.aspx


InSights

FATSIL. (2004). FATSIL Guide to Community Protocols for Indigenous Language Projects. Retrieved from http://www.fatsilc.org.au/languages/fatsilc-protocols-guide

http://www.fatsilc.org.au/languages/fatsilc-protocols-guide/background-to-the-arts-law/protocols-guide

Kaurna Warra Pintyandi (2003), a language group in South Australia, has developed a two-page document – Kaurna Information Requests – which clearly asserts the rights of the language owners and includes advice on protocols for naming e.g. properties and businesses using the Kaurna words.

The Ganai Yirruk-Tinnor Language Program provides all consultants to its program with Guidelines for the Teaching of the Ganai/Kurnai Language Program in Preschools and Schools (1995). This is a document introduced from the Ganai Language Reference Group and it helps to ensure that all Language matters are referred back to this group of Elders and community.

Members of Victorian Aboriginal communities have developed protocols and advice for teachers involved in implementing an Aboriginal languages program as part of the school curriculum. These protocols have been published in Indigenous Languages of Victoria Revival and Reclamation. Victorian Certificate of Education Study (Victorian Curriculum and Assessment Authority, 2004).

The Ara Irititja Project, a digital archive database, developed by the Pitjantjatjara Council for Pitjantjatjara and Yankunytjatjara people (Anangu) in WA, NT and SA, is developing a set of procedures all non-Anungu researchers must follow to access materials. This will include protocols relating to confidentiality, publication rights, copyright and intellectual property rights. Essentially the principle purpose of the project is to make historical and contemporary multimedia materials, including photos, movies, sound recordings, documents and artworks accessible to community members and to protect those materials for posterity. In addition to requiring approval for their research approach and context, non-Anungu researchers will need to demonstrate how their work will be of direct benefit to Anangu.

The introduction to the NSW Aboriginal Languages K-10 Syllabus and support documents (Board of Studies NSW 2003, 2004) clearly outline community consultation requirements in establishing and maintaining effective school language programs, as well as the importance of community control of those programs and cultural ownership of any teaching-learning materials which are produced in the course of implementing the programs.

The South Australian Department of Education and Children’s Services (SA DECS) has developed a set of principles for departmental staff working with Aboriginal people to develop language materials.

The Indigenous Intellectual & Cultural Property Rights Position Paper (2003) includes advice about protocols, consultation and negotiation, copyright and contracts, student contributions to publications, considerations when publishing in various printed and electronic formats, use of published language materials. The SA DECS has also included one page of text, at the beginning of each of its Aboriginal Languages syllabus framework documents. This text uses the definition of Indigenous Heritage from Our Culture: Our Future (Janke 1998, p11) and it strongly affirms the rights of Aboriginal and Torres Strait Islander people as the owners of their cultural and intellectual heritage.

http://www.fatsilc.org.au/languages/fatsilc-protocols-guide




InSights

11.3.3 Celebration

What are some of the protocols for celebration in Aboriginal and Torres Strait Islander societies?

11.4 Questions for you to think about (an example)

• Do you know where your ancestors come from? The specific place? The general location? Is it information that is freely shared in your family or origin or kept hidden? Why?

• Do you maintain contact with your family? Do you identify with ‘family’ as an important part of your life? Who is your family?

• How long ago did your family of origin live a traditional or nomadic lifestyle? What do you know about those times? Are there any family members still alive who can remember such times?

• What memories do you have of your family/friends/school talking about Aboriginal and Torres Strait Islander Peoples or traditional people, culture, history?


11.5.1 Readings

Australian Human Rights Commission (2011) Social Justice and Human Rights for Aboriginal and Torres Strait Islander Peoples. Retrieved from http://www.hreoc.gov.au/social_justice/info_sheet.html

Herbert, J. (2000). “Getting to the heart of the matter: The importance of the Aboriginal voice in education”. Queensland Journal of Educational Research, 16(2).

Herbert, J. (November 2010).“ I can see you are listening to me but I wonder if you are really hearing what I’m saying?” Keynote at CSU Education 2010 Conference, Charles Sturt University. www.csu.edu.au/.

Herbert, J. (2008). Indigenous Australians visions of the future. Ngoonjook: A Journal of Australian Indigenous Issues, 33.

Herbert, J. (2010). Indigenous studies: Tool for empowerment within the Academe. In L Henderson-Yates & D Oxenham (Eds). Indigenous studies, Indigenous Knowledge: Dialogue or Conflict in the Academy? AJIE, 39s.

Herbert, J. (2007). “The three “ps” – Partnerships, Pathways and Policies: real hope OR mere illusions?” Ngoonjook: A journal of Australian Indigenous Issues, 31.




www.csu.edu.au




InSights

11.5.2 Web Links

Indigenous Education Consultative Bodies

• ACT Aboriginal and Torres Strait Islander Education Consultative Group

• New South Wales: http://www.aecg.nsw.edu.au/

• Northern Territory: http://www.ntiec.gov.au/

• Queensland Indigenous Education Consultative Committee: http://130.94.211.125/

• South Australia: http://www.saaetcb.org.au/

• Victoria: http://www.vaeai.org.au/

• Western Australia: http://www.aetcwa.org.au/staff

• Tasmanian Aboriginal Corporation for Education

Reconciliation Australia:


United Nations. (2008). Declaration on the Rights of Indigenous Peoples. Available from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

United Nations. (2007). Frequently Asked Questions on the Declaration of the Rights of Indigenous Peoples. Retrieved from http://www.un.org/esa/socdev/unpfii/documents/FAQsindigenousdeclaration.pdf

United Nations. (1948). The Universal Declaration of Human Rights. Available from: http://www.un.org/Overview/rights.html


11.5.3 DVDs

Ronin Films at http://www.roninfilms.com.au/

McInerney, D.M., Fasoli, L., Stephenson, P., and Herbert, J. (2012). Building the future for remote Indigenous students in Australia: An examination of future goals, motivation, learning and achievement in cultural context. Psychology of Motivation: New Research. NOVA Press, USA.

http://www.aecg.nsw.edu.au

http://www.ntiec.gov.au

http://130.94.211.125

http://www.saaetcb.org.au

http://www.vaeai.org.au

http://www.aetcwa.org.au/staff









http://www.roninfilms.com.au


InSights

Module 2: Culture and Language


Culture and language are aspects of human behaviour that are inextricably linked in learning to understand any culture. This module encourages teachers to learn about the diversity of cultures and their languages in Aboriginal and Torres Strait Islander Australia.


1. What is Culture?

2. Exploring Cultural Background

3. What is Kinship and why is it important?

4. What are the similarities and differences between Aboriginal cultures? Torres Strait Islander cultures? And between Australian Aboriginal and Torres Strait Islander cultures and non-Indigenous cultures?


12.3.1 Rights

What are Cultural Rights? How are they understood by Aboriginal and Torres Strait Islander People? Under Aboriginal law? Under Torres Strait Islander law? Under national and international law?

12.3.2 Language

What is the relationship between Culture and Language?

Parliament (2012) Our Land Our Languages: Language Learning in Indigenous Communities. Retrieved from http://www.aph.gov.au/Parliamentary_Business/Committees/House_of_Representatives_Committees?url=/atsia/languages2/report.htm

12.3.3 Celebration

What are some of the cultural celebrations within Aboriginal and Torres Strait Islander communities?

National

• NAIDOC formally celebrated in early July but at various dates within schools nationally to fit with school calendar

• National Sorry Day – 26th May

• Anniversary of the National Apology – 13th February

• National Reconciliation Week – 27th May-3rd June

• National Aboriginal and Torres Strait Islander Children’s Day - 4th August

12.

http://www.aph.gov.au/Parliamentary_Business/Committees/House_of_Representatives_Committees?url=/atsia/languages2/report.htm

http://www.aph.gov.au/Parliamentary_Business/Committees/House_of_Representatives_Committees?url=/atsia/languages2/report.htm


InSights

Local

Each region and locality however has a variety of additional cultural celebrations. Research local celebrations and seek permission to celebrate in an appropriate way.


12.4.1 Developing cultural sensitivity: a model1

DENY DEFEND MINIMIZE ACCEPT ADAPT INTEGRATE

Ethnocentric stages Ethnorelative stages

Ethnocentric: using your own set of standards and customs to judge all people, often unconsciously.

Ethnorelative: the opposite of ethnocentric; refers to a person who is comfortable with many standards and customs and who can be effective interpersonally by adapting his/her behaviour and judgements.

These are the stages which Bennett identified. Have a look at some working examples below. Think in particular about yourself professionally. When confronted, how do you react?

DENY

Characteristics: Few categories to notice differences. May attribute sub-human qualities to those from different cultures and regard them with extreme prejudice.

Strategies: Use non-threatening cultural awareness activities (ethnic luncheons, entertainment, travelogues, talks on history, exhibits). Purpose is to help people begin to recognise differences.

DEFEND

Characteristics: Feel threatened. Denigrate the differences or create negative stereotypes. Promote one's own cultural superiority.

Strategies: Emphasise things that cultures have in common and what is "good" in all cultures. NOT appropriate at this stage to argue that cultures are not good or bad but just different. A few people may reverse and denigrate

1 Adapted from Milton J. Bennett: "A Developmental Approach to Training for Intercultural Sensitivity," International Journal of Intercultural Relations, Vol. 10, pp 179-196, 1986.

"Aborigines should not get any special treatment – we are all Australians."

"Traditional people just can’t make the leap into the twenty-first century. Their culture will die out eventually – after all isn’t that always what has happened through history?"


InSights

members of their own group ("Racist Queenslanders," "The Ugly American"). Since focus on commonalities is the goal, look for examples of the "ugly" in other groups. Some people may want to slip back to Denial because on the surface it feels more comfortable than the ‘Defend’ stage.

MINIMIZE

Characteristics: Belief that cultural differences are just superficial; the basic qualities of being human will suffice. Western values of individuality, openness and honesty contribute to this view. Sometimes people with overseas experience find a haven in this stage – it sounds culturally sensitive and allows them to avoid feeling incompetent in the face of many cultural unknowns.

Moving into the next stage means shifting from an ethnocentric position that relies on simple principles to an ethnorelative stage where answers are not so clear.

Strategies: For Westerners, use simulation exercises, personal stories, "representatives" from other cultures (choose carefully) to show how behaviour can be interpreted differently. Acknowledge the normal discomfort people may feel.

ACCEPT

Characteristics: People enjoy recognising and exploring differences. They are fairly tolerant of ambiguity and are comfortable knowing there's no one right answer.

Strategies: Learning to respect differences distinguishes this stage from the previous one. Stress recognition and respect of behavioural differences. Focus on verbal and non-verbal intercultural communication styles. Encourage the view that what is different is also appropriate. Caution: moving too quickly to a discussion of values may be threatening and result in a move backward.

ADAPT

Characteristics: People can intentionally shift their frame of reference (i.e. consider the question of status, important criteria in some cultures); they can "step into the other person's shoes." People in this stage may be called "multicultural." Note: some people can shift frames of reference but still hold an ethnocentric view.

"The best thing to do when meeting with an Aboriginal and Torres Strait Islander parent/student/colleague is just be yourself."

"I know my boss, a black woman, and I, a white male, have had different life experiences but we're learning how to work together."

"Can you explain the differences in status between the Chinese and the Anglo students who were involved in the dispute?"


InSights

Strategies: Provide opportunities for people to practice their new ability in face-to-face interaction, e.g., a task for partners from two different cultures, or a problem-solving session for a multicultural group. Relate activities to real-life situations.

INTEGRATE

Characteristics: Some people become so aware of the multiplicity of cultural ways they no longer can identify with any, and feel disturbed. At the other extreme, people readily adapt to many situations and are pleased with their identity.

Strategies: Key step: establish one's own "cultural core" or personal value system. Some people choose to become "mediators;" to help two cultures understand each other. As with all Ethnorelative Stages, Integration requires thought and effort.

Debriefing

• Write down your reactions to these stages; relate the characteristics to experiences you have had to various sorts of difference and think about what strategies would help you.

• Then think about where you get your attitudes to difference.

• Do you think your reactions are biological, as some have argued, similar to the fight or flight response?

• Are some of your reactions conditioned by values, attitudes or behaviours of your immediate family members? Your extended family? Your friends? Your social circle? Your school? Your place of work?

• What do you think about some of the strategies suggested? Would they work for you in your classroom? In your place of work? In your private life?

• Write a list of things you want to try to become more aware of in your personal life and professional practice.

"Sometimes I don't feel like I fit in anywhere" or "I found living with tribal people the most satisfying period of my life."


InSights

12.5.1 Readings

Herbert, J. (2000). “Getting to the heart of the matter: The importance of the Aboriginal voice in education”. Queensland Journal of Educational Research, 16(2).

Herbert, J. (2008). Indigenous Australians visions of the future. Ngoonjook: A journal of Australian Indigenous Issues, 33.

Herbert, J. (2006). Indigenous learners, language and identity: implications for educators” In Cadman, K. & O’Regan, K. (Eds), Tales out of school: Identity and English Language teaching (pp 72-85). Flinders Park SA: Digi-we-doo.

McInerney, D.M., Fasoli, L., Stephenson, P., and Herbert, J. (2012). Building the future for remote Indigenous students in Australia: An examination of future goals, motivation, learning and achievement in cultural context. Psychology of Motivation: New Research. NOVA Press, USA.

12.5.2 Readings about Culture and Language

Aboriginal and Torres Strait Islander Affairs. (1992). Language and Culture – a matter of survival. Report of the Inquiry into Aboriginal and Torres Strait Islander Language Maintenance. Canberra, ACT: AGPS. Chapter 5.

May, S. (1998). ‘Language and Education Rights for Indigenous Peoples’ Language, Culture and Curriculum, 11(3), 272-96.

Parliament (2012). Our Land Our Languages: Language Learning in Indigenous Communities. Retrieved from http://www.aph.gov.au/Parliamentary_Business/Committees/House_of_Representatives_Committees?url=/atsia/languages2/report.htm

Ontario Ministry of Education (n.d). Curriculum in Native Languages. Retrieved from www.edu.gov.on.ca/eng/curriculum/elementary/nativelang.html

Simon, B.S. (2000). ‘Global Steps to Local Empowerment in the Next Millennium: An Assessment of UNESCO’s 1989 Recommendation on the Safeguarding of Traditional Culture and Folklore’. Retrieved from http://www.folklife.si.edu/resources/unesco/simon.htm

SSABSA. (1996). Australia’s Indigenous Languages. Senior Secondary Assessment board of South Australia

Te Reo Maori in English-medium schools community (n.d). Retrieved from http://tereomaori.tki.org.nz/

Walsh, M., Yallop, C. (Eds). (1993). Language and Culture in Aboriginal Australia. Aboriginal Studies Press. Retrieved from http://www.aiatsis.gov.au/asp/aspbooks/languageculture.html


ttp://www.aph.gov.au/Parliamentary_Business/Committees/House_of_Representatives_Committees?url=/atsia/languages2/report.htm



www.edu.gov.on.ca/eng/curriculum/elementary/nativelang.html



http://tereomaori.tki.org.nz




InSights

12.5.3 DVDs

Babakiueria. Available from www.abcshop.com.au

Ten Canoes including The making of Ten Canoes. Retrieved from http://australianetwork.com/guide/ep_00044185.htm

Ten Canoes: a Study Guide by Robert Lewis. Retrieved from http://svc068.wic021v.server-web.com/tencanoes/makingtencanoes.pdf

www.abcshop.com.au

http://australianetwork.com/guide/ep_00044185.htm

http://australianetwork.com/guide/ep_00044185.htm

http://svc068.wic021v.server-web.com/tencanoes/makingtencanoes.pdf

http://svc068.wic021v.server-web.com/tencanoes/makingtencanoes.pdf


InSights

Module 3: Identity


Morgan (2011, p. 5) writes that ‘The issue of Aboriginality and Identity is one of the most critical issues in contemporary Aboriginal affairs. Growing community concern and uncertainty about who is and who is not an Aboriginal and how Aboriginality is defined and determined, usually by non-Aboriginal people to serve non-Aboriginal purposes is a constant source of debate and dialogue in various community settings. He argues that the question of what constitutes Aboriginality and identity, as defined by non-Aboriginal people, is not new. History shows that from the earliest days of invasion and colonisation white people have grappled with the issue and constructed and applied definitions of Aboriginality to primarily serve their own purpose and to marginalize and oppress Aboriginal Peoples.’


1. Examine Aboriginal and Torres Strait Islander understandings of identity

See for example: Bamblett, E. (2010). Gurranyin Borinya Cultural Enrichment Kit.

This kit is designed for all students to learn about Aboriginal Culture and heritage while at the same time completing activities to strengthen their own identity. The kit contains:

• A DVD of a corroborree of the Gurranyin Borinya story

• Teacher’s notes and student activities

• The stage play: ‘Daisy Chain’

• The children’s adventure book: ‘The Secret Stone

2. Examine the current definition of Aboriginality

See for example:

• http://www.lawlink.nsw.gov.au/lawlink/adb/ll_adb.nsf/pages/adb_who

• http://www.alrc.gov.au/publications/36-kinship-and-identity/legal-definitions-aboriginality

• http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/Publications_Archive/CIB/cib0203/03Cib10

• http://www.workingwithatsi.info/content/gu_faq.htm

3. Study the development of definitions of Aboriginality from colonisation through the eras of Protectionism, Assimilation, Welfare, Self-Determination and Reconciliation.

13.

http://www.lawlink.nsw.gov.au/lawlink/adb/ll_adb.nsf/pages/adb_who

http://www.alrc.gov.au/publications/36-kinship-and-identity/legal-definitions-aboriginality

http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/Publications_Archive/CIB/cib0203/03Cib10

http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/Publications_Archive/CIB/cib0203/03Cib10

http://www.workingwithatsi.info/content/gu_faq.htm


InSights


13.3.1 Rights

The right to identify oneself is a foundational human right. Explore this in the local, national and international context.

13.3.2 Language

Identity and Language and inextricably bound. What is the consequence to your identity of being denied the right to speak your language?

13.3.3 Celebration

How is identity celebrated in Aboriginal and Torres Strait Islander families and communities?

13.4 Questions for you to think about

Work through the article by Peggy McIntosh (White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh). Read through her account and reflect on the observations that McIntosh has made. At first, you might feel uncomfortable with what she is talking about. Why is this, do you think? Maybe it makes you angry? Maybe you want to say, ‘But I don’t do this’ or ‘But things are different now’. Maybe you are right? Maybe you are wrong? If you are Black, you might be nodding and saying ‘yep! This is how it is’ or you might think things have changed now and it is not as bad as this in Australia?

We encourage you to at least consider what she discovered and try the activity yourself. See how many of her observations are true in your world. Keep a list of what you notice. Is it different in the USA to how things are in Australia? What have you noticed about these things in Australia? In another country where you have lived? Or visited? Do you think the colour of your skin makes a difference to how people relate to you? What is your identity as a non-Indigenous person living in Australia?

Explore the formation of your identity. What were some of the milestones within your culture? How has your identity shaped, supported, or inhibited your rights?


McIntosh, P. White Privilege: Unpacking the Invisible Knapsack. Retrieved from http://www.nymbp.org/reference/WhitePrivilege.pdf

NSW AECG. (2011). Aboriginality and Identity – Perspectives, Practices and Policies

http://www.nymbp.org/reference/WhitePrivilege.pdf


InSights

14. Module 4: History, Policies and Practices


Traditionally, teachers have not had good access to accounts by Aboriginal and Torres Strait Islander people of their experiences of schooling and education generally. Very little is kept in the written records. Slowly, resources are becoming available that will be good for your curriculum development as your establish your professional body of knowledge. In this module’s work, we connect you with some of the history, policies and practices of education for Aboriginal and Torres Strait Islander children in Australia.

This module focuses on the attempts by colonial and subsequent governments to educate Aboriginal and Torres Strait Islander children, first through the establishment of missionary and private schools and later through the assimilation of Aboriginal and Torres Strait Islander children into mainstream state provided education. Examining the policies and practices associated with these efforts, analysis will be made of the patchy, often contradictory, and ineffective measure used to educate these children. You will be encouraged to develop your understanding of the various approaches that have been used and be able to identify what has worked and what has failed over the years.


1. Explore Aboriginal and Torres Strait Islander views on historical events, policies and practices.

2. Use the lens of education as a focus for studying the impact of historical policies and practices on Aboriginal and Torres Strait Islander children and their families and communities.

3. Trace the development of schooling for Aboriginal and Torres Strait Islander People from the local to the international. Understand the similarities and consequences of the modern education for the world’s Indigenous Peoples.

Price, K. (2012). A brief history of Aboriginal and Torres Strait Islander education in Australia. Aboriginal and Torres Strait Islander Education: An introduction for the Teaching Profession, Cambridge University Press.


InSights


14.3.1 Rights

The rights of Aboriginal and Torres Strait Islander Peoples and their treatment historically.

Behrendt, L. (2001) ‘Indigenous self-determination: Rethinking the relationship between rights and economic development’. UNSW Law Journal, 24(3), 850-861.

14.3.2 Language

Study language policy in education in Australia as a specific example of the impact of policies and practices on Aboriginal and Torres Strait Islander people.

14.3.3 Celebration

Examine the growing international rights-based policy mechanisms for protecting Indigenous Peoples’ rights and other forums such as the World Indigenous Peoples Conference on Education in their contribution to celebrating the now recognised sui generis rights of Indigenous Peoples.


• How similar or different do you think your experience of school was when compared with the experience of other children growing up around you?

• And your parents? What can they tell you about this issue?

• And your grandparents? Do they have any stories to tell?

• If you are non-Indigenous, did your family have any involvement with the education of Aboriginal and Torres Strait Islander children? Were they missionaries? Were they teachers?

• If you are Aboriginal and Torres Strait Islander, how did your family experience schooling? Your parents? Your grandparents? Were they teachers? Missionaries?

• What are the stories your family tells about white man’s education?


InSights

14.5 Activity

This module, the main focus will be to access information about the history of education of Aboriginal and Torres Strait Islander children. Please go to the public records in your town or state and find out what you can. For those based in main cities, there are excellent libraries and Aboriginal and Torres Strait Islander focused collections and organisations with materials about the history of education of Aboriginal and Torres Strait Islander children. You might know of a local history that is relevant. Even better, if you are able to talk with an Aboriginal or Torres Strait Islander person about their family’s experiences of mainstream education in your location it would provide invaluable insight into the issues that have historically faced Aboriginal and Torres Strait Islander people, issues that continue to impact the provision of education services to Aboriginal and Torres Strait Islander children.


14.6.1 Readings

Lippmann, L. (1991). Generation of Resistance: Aborigines demand justice. Longman Cheshire.

Ma Rhea, Z. and Russell, L. 2012. ‘The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education’ in Australian Journal of Indigenous Education, pp. 18-25.

Perkins, R., Langton, M. (Eds), (2008). First Australians: an illustrated History. Melbourne University Publishing, Carlton, Victoria

Reynolds, H. (1999). Why weren’t we told? A personal search for the truth about our history. Viking Penguin Books

Rowley, CD. (1972). The destruction of Aboriginal society. Penguin.

Willmot, E. (1987, 2010). Pemulwuy: The Rainbow Warrior. Batman Books.

14.6.2 Specific Readings about the History of Education of Indigenous Peoples

Bishop, R. and Glynn, T. (1999). Culture Counts: Changing Power Relations in Education London and New York, Zed Books.

Hart, M. (1974). ‘Traditional Aboriginal Education’ Reprinted in B. Menary. (Ed.) 1981. Aborigines and Schooling. Adelaide, Australia: ACAE, (pp. 1-8).

Sutton P. (2011). ‘The Politics of Suffering: Indigenous Australia and the End of the Liberal Consensus’. Melbourne University Press, Melbourne.


InSights

14.6.3 DVDs

Pilger, J. Secret Country [Video/DVD] Available from

First Australians (series can be downloaded at SBS. The film, along with others used in this unit, is distributed through Marcom at www.marcom.com.au).

www.marcom.com.au


InSights

Module 5: Aboriginal and Torres Strait Islander Societies: Cultural Diversity, Rights, and Socio-Economic Justice


This module examines the cultural diversity across and within Australia’s Aboriginal and Torres Strait Islander communities. Many non-Indigenous people do not understand this diversity of rich cultural heritages, languages and complex histories.

This module also examines the impact of poverty and the loss of rights on Aboriginal and Torres Strait Islander cultures. In Australia, we have not yet arrived at the best way for Aboriginal and Torres Strait Islander people in Australia to achieve their cultural rights or economic justice as outlined the International Labour Organisation’s Convention No. 169 on Indigenous and Tribal Peoples (ILO169).

15.

Guiding Principles of this Module

1. Study the diversity of Australia’s Aboriginal and Torres Strait Islander Peoples.

2. Examine the international rights mechanisms of relevance to the world’s Indigenous Peoples: The Human Rights Declaration, the Declaration on the Rights of Indigenous People, and International Labour Organisation Convention No. 169 in detail.

3. Revisit the concept of cultural and linguistic rights as they apply to Aboriginal and Torres Strait Islander people.

4. Consider the concept of economic justice. What does this have to do with education?

Pearson N. (2009). ‘Up From the Mission: Selected Writings’. Black Inc., 274-322.

See also: Amartya Sen - Capability Approach


InSights


15.2.1 Rights

This module is all about the sui generis rights of Indigenous Peoples. Consider local, national and international examples of the impact of loss of these rights.

15.2.2 Language

Examine the linguistic diversity of Aboriginal and Torres Strait Islander Peoples and the crisis facing these languages. What is the role of education in supporting the preservation and maintenance of Australia’s diversity of languages?

15.2.3 Celebration

Chart the recognition of Aboriginal and Torres Strait Islander rights and the significant political victories won and celebrated.


Australian Human Rights Commission. (2011). Social Justice and Human Rights for Aboriginal and Torres Strait Islander Peoples. Retrieved from http://www.hreoc.gov.au/social_justice/info_sheet.html


Ma Rhea, Z. and Anderson, P.J. 2011 Economic Justice and Indigenous Education: Assessing the potential of standards-based and progressive education under ILO169, Social Alternatives, 30(4), 25-31.

United Nations. (2008). Declaration on the Rights of Indigenous Peoples. Available from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf.


United Nations. (2007). Frequently Asked Questions on the Declaration of the Rights of Indigenous Peoples. Available from http://www.un.org/esa/socdev/unpfii/documents/FAQsindigenousdeclaration.pdf

United Nations. (1948). The Universal Declaration of Human Rights. Available from http://www.un.org/Overview/rights.html












InSights

Module 6: Aboriginal and Torres Strait Islander Societies: Global Citizenship and Celebration


Aboriginal and Torres Strait Islander Australians have made a significant contribution to their communities, towns, regions, States and Territories, nationally, and internationally. Their achievements have too often gone unrecorded and unrecognised. This module showcases Aboriginal and Torres Strait Islander people as global citizens and celebrates their achievements in the past and present times.


1. Recognising Aboriginal and Torres Strait Islander contributions to Australian society and internationally.

2. Recognising Aboriginal and Torres Strait Islander leadership.

See for example, the Victorian Indigenous Honour Role. (2011). Retrieved from http://www.dpcd.vic.gov.au/indigenous/leadership/victorian-indigenous-honour-roll

3. Recognising Aboriginal and Torres Strait Islander Peoples contributions to good governance.

See for example: National Indigenous Governance Awards (2012). Retrieved from http://www.reconciliation.org.au/home/latest/launching-the-2012-indigenous-governance-awards

Reconciliation Australia (2006). Celebrating Indigenous Governance: Success Stories of the Indigenous Governance Awards, RA, Canberra. R. Withers and R. Beattie [Eds].

4. Recognising individuals, families, and communities and their different ways of contributing positively to Australian society.


16.3.1 Rights

Rights have been a theme of this series of modules. Develop activities that will make links between achieving recognition of rights and the improved ability for Aboriginal and Torres Strait Islander people to make positive contributions to their families, communities, Australia and internationally.

16.3.2 Language

Celebrate language revival and understand its importance to successful education, health, well-being, and global citizenship.

16.

http://www.dpcd.vic.gov.au/indigenous/leadership/victorian-indigenous-honour-roll

http://www.reconciliation.org.au/home/latest/launching-the-2012-indigenous-governance-awards

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InSights

16.3.3 Celebration

Consider opportunities to celebrate the achievements of Aboriginal and Torres Strait Islander people in your work and personal life.


16.4.1 Readings

Buckskin, P. (2000). ‘Achieving Educational Equality for Indigenous Australians: A pathway of hope’. Paper presented at the 2000 Curriculum Corporation Conference.

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tion.

Vol

. 34,

No.

2. p

p. 7

-18.

R

eid,

J. a

nd S

anto

ro, N

. (20

06).

In th

is a

rticl

e th

e au

thor

s an

alys

e da

ta fr

om in

terv

iew

s w

ith In

dige

nous

teac

hers

, exp

lorin

g th

e in

terp

lay

betw

een

cultu

re a

nd id

entit

y. T

hey

fore

grou

nd th

e bi

nary

nat

ure

of ra

cial

ass

ignm

ent i

n sc

hool

s, d

emon

stra

te h

ow th

is

offe

rs c

ontra

dict

ory

cons

truct

ions

of i

dent

ity fo

r Ind

igen

ous

teac

hers

, and

not

e th

e ef

fect

s of

his

tory

, cul

ture

and

lo

catio

n in

the

proc

ess

of fo

rmin

g a

teac

hing

'sel

f'.

“Con

test

ing

the

curr

icul

um in

the

scho

olin

g of

Indi

geno

us c

hild

ren

in A

ustra

lia &

the

US

E: F

rom

eur

ocen

trisi

m to

cul

tura

lly p

ower

ful

peda

gogi

es.”

Hic

klin

g-H

udso

n &

Ahl

ques

t R. C

ompa

rativ

e E

duca

tion

Rev

iew

47

(1):

64-

89. (

2003

).

This

pap

er p

rese

nts

com

para

tive

rese

arch

whi

ch e

xam

ines

issu

es in

teac

hing

Indi

geno

us p

rimar

y sc

hool

st

uden

ts in

Aus

tralia

and

the

US

A. I

t por

trays

the

dile

mm

as fo

r tea

cher

s an

d st

uden

ts w

hen

the

curr

icul

um

is d

omin

ated

by

a m

onoc

ultu

re, E

uroc

entri

c et

hos.

It th

en d

escr

ibes

sch

ools

that

hav

e m

oved

tow

ards

an

alte

rnat

ive

curr

icul

um. I

n di

scus

sing

pos

tcol

onia

l cha

lleng

es fo

r tea

cher

edu

cato

rs a

nd e

duca

tion

polic

y m

aker

s ar

isin

g ou

t of t

hese

issu

es, t

he p

aper

con

tinue

s th

e de

bate

abo

ut p

ostc

olon

ial a

ppro

ache

s to

cro

ss-c

ultu

ral a

nd

anti-

raci

st e

duca

tion

for I

ndig

enou

s ch

ildre

n in

thei

r com

mun

ity c

onte

xts.

It a

rgue

s th

at e

lem

ents

for s

igni

fican

t ed

ucat

iona

l cha

nge

exis

t in

both

cou

ntrie

s, a

nd d

iscu

sses

how

thes

e ch

ange

s ne

ed to

be

expa

nded

and

sy

stem

atis

ed to

ach

ieve

a c

ultu

rally

pow

erfu

l cur

ricul

um in

Indi

geno

us s

choo

ls.

Cul

tura

l Res

pons

iven

ess

and

Sch

ool E

duca

tion:

With

par

ticul

ar

focu

s on

Aus

tralia

’s F

irst P

eopl

es; A

Rev

iew

& S

ynth

esis

of t

he

Lite

ratu

re. M

enzi

es S

choo

l of H

ealth

Res

earc

h, C

entre

for C

hild

D

evel

opm

ent a

nd E

duca

tion,

Dar

win

Nor

ther

n Te

rrito

ry. P

erso

, T.F

. (2

012)

.

The

purp

ose

of th

is p

aper

is to

revi

ew th

e lit

erat

ure

on C

RS

. Whi

le s

peci

al fo

cus

is g

iven

to th

is is

sue,

for t

he

scho

olin

g of

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

chi

ldre

n an

d yo

ung

peop

le in

Aus

tralia

the

revi

ew a

lso

draw

s on

lit

erat

ure

from

aro

und

the

wor

ld, p

artic

ular

ly fr

om th

e la

rge

body

of e

vide

nce

in th

e U

nite

d S

tate

s of

Am

eric

a on

A

mer

ican

Indi

an a

nd A

lask

an N

ativ

e ch

ildre

n.

http://www.mceetya.edu.au/verve/_resources/Australian_Directions_in_Indigenous_Education_2005-2008.pdf

http://www.mceetya.edu.au/verve/_resources/Australian_Directions_in_Indigenous_Education_2005-2008.pdf

65A

unit

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ne a

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nt fo

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port

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eetin

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cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

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A u

nit o

utlin

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d co

nten

t for

pro

fess

iona

l lea

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g un

its to

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port

teac

hers

in m

eetin

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cus

Are

as1.

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d 2.

4

64A

unit

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ne a

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onte

nt fo

r pro

fess

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sup

port

teac

hers

in m

eetin

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Area

s 1.

4 an

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4, A

ITSL

201

3

http

://cc

de.m

enzi

es.e

du.a

u/si

tes/

defa

ult/fi

les/

A%

20R

evie

w%

20%

20S

ynth

esis

%20

of%

20th

e%20

Lite

ratu

re%

20(2

).pdf

Whi

lst c

ultu

ral r

espo

nsiv

enes

s is

nee

ded

in s

ervi

ce p

rovi

sion

for a

ll no

n-m

ains

tream

cul

ture

s, th

e fo

cus

of th

is

revi

ew is

aim

ed s

quar

ely

on A

ustra

lia‘s

Indi

geno

us p

opul

atio

n, p

rimar

ily d

ue to

thei

r pro

min

ence

as

Aus

tralia

‘s

first

Peo

ples

.

Dhi

nthu

n W

ayaw

u: lo

okin

g fo

r a p

athw

ay to

kno

wle

dge:

tow

ards

a

visi

on o

f Yol

ngu

educ

atio

n in

Mili

ngim

bi -

F. T

amis

ari,

E. M

ilmila

ny,

(200

3).

This

pap

er p

rese

nts

a br

ief h

isto

ry o

f edu

catio

n at

the

com

mun

ity o

f Mili

ngim

bi in

nor

thea

st A

rnhe

m L

and,

N

orth

ern

Terr

itory

from

the

mis

sion

tim

es to

toda

y. In

focu

sing

on

the

emer

genc

e an

d im

plem

enta

tion

of b

icul

tura

l cu

rric

ulum

initi

ativ

es it

exp

lore

s so

me

of th

e di

fficu

lties

and

eve

r pre

sent

cha

lleng

es e

ncou

nter

ed b

y Yo

lngu

ed

ucat

ors,

lead

ers

and

elde

rs in

dev

elop

ing

a lo

cal v

isio

n of

edu

catio

n w

hich

, in

orde

r to

mee

t com

mun

ity n

eeds

an

d as

pira

tions

, nee

ds to

be

grou

nded

in Y

olng

u st

ages

of l

earn

ing,

cul

tura

l val

ues

of id

entit

y, re

spon

sibi

lity

and

stru

ctur

es o

f aut

horit

y.

Dis

rupt

ing

Pre

conc

eptio

ns: P

ostc

olon

ialis

m a

nd E

duca

tion,

Pos

t P

ress

ed, F

laxt

on, p

p. 3

9-56

. In

A H

ickl

ing-

Hud

son,

J M

atth

ews

&

A W

oods

(eds

), (2

004)

.

They

arg

ue th

at th

e co

ntem

pora

ry c

orpo

ratis

ed p

olic

ies

of e

duca

tion

such

as

inte

rnat

iona

l edu

catio

n lim

it th

e po

ssib

ilitie

s of

tran

sfor

mat

ive

prac

tice.

The

y de

mon

stra

te h

ow th

e lo

cal (

the

natio

nal)

and

the

glob

al (t

he

impe

rial)

are

inte

rcon

nect

ed p

heno

men

a, a

ctin

g up

on o

ne a

noth

er to

con

stru

ct in

dige

neity

and

raci

alis

ed

iden

titie

s, a

nd e

ven

hybr

idat

ion,

in w

ays

that

eng

ende

r ine

qual

ities

, res

trict

hum

an ri

ghts

, and

infri

nge

on th

e de

moc

ratic

and

civ

il rig

hts

of th

e co

loni

sed

and

the

mar

gina

lised

. At t

he s

ame

time,

they

poi

nt to

the

poss

ibili

ties

of re

sist

ance

, con

ditio

ns th

at p

rovi

de p

edag

ogic

opp

ortu

nitie

s fo

r the

cre

atio

n of

cou

nter

-heg

emon

ic id

eas,

ex

pres

sion

s, p

ract

ices

and

stru

ctur

es.

Edu

catio

n an

d tra

inin

g fo

r Ind

igen

ous

stud

ents

: Wha

t has

w

orke

d (a

nd w

ill a

gain

): th

e IE

SIP

stra

tegi

c re

sults

pro

ject

s.

Dav

id M

cRae

...[e

t al.]

-- [C

anbe

rra]

Aus

tralia

n C

urric

ulum

Stu

dies

A

ssoc

iatio

n, (c

2000

).

This

doc

umen

t is

a re

vise

d an

d m

uch

shor

tene

d ve

rsio

n of

Wha

t Wor

ks?

Exp

lora

tions

in im

prov

ing

outc

omes

fo

r Ind

igen

ous

stud

ents

, a re

port

to th

e C

omm

onw

ealth

Min

iste

r for

Edu

catio

n, T

rain

ing

and

Yout

h A

ffairs

, the

H

on. D

avid

Kem

p M

P, a

bout

the

resu

lts o

f the

non

-cap

ital S

trate

gic

Res

ults

Pro

ject

s (S

RP

s) c

ondu

cted

thro

ugh

the

Indi

geno

us E

duca

tion

Stra

tegi

c In

itiat

ives

Pro

gram

me

(IES

IP).

It ha

s be

en p

repa

red

spec

ifica

lly a

s fo

od fo

r th

ough

t for

, and

con

sequ

ent a

ctio

n by

, tea

cher

s an

d tra

iner

s to

impr

ove

educ

atio

n an

d tra

inin

g ou

tcom

es fo

r In

dige

nous

stu

dent

s.

“Edu

catio

nal S

ucce

ss: A

sus

tain

able

out

com

e fo

r all

Indi

geno

us

Aus

tralia

n st

uden

ts w

hen

teac

hers

und

erst

and

whe

re th

e le

arni

ng jo

urne

y be

gins

”. H

erbe

rt, J

. Ope

ning

key

note

at t

he

AC

ER

Nat

iona

l Edu

catio

n R

esea

rch

Con

fere

nce

2011

: (Th

eme:

“I

ndig

enou

s E

duca

tion:

Pat

hway

s to

suc

cess

”.),

Dar

win

. (A

ugus

t 20

11).

http

://w

ww

.dar

etol

ead.

edu.

au/S

TOR

Y_S

ucce

ssfu

l_C

lass

room

s_C

onfe

renc

e_JH

Key

note

The

stat

istic

s fo

r edu

catio

nal o

utco

mes

for A

borig

inal

and

Tor

res

Stra

it Is

land

er s

tude

nts

cont

inua

lly re

info

rce

the

notio

n of

‘fai

lure

’, of

a s

peci

fic c

ohor

t of s

tude

nts

who

are

‘not

cop

ing’

, of t

he m

ajor

ity o

f tea

cher

s at

a lo

ss

conc

erni

ng w

hat t

o do

. Ove

rall,

it is

a p

ictu

re o

f doo

m a

nd g

loom

, cle

arly

dem

onst

ratin

g th

at e

duca

tion

in th

is

coun

try h

as fa

iled

to li

ve u

p to

its

prom

ise

for a

ll st

uden

ts. I

n th

is p

rese

ntat

ion,

rese

arch

out

com

es w

ill b

e us

ed to

co

nstru

ct a

diff

eren

t pic

ture

, a p

arad

igm

for a

bet

ter f

utur

e bu

ilt o

n a

stro

ng fo

unda

tion

of s

usta

inab

le e

duca

tion

outc

omes

for t

he d

esce

ndan

ts o

f thi

s na

tion’

s Fi

rst P

eopl

es. T

he e

vide

nce

pres

ente

d w

ill h

ighl

ight

wha

t can

ha

ppen

whe

n th

e le

arni

ng e

nviro

nmen

t is

deve

lope

d, n

urtu

red,

mai

ntai

ned

and

led

by te

ache

rs w

ho u

nder

stan

d an

d va

lue

the

impo

rtanc

e of

thei

r rol

e in

pro

vidi

ng a

rang

e of

opp

ortu

nitie

s th

at w

ill e

nabl

e st

uden

ts to

evo

lve

into

hi

ghly

mot

ivat

ed, a

uton

omou

s le

arne

rs.

http://ccde.menzies.edu.au/sites/default/files/A%20Review%20%20Synthesis%20of%20the%20Literature%20(2).pdf

http://www.daretolead.edu.au/STORY_Successful_Classrooms_Conference_JHKeynote


A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

66A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

Gat

herin

g no

mos

s? E

xam

inin

g di

scou

rses

of e

xclu

sion

for r

emot

e an

d In

dige

nous

stu

dent

s, E

duca

tion

in R

ural

Aus

tralia

, pp.

21-

30.

Rei

d, J

., S

imps

on, T

. and

Zun

dans

, L. (

2005

).

In th

is p

aper

the

auth

ors

prov

ide

an a

ccou

nt o

f the

rese

arch

pro

cess

, con

text

and

the

initi

al re

sults

of w

hat

has

begu

n as

an

actio

n re

sear

ch p

roje

ct th

ey a

re u

nder

taki

ng w

ith c

olle

ague

s ac

ross

the

thre

e S

choo

ls in

the

Facu

lties

of E

duca

tion

and

Hea

lth a

CS

U. A

s w

ell a

s em

ploy

ing

criti

cal t

heor

y in

atte

mpt

ing

to c

hang

e pr

actic

es

thro

ugh

actio

n re

sear

ch, t

houg

h, th

ey a

re u

sing

pos

tstru

ctur

alis

t fem

inis

t the

orie

s of

iden

tity

form

atio

n, w

hich

un

ders

tand

the

proc

ess

of b

ecom

ing

a so

cial

sub

ject

in a

nd th

roug

h di

scur

sive

pra

ctic

e as

a c

ontin

uous

pro

ject

of

fash

ioni

ng o

r pie

cing

toge

ther

an

alw

ay in

cohe

rent

and

unfi

nish

ed s

elf.

This

ena

bles

mov

emen

t bey

ond

tradi

tiona

l con

stru

ctiv

ist a

ccou

nts

of le

arni

ng w

here

a p

re-fo

rmed

stu

dent

sel

f (in

this

cas

e it

wou

ld b

e 'is

olat

ed

and

inad

equa

te' s

elf)

beco

mes

mor

e kn

owle

dgea

ble

thro

ugh

enga

gem

ent i

n th

e te

achi

ng-le

arni

ng p

roce

ss.

Get

ting

teac

hers

and

par

ents

to w

ork

toge

ther

- D

ick

Littl

ebea

r. In

Te

achi

ng A

mer

ican

Indi

an s

tude

nts.

Rey

hner

, J.A

. (19

94).

This

arti

cle

spea

ks o

f dev

elop

ing

and

impl

emen

ting

cultu

rally

rele

vant

cur

ricul

a th

e at

titud

inal

diff

eren

ce o

f Ind

ian

child

ren

and

the

syst

emat

ic e

xclu

sion

of I

ndia

n pa

rent

s in

the

dom

inan

t cul

ture

s ed

ucat

ion

of th

eir c

hild

ren.

It

incl

udes

reco

mm

enda

tions

for t

each

ers

wor

king

with

Indi

an p

aren

ts.

“Get

ting

to th

e he

art o

f the

mat

ter:

The

impo

rtanc

e of

the

Abo

rigin

al v

oice

in e

duca

tion”

. Her

bert,

J. Q

ueen

slan

d Jo

urna

l of

Edu

catio

nal R

esea

rch,

Vol

. 16,

No.

2 (2

000)

.

This

pap

er p

rovi

des

an o

ppor

tuni

ty to

hea

r Abo

rigin

al v

oice

s - s

tude

nts,

thei

r par

ents

and

oth

er m

embe

rs o

f the

co

mm

unity

- ta

lkin

g ab

out t

he is

sues

they

per

ceiv

e ar

e im

porta

nt in

rela

tion

to th

eir p

artic

ipat

ion

in th

e ed

ucat

ion

proc

ess.

The

se v

oice

s ha

ve e

mer

ged

from

a re

sear

ch p

roje

ct c

ondu

cted

in s

econ

dary

sch

ools

in th

e N

orth

ern

Terr

itory

and

New

Sou

th W

ales

. The

pur

pose

of t

he re

sear

ch w

as to

exp

lore

issu

es a

ssoc

iate

d w

ith th

e no

n-at

tend

ance

of A

borig

inal

stu

dent

s in

the

seco

ndar

y sc

hool

. One

of t

he m

ost c

ritic

al fa

ctor

s re

veal

ed th

roug

h th

is

stud

y is

the

impo

rtanc

e of

iden

tity.

Suc

h un

ders

tand

ings

are

vita

l to

educ

atio

n sy

stem

s th

at s

till a

ppea

r to

be

stru

gglin

g w

ith th

e de

velo

pmen

t and

impl

emen

tatio

n of

pol

icie

s an

d pr

actic

es w

hich

will

lead

to a

n im

prov

emen

t in

the

parti

cipa

tion,

rete

ntio

n an

d su

cces

s of

Indi

geno

us s

tude

nts

in o

ur s

econ

dary

sch

ools

. Put

sim

ply,

'kid

s ne

ed to

feel

they

bel

ong

… th

ey n

eed

to fe

el th

ey h

ave

a pl

ace

in th

e sc

hool

'. Th

is is

not

hap

peni

ng fo

r man

y A

borig

inal

stu

dent

s. W

hat n

eeds

to h

appe

n in

our

sch

ools

? W

hat c

an w

e do

abo

ut it

?

Imag

inin

g th

emse

lves

, im

agin

ing

thei

r fut

ures

: ind

igen

ous

Aus

tralia

n st

uden

ts c

ompl

etin

g se

nior

sec

onda

ry e

duca

tion.

M

ercu

rio, A

., C

layt

on, L

. (20

01).

This

pub

licat

ion

pres

ents

the

findi

ngs

of a

rese

arch

pro

ject

that

was

des

igne

d to

reve

al th

e pe

rcep

tions

an

d id

eas

of In

dige

nous

Aus

tralia

n st

uden

ts w

ho s

ucce

ssfu

lly c

ompl

eted

the

Sou

th A

ustra

lian

Cer

tifica

te o

f E

duca

tion.

(SA

CE

). Th

is s

tudy

ana

lyse

s th

e ex

perie

nces

of t

hose

stu

dent

s w

ho s

ucce

eded

. It a

sks

whe

ther

thei

r ex

perie

nces

can

hel

p ot

her I

ndig

enou

s st

uden

ts to

com

plet

e th

e S

AC

E.

67A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

66A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

“Im

plic

it &

exp

licit

prej

udic

e &

inte

r-rac

ial i

nter

actio

n”. D

avid

io,

J., K

awak

ami,

K &

Gae

rtner

, S. J

ourn

al o

f Per

sona

lity

& S

ocia

l P

sych

olog

y. 8

2(1)

: 62-

88. (

2002

).

The

pres

ent r

esea

rch

exam

ined

how

impl

icit

raci

al a

ssoc

iatio

ns a

nd e

xplic

it ra

cial

atti

tude

s of

Whi

tes

rela

te to

be

havi

ors

and

impr

essi

ons

in in

terr

acia

l int

erac

tions

. Spe

cific

ally,

the

auth

ors

exam

ined

how

resp

onse

late

ncy

and

self-

repo

rt m

easu

res

pred

icte

d bi

as a

nd p

erce

ptio

ns o

f bia

s in

ver

bal a

nd n

onve

rbal

beh

avio

r exh

ibite

d by

W

hite

s w

hile

they

inte

ract

ed w

ith a

Bla

ck p

artn

er. A

s pr

edic

ted,

Whi

tes'

sel

f-rep

orte

d ra

cial

atti

tude

s si

gnifi

cant

ly

pred

icte

d bi

as in

thei

r ver

bal b

ehav

ior t

o B

lack

rela

tive

to W

hite

con

fede

rate

s. F

urth

erm

ore,

thes

e ex

plic

it at

titud

es p

redi

cted

how

muc

h fri

endl

ier W

hite

s fe

lt th

at th

ey b

ehav

ed to

war

d W

hite

than

Bla

ck p

artn

ers.

In

cont

rast

, the

resp

onse

late

ncy

mea

sure

sig

nific

antly

pre

dict

ed W

hite

s' n

onve

rbal

frie

ndlin

ess

and

the

exte

nt to

w

hich

the

conf

eder

ates

and

obs

erve

rs p

erce

ived

bia

s in

the

parti

cipa

nts'

frie

ndlin

ess.

Impr

ovin

g Te

achi

ng in

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

E

duca

tion:

Nat

iona

l Pro

fess

iona

l Sta

ndar

ds fo

r Tea

cher

s S

tand

ards

Foc

us A

reas

1.4

and

2.4

. Ma

Rhe

a, Z

., A

nder

son,

P.A

. an

d A

tkin

son,

B. F

inal

repo

rt to

AIT

SL.

(201

2).

http

://w

ww

.aits

l.edu

.au/

verv

e/_r

esou

rces

/MO

NA

SH

_S

TUD

Y_FI

NA

L_R

EP

OR

T_09

0920

12.p

df

Indi

geno

us A

ustra

lians

vis

ions

of t

he fu

ture

. Her

bert,

J.

Ngo

onjo

ok: A

jour

nal o

f Aus

tralia

n In

dige

nous

issu

es, N

umbe

r 33,

(2

008)

.

Bef

ore

begi

nnin

g th

is p

rese

ntat

ion,

I w

ould

like

to c

reat

e tw

o le

arni

ng s

cena

rios

and

I am

goi

ng to

ask

all

of y

ou,

as in

divi

dual

s, to

ste

p in

to e

ach

scen

ario

for a

few

mom

ents

and

refle

ct u

pon

your

eng

agem

ent,

as a

stu

dent

, w

ith a

key

pla

yer -

you

r tea

cher

. Age

doe

s no

t mat

ter.

You

may

hav

e be

en a

chi

ld o

r an

adul

t - th

e m

ain

thin

g is

th

at y

ou m

ove

back

into

you

r mem

ory

in a

crit

ical

list

enin

g m

ode.

Kee

ping

you

r eye

s cl

osed

whi

le w

e un

derta

ke

this

act

ivity

may

hel

p yo

u to

cap

ture

the

mem

orie

s m

ore

clea

rly. T

hirty

sec

onds

will

be

allo

wed

for e

ach

reca

ll an

d on

e m

inut

e fo

r sha

ring

the

mem

orie

s.

Indi

geno

us E

duca

tion

– A

lear

ning

jour

ney

for t

each

ers,

sch

ools

an

d co

mm

uniti

es. B

urrid

ge, W

hala

n &

Vau

ghen

. (20

12).

A re

port

on a

thre

e ye

ar b

ased

stu

dy o

f act

ion

lear

ning

in s

choo

ls th

at s

ough

t to

enha

nce

enga

gem

ent w

ith lo

cal

Abo

rigin

al c

omm

uniti

es to

pro

mot

e, q

ualit

y te

achi

ng a

nd im

prov

e st

uden

ts le

arni

ng o

utco

mes

.

Indi

geno

us e

duca

tion

and

the

ladd

er to

pro

sper

ity. L

angt

on, M

. (2

009)

.Th

is c

hapt

er fi

rstly

dis

cuss

es a

num

ber o

f key

issu

es s

urro

undi

ng In

dige

nous

edu

catio

n an

d ar

gues

for a

pl

anne

d or

gani

satio

n le

vel r

espo

nse

that

focu

s’ o

n qu

ality

edu

catio

nal o

utco

mes

with

mea

sura

ble,

lega

lly

bind

ing

unde

rtaki

ngs

to b

e m

ade

and

enac

ted.

Indi

geno

us e

duca

tion

and

treat

y: b

uild

ing

Indi

geno

us

man

agem

ent c

apac

ity. R

igne

y, L

(200

2).

Talk

s of

the

poss

ibili

ties

of In

dige

nous

juris

dict

ion

of In

dige

nous

edu

catio

n th

roug

h fo

rmal

agr

eem

ents

and

wha

t th

e co

ncep

t of a

trea

ty c

ould

mea

n in

rela

tion

to In

dige

nous

edu

catio

n.

http://www.aitsl.edu.au/verve/_resources/MONASH_STUDY_FINAL_REPORT_09092012.pdf


A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

68A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

“Ind

igen

ous

lear

ners

, lan

guag

e an

d id

entit

y: im

plic

atio

ns fo

r ed

ucat

ors”

. Her

bert,

J. C

hapt

er 5

in C

adm

an, K

. & O

’Reg

an, K

. (E

ds),

Tale

s ou

t of s

choo

l: Id

entit

y an

d E

nglis

h La

ngua

ge te

achi

ng

pp 7

2-85

. Flin

ders

Par

k S

A:

Dig

i-we-

doo.

(200

6).

I wou

ld li

ke to

beg

in th

is p

aper

by

expl

aini

ng th

at I

am n

ot a

n E

nglis

h as

a S

econ

d La

ngua

ge (E

SL)

edu

cato

r. R

athe

r, I a

m a

n A

borig

inal

edu

cato

r who

afte

r 20

year

s as

a c

lass

room

teac

her f

rom

pre

-sch

ool t

hrou

gh to

un

iver

sity

, mov

ed o

n to

bec

ome

a P-

12 g

uida

nce

offic

er, a

con

sulta

nt in

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nd

educ

atio

n an

d tra

inin

g, h

ead

of a

n In

dige

nous

uni

t in

a sc

hool

, and

fina

lly C

hair

of In

dige

nous

Aus

tralia

n S

tudi

es

with

in th

e un

iver

sity

sec

tor.

Dur

ing

the

past

40

year

s I h

ave

also

wor

ked

acro

ss a

num

ber o

f Aus

tralia

n st

ates

as

wel

l as

in P

apua

New

Gui

nea

and

Sau

di A

rabi

a. T

he d

iver

sity

of m

y ex

perie

nces

has

ena

bled

me

to a

cqui

re d

eep

insi

ghts

into

som

e of

the

issu

es th

at fa

ce th

ose

who

ent

er o

ur le

arni

ng e

nviro

nmen

ts w

ithou

t the

cap

acity

spe

ak

Sta

ndar

d A

ustra

lian

Eng

lish

(SA

E).

I ass

ume

I was

invi

ted

to p

artic

ipat

e in

this

pro

ject

to p

rovi

de a

n In

dige

nous

pe

rspe

ctiv

e. I

am h

onou

red

to h

ave

been

invi

ted

to c

ontri

bute

her

e to

repr

esen

t Ind

igen

ous

Aus

tralia

n vi

ewpo

ints

, let

me

stat

e at

the

begi

nnin

g I a

m e

xtre

mel

y aw

are

of th

e di

fficu

lty o

f suc

h a

task

. App

reci

atin

g th

e di

vers

ity o

f his

torie

s, c

ultu

res

and

life

expe

rienc

es a

mon

g A

borig

inal

and

Tor

res

Stra

it Is

land

Peo

ples

, I w

ould

po

int o

ut th

at n

o on

e pe

rson

can

spe

ak fo

r all.

It’s

a lo

ng ro

ad th

at h

as n

o en

ding

. Her

bert,

J. I

n S

ue M

cGin

ty

(ed)

, sha

ring

succ

ess:

an

indi

geno

us p

ersp

ectiv

e. C

omm

on

Gro

und

Pub

lishi

ng, A

ltona

, Vic

, Aus

tralia

, pp.

9-31

. (20

03).

This

pap

er e

xam

ines

the

notio

n of

Indi

geno

us "s

ucce

ss" i

n ed

ucat

ion.

Jour

nal o

f Aus

tralia

n In

dige

nous

Issu

es

http

://w

ww

.arts

.mon

ash.

edu.

au/ja

ii

The

Jour

nal o

f Aus

tralia

n In

dige

nous

Issu

es (J

AII)

is a

qua

lity

inte

rdis

cipl

inar

y ac

adem

ic jo

urna

l pub

lishi

ng

refe

reed

arti

cles

in a

ll ar

eas

of A

ustra

lian

Indi

geno

us S

tudi

es. I

t was

form

ed in

199

8.

Ret

hink

ing

indi

geno

us e

duca

tion:

cul

tura

lism

, col

onia

lism

and

the

polit

ics

of k

now

ing.

McC

onag

hy, C

., N

akat

a, M

.N. (

2000

).M

cCon

aghy

arg

ues

that

cul

tura

lism

in re

latio

n to

Indi

geno

us e

duca

tion

can

be c

ritic

ised

on

mor

al, c

once

ptua

l an

d po

litic

al g

roun

ds a

nd s

ugge

sts

a ne

ed fo

r 'po

stcu

ltura

lism

' with

in In

dige

nous

edu

catio

n. T

opic

s ad

dres

sed

incl

ude

scie

ntifi

c cu

ltura

lism

, 'pa

stor

al w

elfa

rism

' ass

imila

tion,

cul

tura

l rel

ativ

ism

and

radi

calis

m.

Lear

ning

jour

neys

: Ind

igen

ous

teac

hers

sha

ring

thei

r suc

cess

st

orie

s. H

erbe

rt, J

. (20

02).

The

purp

ose

of th

is p

ublic

atio

n is

to e

xplo

re In

dige

nous

per

cept

ions

of '

succ

ess'

as

rela

ted

to a

chie

vem

ent a

nd

also

to c

onsi

der t

he ro

le o

f edu

catio

n, e

spec

ially

teac

her e

duca

tion,

in te

rms

of p

repa

ring

peop

le to

ach

ieve

, as

a m

eans

of c

ontri

butin

g to

thei

r suc

cess

. The

'suc

cess

' may

be

at a

per

sona

l lev

el, o

r it m

ay b

e pr

ofes

sion

al.

Lite

racy

in A

borig

inal

con

text

s: re

-exa

min

ing

peda

gogy

. Wal

ton,

C.

In L

itera

cy in

con

text

s: A

ustra

lian

pers

pect

ives

and

issu

es. A

llan

Luke

, A.,

Gilb

ert,

P. (1

993)

.

This

pap

er e

xam

ines

som

e cu

rren

t lite

racy

rela

ted

peda

gogi

cal i

ssue

s in

the

cont

ext o

f Abo

rigin

al e

duca

tion

in

the

Nor

ther

n Te

rrito

ry.

“Mak

ing

the

invi

sibl

e vi

sibl

e: ra

ce, g

ende

r & te

achi

ng in

adu

lt ed

ucat

ion”

. Bro

wn,

A.,

Cer

rero

, R &

Joh

nson

-Bai

ley,

J. A

dult

Edu

catio

n Q

uarte

rly 5

0(4)

: 273

-88,

(200

0).

The

purp

ose

of th

is s

tudy

was

to u

nder

stan

d ho

w th

e so

ciet

al p

ositi

on o

f Afri

can

Am

eric

an w

omen

affe

cts

thei

r ex

perie

nces

whe

n te

achi

ng m

athe

mat

ics

to a

dults

in p

osts

econ

dary

inst

itutio

ns.


69A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

68A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

Nom

ads

and

educ

atio

n fo

r all:

edu

catio

n fo

r dev

elop

men

t or

dom

estic

atio

n? D

yer,

C. (

2001

).Th

e ar

ticle

reve

als

Edu

catio

n Fo

r All

as a

n id

eolo

gica

l not

ion,

refle

ctin

g va

lues

that

con

tradi

ct th

ose

of

nom

adic

gro

ups,

and

arg

ues

that

the

valu

e po

sitio

ns u

nder

lyin

g th

is n

otio

n ne

ed to

be

artic

ulat

ed a

nd fu

rther

co

ntex

tual

ised

if it

is n

ot s

impl

y to

refle

ct e

xist

ing,

and

exc

lusi

ve, h

egem

onie

s.

“Onl

ine

peer

revi

ew: a

n al

tern

ativ

e to

face

to fa

ce?”

Di G

iova

nni,

E

& N

agas

wam

i, G

. ELT

Jou

rnal

55(

3): 2

63-2

72, (

2001

).Th

e qu

estio

n of

whe

ther

onl

ine

peer

revi

ew (O

LPR

) can

be

a w

orth

whi

le a

ltern

ativ

e to

face

-to-fa

ce p

eer r

evie

w

(FFP

R) l

ed u

s to

und

erta

ke th

e ex

plor

ator

y st

udy

whi

ch is

pre

sent

ed in

this

arti

cle.

Pat

hway

s fo

r Ind

igen

ous

Edu

catio

n in

the

Aus

tralia

n C

urric

ulum

Fr

amew

ork.

Nak

ata,

M. T

he A

ustra

lian

Jour

nal o

f Ind

igen

ous

Edu

catio

n, 4

0, p

p 1-

8, (2

011)

.

This

arti

cle

refle

cts

on p

athw

ays

for I

ndig

enou

s ed

ucat

ion

in th

e de

velo

ping

age

nda

of th

e A

ustra

lian

Cur

ricul

um,

the

cros

s-cu

rric

ulum

prio

ritie

s, th

e ge

nera

l cap

abili

ty a

rea

of in

terc

ultu

ral u

nder

stan

ding

, and

the

posi

tioni

ng o

f In

dige

nous

lear

ners

with

in th

e di

vers

ity o

f lea

rner

s w

ith E

nglis

h as

an

addi

tiona

l lan

guag

e or

dia

lect

(EA

LD).

Pow

er-s

harin

g re

latio

nshi

ps w

ithin

cla

ssro

oms

- Rus

sell

Bis

hop,

R

., G

lynn

, T. I

n C

ultu

re c

ount

s: c

hang

ing

pow

er re

latio

ns in

ed

ucat

ion.

Bis

hop,

R.,

Gly

nn, T

. (20

03).

Is a

cha

pter

of s

ugge

stio

n th

at m

aps

way

s in

whi

ch w

e m

ight

add

ress

cha

lleng

es ra

ised

in th

is b

ook.

It

com

men

ces

with

the

need

to c

hang

e po

wer

rela

tions

hips

in c

lass

room

s an

d sc

hool

ing

in g

ener

al, a

nd th

en

mov

es o

n to

sug

gest

ing

how

we

as e

duca

tiona

lists

mig

ht c

reat

e le

arni

ng re

latio

nshi

ps w

ithin

cla

ssro

oms

whe

rein

le

arne

rs’ s

ense

-mak

ing

proc

esse

s ar

e us

ed a

nd d

evel

oped

in o

rder

that

they

may

suc

cess

fully

par

ticip

ate.

Rec

onci

ling

Indi

geno

us p

edag

ogy

and

SO

SE

. Nic

hol,

R.M

. (1

999)

.In

this

pap

er th

e ch

arac

teris

tics

of In

dige

nous

lear

ners

are

exa

min

ed a

nd p

edag

ogic

al s

trate

gies

to a

ssis

t in

both

stu

dent

s’ le

arni

ng a

nd te

ache

rs’ d

eliv

ery

are

expl

ored

. The

mes

sage

con

veye

d in

this

pap

er h

as p

artic

ular

re

leva

nce

for t

each

ing

SO

SE

and

SO

SE

rela

ted

subj

ects

to In

dige

nous

lear

ners

. It i

s al

so o

f con

side

rabl

e va

lue

to te

achi

ng S

OS

E to

non

-Indi

geno

us s

tude

nts

in A

ustra

lia a

nd e

lsew

here

.

Rep

rese

ntat

ions

of i

ndig

enou

s kn

owle

dge’

s in

sec

onda

ry s

choo

l sc

ienc

e te

xtbo

oks

in A

ustra

lia a

nd C

anad

a. N

inne

s, P

. (20

00).

This

pap

er e

mpl

oys

disc

ours

e an

alys

is te

chni

ques

to e

xam

ine

the

appr

oach

take

n to

min

ority

gro

up k

now

ledg

e’s

in tw

o re

cent

ly p

ublis

hed

sets

of j

unio

r sec

onda

ry s

cien

ce te

xts,

one

use

d in

Aus

tralia

and

the

othe

r in

Can

ada,

w

ith a

spe

cific

focu

s on

the

inco

rpor

atio

n of

indi

geno

us k

now

ledg

e’s

into

the

text

s. A

n ev

alua

tion

is p

rovi

ded

on th

e ki

nds

of in

dige

nous

kno

wle

dge’

s in

corp

orat

ed in

the

text

s an

d th

e st

reng

ths

and

wea

knes

ses

of th

e ap

proa

ches

use

d.

Ret

hink

ing

whi

te s

upre

mac

y: w

ho c

ount

s in

'Whi

te W

orld

'. G

illbo

rn,

D. (

2006

).Th

e ar

ticle

add

ress

es th

e na

ture

of p

ower

rela

tions

that

sus

tain

and

dis

guis

e w

hite

raci

al h

egem

ony

in

cont

empo

rary

‘Wes

tern

’ soc

iety

. Fol

low

ing

the

insi

ghts

offe

red

by c

ritic

al ra

ce th

eory

(CR

T), w

hite

sup

rem

acy

is

conc

eive

d as

a c

ompr

ehen

sive

con

ditio

n w

here

by th

e in

tere

sts

and

perc

eptio

ns o

f whi

te s

ubje

cts

are

cont

inua

lly

plac

ed c

entre

sta

ge a

nd a

ssum

ed a

s ‘n

orm

al’.

Thes

e pr

oces

ses

are

anal

ysed

thro

ugh

two

very

diff

eren

t ep

isod

es.

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

70A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

Sca

ffold

ing

read

ing

and

writ

ing

for I

ndig

enou

s ch

ildre

n in

sch

ool.

Ros

e, D

., G

ray,

B &

Cow

ey, W

. In

Dou

ble

pow

er: E

nglis

h lit

erac

y an

d in

dige

nous

edu

catio

n. W

igne

ll, P

. Nat

iona

l Lan

guag

es a

nd

Lite

racy

Inst

itute

of A

ustra

lia, (

1999

).

This

cha

pter

repo

rts o

n a

liter

acy

teac

hing

app

roac

h th

at is

ena

blin

g In

dige

nous

lear

ners

to s

ucce

ssfu

lly re

ad

and

writ

e te

xts

that

are

app

ropr

iate

for t

heir

scho

ol y

ears

acr

oss

the

curr

icul

um

Sha

ring

succ

ess:

an

indi

geno

us p

ersp

ectiv

e: p

aper

s fro

m th

e se

cond

nat

iona

l Aus

tralia

n In

dige

nous

Edu

catio

n C

onfe

renc

e /

edite

d by

Sue

McG

inty

. (20

03).

“Sha

ring

succ

ess:

An

Indi

geno

us p

ersp

ectiv

e”, r

eflec

ts th

e fo

cus

of w

ork

in re

cent

yea

rs b

y In

dige

nous

ed

ucat

ors

and

rese

arch

ers.

Som

e th

ough

ts o

n lit

erac

y is

sues

in In

dige

nous

con

text

s - M

artin

N

akat

a, (2

003)

.Th

is re

port

look

s at

the

polic

y pr

iorit

ies

and

cultu

ral t

ensi

ons

that

sha

pe th

e ed

ucat

ion

of In

dige

nous

Peo

ples

, an

d ho

w th

e cu

rren

t cul

tura

l fra

mew

ork,

whi

ch e

mer

ged

out o

f Hum

an R

ight

s ac

tiviti

es a

nd a

nthr

opol

ogic

al

rese

arch

, has

man

y po

sitiv

es b

ut is

in d

ange

r of o

vere

mph

asis

ing

cultu

ral d

iffer

ence

in th

e le

arni

ng m

odel

.

“Spe

akin

g of

race

& e

thni

c id

entit

ies:

exp

lorin

g m

ultic

ultu

ral

curr

icul

a”. A

rber

, R (2

008)

.Th

is s

tudy

exa

min

es th

e w

ays

that

teac

hers

and

par

ents

in o

ne u

rban

sch

ool s

peak

abo

ut ra

ce a

nd e

thni

city

in

the

mid

st o

f the

se c

hang

es. B

enea

th th

e iro

nic

rela

tions

hip

betw

een

diffe

renc

e an

d sa

men

ess

whi

ch u

nder

pins

m

ultic

ultu

ral d

ebat

e ar

e di

ffere

nt u

nder

stan

ding

s th

at d

eter

min

e w

ays

som

e be

long

and

som

e do

not

bel

ong

with

in th

e sc

hool

com

mun

ity.

Teac

hing

Indi

geno

us C

hild

ren:

Lis

teni

ng to

and

Lea

rnin

g fro

m

Indi

geno

us T

each

ers.

Aus

tralia

n Jo

urna

l of T

each

er E

duca

tion.

36

(10)

, 65-

76. S

anto

ro, N

., R

eid,

J.,

Cra

wfo

rd, L

., S

imps

on, L

. (2

011)

.

This

arti

cle

is b

ased

on

the

findi

ngs

of a

qua

litat

ive

case

stu

dy th

at e

xam

ined

the

prof

essi

onal

exp

erie

nces

and

ca

reer

pat

hway

s of

fifty

cur

rent

and

form

er A

ustra

lian

Indi

geno

us te

ache

rs. H

ere,

we

draw

on

data

obt

aine

d fro

m s

emi-s

truct

ured

inte

rvie

ws

with

the

teac

hers

to h

ighl

ight

thei

r kno

wle

dge

in th

ree

key

area

s: ‘I

ndig

enou

s w

ays

of k

now

ing’

, ‘In

dige

nous

lear

ners

’ liv

es b

eyon

d th

e cl

assr

oom

’ and

‘Bui

ldin

g re

latio

nshi

ps w

ith In

dige

nous

st

uden

ts a

nd c

omm

uniti

es’.

We

sugg

est t

hat I

ndig

enou

s te

ache

rs c

an p

oten

tially

pla

y im

porta

nt ro

les

as te

ache

r ed

ucat

ors

and

as m

ento

rs to

non

-Indi

geno

us te

ache

rs a

nd p

rese

rvic

e te

ache

rs. W

e ar

gue

that

it is

impo

rtant

for

scho

olin

g sy

stem

s an

d te

ache

r edu

catio

n to

cre

ate

and

form

alis

e op

portu

nitie

s fo

r non

-Indi

geno

us te

ache

rs a

nd

pres

ervi

ce te

ache

rs to

list

en to

, and

lear

n fro

m th

eir I

ndig

enou

s co

lleag

ues.

The

Aus

tralia

n Jo

urna

l of I

ndig

enou

s E

duca

tion

(AJI

E)

This

jour

nal h

as p

laye

d a

vita

l rol

e in

rais

ing

awar

enes

s of

edu

catio

nal i

ssue

s fo

r Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

Peo

ples

; fos

terin

g de

bate

am

ong

rese

arch

ers,

gov

ernm

ent r

epre

sent

ativ

es a

nd c

omm

unity

gro

ups;

and

sh

arin

g st

orie

s of

suc

cess

bet

wee

n bo

th In

dige

nous

and

non

-Indi

geno

us p

ract

ition

ers

posi

tione

d in

the

broa

d ar

ea o

f Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

edu

catio

n.

71A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

70A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

The

Cha

lleng

e to

Dec

ultu

ralis

atio

n: D

isco

urse

s of

Eth

nici

ty in

th

e sc

hool

ing

of In

dige

nous

chi

ldre

n in

Aus

tralia

and

the

US

A.

Hic

klin

g-H

udso

n, A

& A

hlqu

ist,

R (2

004)

.

This

pap

er a

naly

ses

the

com

petin

g di

scou

rses

of e

thni

city

and

cul

ture

in s

choo

l cur

ricul

a of

fere

d to

Indi

geno

us

child

ren

in th

e U

SA

and

Aus

tralia

. Hav

ing

obse

rved

a v

arie

ty o

f sch

ools

in th

e U

SA

and

Aus

tralia

, the

aut

hors

se

lect

ed c

ase

stud

ies

of fo

ur s

choo

ls th

at s

erve

bot

h ru

ral a

nd u

rban

indi

geno

us p

opul

atio

ns: a

sta

te p

rimar

y sc

hool

in a

n A

borig

inal

set

tlem

ent i

n ou

tbac

k A

ustra

lia; a

sta

te p

rimar

y sc

hool

in a

sm

all t

own

with

a la

rge

prop

ortio

n of

nat

ive

Am

eric

ans

in th

e U

SA

; an

Indi

geno

us c

omm

unity

con

trolle

d pr

imar

y sc

hool

in u

rban

A

ustra

lia; a

nd, a

n In

dige

nous

com

mun

ity-c

ontro

lled

prim

ary

scho

ol in

a ru

ral n

ativ

e A

mer

ican

set

tlem

ent i

n th

e U

SA

.

The

com

pone

nts

of B

est-P

ract

ice

Indi

geno

us E

duca

tion:

A

com

para

tive

revi

ew- A

ndre

w G

riffit

hs. I

n Th

e A

ustra

lian

jour

nal o

f In

dige

nous

Edu

catio

n, 4

0 pp

69-

80. (

2011

).

This

arti

cle

draw

s to

geth

er th

e ex

istin

g in

tern

atio

nal e

vide

nce

to d

evel

op a

set

of b

est-p

ract

ice

com

pone

nts

for I

ndig

enou

s ed

ucat

ion.

The

aut

hor i

nten

ds fo

r the

se c

ompo

nent

s to

pro

vide

pra

ctic

al g

uida

nce

for p

rogr

am

deve

lope

rs w

ho m

ay c

urre

ntly

be

deve

lopi

ng p

rogr

ams

with

out t

he b

enefi

t of a

n ex

istin

g ev

iden

ce b

ase,

whi

le

also

ack

now

ledg

ing

the

need

to e

xpan

d th

e ev

iden

ce b

ase

and

cont

inue

to re

fine

this

set

of c

ompo

nent

s to

m

axim

ise

thei

r util

ity.

The

1998

Wen

twor

th L

ectu

re. R

aym

attja

, M. (

1999

).“T

he 1

998

Wen

twor

th L

ectu

re”

pape

r pre

sent

ed a

t the

Wen

twor

th L

ectu

re. T

he ta

sk a

head

is to

con

vinc

e th

e D

epar

tmen

t of E

duca

tion

and

the

Com

mon

wea

lth g

over

nmen

t tha

t Yol

ngu

asse

ssm

ent a

nd e

valu

atio

n m

etho

ds

can

and

shou

ld b

e de

velo

ped.

Trea

ty: L

et’s

get

it ri

ght!

Rig

ney,

L. (

2003

).A

col

lect

ion

of e

ssay

s fro

m A

TSIC

’s tr

eaty

thin

k ta

nk a

nd a

utho

rs c

omm

issi

oned

by

AIA

TSIS

on

treat

y is

sues

(In

dige

nous

Edu

catio

n, L

angu

ages

and

Tre

aty:

The

Red

efini

tion

of a

New

Rel

atio

nshi

p w

ith A

ustra

lia)

Wap

ar m

unu

Man

taku

Nin

tirin

gany

i-Lea

rnin

g ab

out t

he D

ream

ing

and

Land

. Mon

a Tu

r, N

., U

lalk

a Tu

r, S

. In

Sha

ring

spac

es:

indi

geno

us a

nd n

on-in

dige

nous

resp

onse

s to

sto

ry, c

ount

ry a

nd

right

s. W

orby

, G.,

Rig

ney,

L. (

2006

).

A c

olle

ctio

n of

con

vers

atio

ns a

nd e

ssay

s by

Eld

ers,

indi

geno

us a

nd n

on-in

dige

nous

sch

olar

s ad

dres

ses

a ra

nge

of c

onte

mpo

rary

issu

es in

clud

ing

the

polit

ics

of s

pace

sha

ring

deriv

ed fr

om a

col

onia

l his

tory

of n

on-s

harin

g, th

e re

latio

nshi

p be

twee

n th

e st

orie

s A

ustra

lians

tell

them

selv

es a

bout

thei

r pla

ce a

s a

natio

n.

Wha

t a g

reat

tim

e to

be

a te

ache

r. P

asco

e, B

. (20

12).

http

://ea

ster

nsta

tesl

angu

ages

.org

.au/

wha

t-a-g

reat

-tim

e-to

-be

-a-te

ache

r/

Whi

te P

rivile

ge: U

npac

king

the

Invi

sibl

e K

naps

ack.

McI

ntos

h, P

. (1

989)

ht

tp://

ww

w.n

ymbp

.org

/refe

renc

e/W

hite

Priv

ilege

.pdf

http://easternstateslanguages.org.au/what-a-great-time-to-be-a-teacher/


A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

72A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

Woo

lani

ng: a

n E

xper

imen

t in

Indi

geno

us E

duca

tion.

War

dell,

M.

(200

6).

This

pap

er is

bas

ed o

n re

cent

eth

nogr

aphi

c fie

ldw

ork

at a

rem

ote

regi

onal

boa

rdin

g sc

hool

for A

borig

inal

st

uden

ts o

f the

Dal

y R

iver

regi

on o

f the

Nor

ther

n Te

rrito

ry. T

his

scho

ol s

houl

ders

the

com

plex

and

see

min

gly

cont

radi

ctor

y id

entit

y of

a c

omm

unity

man

aged

, ind

epen

dent

Chr

istia

n sc

hool

, fun

ded

by th

e Fe

dera

l go

vern

men

t.

BOOK

SDE

SCRI

PTIO

N

A is

for A

unty

. Rus

sell,

E. S

ydne

y: A

BC

Boo

ks. (

2000

).Th

is b

ook

was

insp

ired

by a

borig

inal

arti

st E

lain

e R

usse

ll's c

hild

hood

mem

orie

s of

her

fam

ily a

nd th

eir l

ife o

n th

e m

issi

on a

t Mur

rin B

ridge

. Eac

h le

tter o

f the

alp

habe

t tak

es th

e re

ader

on

a di

ffere

nt jo

urne

y th

roug

h th

e da

ily

even

ts o

f Ela

ine'

s ch

ildho

od -

bein

g ch

ased

by

emus

, bill

ycar

t rac

ing,

look

ing

afte

r her

pet

pos

sum

, pic

king

qu

ando

ngs.

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

Edu

catio

n: A

n in

trodu

ctio

n fo

r th

e te

achi

ng p

rofe

ssio

n. P

rice,

K. (

2012

).A

borig

inal

and

Tor

res

Stra

it Is

land

er E

duca

tion:

An

Intro

duct

ion

for t

he T

each

ing

Pro

fess

ion

prep

ares

stu

dent

s fo

r the

cla

ssro

om a

nd c

omm

unity

env

ironm

ents

they

will

enc

ount

er w

hen

teac

hing

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

chi

ldre

n in

urb

an, r

ural

and

rem

ote

scho

ols

at e

arly

chi

ldho

od, p

rimar

y an

d se

cond

ary

leve

ls. T

he b

ook

addr

esse

s m

any

issu

es a

nd c

halle

nges

face

d by

teac

her e

duca

tion

stud

ents

and

ass

ists

them

to u

nder

stan

d th

e de

eper

soc

ial,

cultu

ral a

nd h

isto

rical

con

text

of a

borig

inal

and

Tor

res

Stra

it Is

land

er E

duca

tion.

“An

othe

r ide

ntity

: Rac

e, e

thni

city

& e

duca

tion

in g

loba

lised

tim

es”.

Arb

er, R

Spr

inge

r. A

cade

mic

Pub

lishe

rs. (

2008

).Th

is b

ook

prov

ides

a re

sear

ch n

arra

tive

of th

e w

ay a

n ur

ban

scho

ol c

omm

unity

spe

aks

abou

t rac

e an

d et

hnic

rela

tions

hips

in ti

mes

of c

hang

e. It

ana

lyse

s th

e hi

stor

y of

mul

ticul

tura

l pol

icy

and

prac

tice

in A

ustra

lia.

Cov

erag

e al

so d

iscu

sses

the

stru

ggle

to u

nder

stan

d id

entit

y an

d ra

ce a

nd c

ultu

ral d

iffer

ence

and

pre

sent

s a

com

preh

ensi

ve m

etho

dolo

gica

l fra

mew

ork

to e

xplo

re th

e co

mpl

ex in

tera

ctio

ns th

at s

hape

race

and

eth

nic

rela

tions

hips

.

Bei

ng A

borig

inal

. Ric

hard

Bro

ome.

(1st

ed)

Alle

n &

Unw

in

Cro

ws

Nes

t, N

.S.W

. (20

05).

Ric

hard

Bro

ome

tells

the

stor

y of

the

impa

ct o

f Eur

opea

n id

eas,

gun

s, k

iller

mic

robe

s an

d a

past

oral

eco

nom

y on

the

netw

orks

of k

insh

ip, t

rade

and

cul

ture

s th

at v

ario

us A

borig

inal

Peo

ples

of V

icto

ria h

ad d

evel

oped

ove

r m

illen

nia.

Fro

m fi

rst s

ettle

men

t to

the

pres

ent,

he s

how

s ho

w A

borig

inal

fam

ilies

hav

e co

ped

with

ong

oing

di

srup

tion

and

disp

lace

men

t, an

d ho

w in

divi

dual

s an

d gr

oups

hav

e ch

alle

nged

the

syst

em.

Bei

ng b

lack

Abo

rigin

al c

ultu

res

in 's

ettle

d' A

ustra

lia. K

een,

I &

A

ustra

lian

Inst

itute

of A

borig

inal

Stu

dies

. Abo

rigin

al S

tudi

es P

ress

fo

r Aus

tralia

n In

stitu

te o

f Abo

rigin

al S

tudi

es, C

anbe

rra,

(198

8).

This

vol

ume

brin

gs to

geth

er re

sults

of r

esea

rch

by a

nthr

opol

ogis

ts o

n th

e so

cial

life

of p

eopl

e w

ho u

sed

to b

e la

belle

d 'p

art-A

borig

ines

' or '

urba

n A

borig

ines

'. Is

sues

dis

cuss

ed in

clud

e ba

ses

of id

entit

y, ti

es o

f fam

ily, s

truct

ure

of c

omm

unity

, way

s of

spe

akin

g, b

elie

fs a

nd fe

elin

gs a

bout

cou

ntry

, and

atti

tude

s to

the

past

.

'Cul

tura

l com

pete

nce'

and

Nat

iona

l Pro

fess

iona

l Sta

ndar

ds fo

r Te

ache

rs. P

erso

, T. &

Cen

tre fo

r Stra

tegi

c E

duca

tion

(Vic

.). E

ast

Mel

bour

ne, V

ic. (

2012

).

Thel

ma

Per

so d

iscu

sses

how

som

e of

the

stan

dard

s’ fo

cus

area

s re

fer s

peci

fical

ly to

the

teac

hing

and

lear

ning

of

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

stu

dent

s, in

reco

gniti

on o

f the

con

com

itant

urg

ency

aro

und

‘clo

sing

the

gap’

bet

wee

n th

e ac

hiev

emen

t of I

ndig

enou

s an

d no

n-In

dige

nous

stu

dent

s. S

he c

omm

ents

on

the

sign

ifica

nce

of ‘c

ultu

ral c

ompe

tenc

y’ a

nd o

utlin

es s

ome

of h

er c

once

rns

rega

rdin

g th

e po

tent

ial o

f the

sta

ndar

ds to

rais

e th

e qu

ality

of t

each

ing

to th

e ex

tent

that

the

‘gap

’ will

be

addr

esse

d.

73A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

72A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

Dis

cipl

inin

g th

e S

avag

es, S

avag

ing

the

Dis

cipl

ines

. Nak

ata,

M.

(200

7).

Dis

cipl

inin

g th

e S

avag

es: S

avag

ing

the

Dis

cipl

ines

pro

vide

s an

alte

rnat

ive

read

ing

for t

hose

stru

gglin

g at

the

cont

radi

ctor

y an

d am

bigu

ous

inte

rsec

tions

of a

cade

mia

and

Indi

geno

us e

xper

ienc

e. In

doi

ng s

o, it

mov

es

beyo

nd th

e us

ual c

ritic

ism

s of

the

disc

iplin

es w

hich

con

stru

ct th

e w

ay w

e ha

ve c

ome

to k

now

and

und

erst

and

Indi

geno

us P

eopl

es.

Dec

olon

izin

g co

gniti

ve im

peria

lism

in e

duca

tion

- Mar

ie B

attis

te,

Jam

es H

ende

rson

. In

Pro

tect

ing

Indi

geno

us k

now

ledg

e an

d he

ritag

e: a

glo

bal c

halle

nge.

(200

0).

The

auth

ors

illus

trate

why

cur

rent

lega

l reg

imes

are

inad

equa

te to

pro

tect

Indi

geno

us k

now

ledg

e an

d pu

t for

war

d id

eas

for r

efor

m. T

he b

ook

look

s at

the

issu

es fr

om a

n in

tern

atio

nal p

ersp

ectiv

e an

d ex

plor

es d

evel

opm

ents

in

vario

us c

ount

ries

incl

udin

g C

anad

a, th

e U

nite

d S

tate

s, A

ustra

lia, N

ew Z

eala

nd, t

he w

ork

of th

e U

nite

d N

atio

ns,

and

rele

vant

inte

rnat

iona

l agr

eem

ents

.

Edu

catin

g fo

r div

ersi

ty a

nd s

ocia

l jus

tice.

Ked

die,

A. N

ew Y

ork:

R

outle

dge.

(201

2).

The

pers

onal

sto

ries

of e

duca

tors

who

are

eng

agin

g th

e sp

ace

of s

choo

ling

as a

site

of p

ossi

bilit

y fo

r rea

lizin

g th

e go

als

of s

ocia

l jus

tice.

It is

a b

ook

insp

ired

by a

vis

ion

of e

duca

tion

as a

pra

ctic

e of

free

dom

whe

re y

oung

pe

ople

– e

spec

ially

thos

e w

ho a

re m

argi

naliz

ed –

can

lear

n th

at th

ey h

ave

a vo

ice

and

the

pow

er to

cha

nge

thei

r w

orld

for t

he b

ette

r.

Eng

agin

g w

ith L

earn

scap

es: C

onne

ctin

g co

mm

unity

and

sch

ool.

Boy

le, C

. & W

alla

ce, A

. (20

09).

Ret

rieve

d fro

m h

ttp://

rese

arch

outp

ut.c

su.e

du.a

u/R

/-?f

unc=

dbin

-jum

p-fu

ll&ob

ject

_id=

1178

7&lo

cal_

base

=G

EN

01-

CS

U01

A s

mal

l rur

al p

rimar

y sc

hool

has

cre

ativ

ely

adop

ted

a Le

arns

cape

as

a si

gnifi

cant

focu

s to

eng

age

with

its

com

mun

ity. W

ithin

the

scho

ol th

e Le

arns

cape

s P

rogr

am w

orks

from

the

clas

sroo

m to

the

play

grou

nd a

nd

from

ther

e to

the

broa

der c

omm

unity

to c

reat

e a

new

pla

ce fo

r lea

rnin

g. T

he L

earn

scap

es P

rogr

am a

llow

s cr

oss

curr

icul

um b

ound

arie

s to

em

erge

and

in th

e ca

se o

f thi

s sc

hool

faci

litat

es a

ctiv

e pa

rtici

patio

n w

ith th

e sc

hool

com

mun

ity, i

n w

ays

that

reen

gage

cul

ture

, the

com

mun

ity a

nd c

urric

ulum

. The

exp

erie

nces

of t

his

rura

l sc

hool

as

it pr

omot

es le

arni

ng a

cros

s th

e w

hole

com

mun

ity th

roug

h th

e ex

plor

atio

n of

Indi

geno

us c

ultu

re u

sing

Le

arns

cape

s ar

e do

cum

ente

d.

Firs

t Peo

ples

: Ind

igen

ous

Cul

ture

s A

nd T

heir

Futu

res.

Sis

sons

, J.

Rea

ktio

n B

ooks

, (20

05).

Firs

t Peo

ples

exp

lore

s ho

w, i

nste

ad o

f bei

ng a

bsor

bed

into

a h

omog

eneo

us m

oder

nity

, ind

igen

ous

cultu

res

are

activ

ely

shap

ing

alte

rnat

ive

futu

res

for t

hem

selv

es a

nd a

ppro

pria

ting

glob

al re

sour

ces

for t

heir

own

cultu

rally

sp

ecifi

c ne

eds.

Fro

m th

e In

uit a

nd S

aam

i in

the

north

to th

e M

aori

and

Abo

rigin

al A

ustra

lians

in th

e so

uth

to th

e A

mer

ican

Indi

ans

in th

e w

est,

Sis

sons

sho

ws

that

for i

ndig

enou

s P

eopl

es, c

ultu

re is

mor

e th

an s

impl

y he

ritag

e-it

is a

con

tinuo

us p

roje

ct o

f pre

serv

atio

n an

d re

viva

l.

Gap

s in

Aus

tralia

’s In

dige

nous

Lan

guag

e P

olic

y: D

ism

antli

ng

bilin

gual

edu

catio

n in

the

Nor

ther

n Te

rrito

ry. S

imps

on, J

., C

affre

y,

J. &

McC

onve

ll, P

, (20

09).

Thro

ugh

natio

nal a

nd in

tern

atio

nal e

vide

nce

this

dis

cuss

ion

pape

r out

lines

the

cogn

itive

, soc

ieta

l and

edu

catio

n be

nefit

s of

bili

ngua

l edu

catio

n fo

r chi

ldre

n w

hose

firs

t lan

guag

e is

not

Eng

lish.

It is

ant

icip

ated

that

this

pap

er w

ill

stim

ulat

e po

litic

al d

iscu

ssio

n on

usi

ng e

vide

nce-

base

d re

sear

ch to

impr

ove

educ

atio

n fo

r Aus

tralia

’s In

dige

nous

ch

ildre

n.

http://researchoutput.csu.edu.au/R/-?func=dbin-jump-full&object_id=11787&local_base=GEN01-CSU01

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

74A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

Hon

ey A

nt R

eade

rs. J

ames

, M. H

oney

Ant

Edu

catio

n (2

011)

.Th

e H

oney

Ant

Rea

ders

is a

n ex

citin

g ne

w li

tera

cy p

rogr

am th

at In

dige

nous

lear

ners

can

rela

te to

, suc

ceed

with

, an

d fe

el p

roud

of.

The

prog

ram

incl

udes

a s

et o

f 20

book

s th

at g

radu

ally

bui

ld th

e re

ader

’s v

ocab

ular

y, d

ecod

ing

skill

s an

d co

nfide

nce

tow

ards

read

ing

succ

ess.

The

mes

, sto

ries,

illu

stra

tions

and

wor

ds a

re c

onsi

sten

t with

In

dige

nous

kno

wle

dge,

lang

uage

and

cul

ture

. The

boo

ks a

re c

ompl

emen

ted

by le

arni

ng m

ater

ials

suc

h as

lette

r, w

ord

and

pict

ure

card

s, a

ctiv

ity b

ooks

, boa

rd g

ames

and

a s

ong

and

rhym

e bo

ok.

The

teac

her r

esou

rces

are

eas

y to

use

and

rele

vant

to th

e A

ustra

lian

curr

icul

um, m

akin

g le

arni

ng to

read

fun

for

all a

ges!

Impr

ovin

g A

borig

inal

Num

erac

y. P

erso

, T. A

ustra

lian

Ass

ocia

tion

of M

athe

mat

ics

Teac

hers

Inc.

(200

3).

Inte

nded

for t

hose

inte

rest

ed in

mul

ticul

tura

l mat

hem

atic

s ed

ucat

ion,

this

boo

k is

des

igne

d to

hel

p A

ustra

lian

teac

hers

mee

t the

nee

ds o

f Abo

rigin

al s

tude

nts.

It p

rovi

des

not o

nly

a th

orou

gh d

iscu

ssio

n of

bac

kgro

und

and

issu

es b

ut a

lso

expl

icit

iden

tifica

tion

of th

eir i

mpl

icat

ions

in th

e cl

assr

oom

Lear

ning

and

teac

hing

in th

e cr

oss-

cultu

ral c

lass

room

. Har

rison

, N

. (19

97).

The

auth

or s

imul

tane

ousl

y an

alys

es h

is o

wn

expe

rienc

es in

Indi

geno

us e

duca

tion

over

the

last

25

year

s to

pr

oduc

e a

pers

onal

nar

rativ

e th

at ru

ns p

aral

lel t

o a

scie

ntifi

c di

scou

rse

thro

ugho

ut th

e bo

ok.

On

the

fring

e of

cur

ricul

um: s

ilent

apa

rthei

d as

an

impe

dim

ent

in th

e pa

th o

f rec

onci

liatio

n. R

ose,

M J

. Cen

tre fo

r Stra

tegi

c E

duca

tion

(Vic

.), (2

007)

.

This

pap

er p

rese

nts

the

key

poin

ts a

nd c

halle

nges

add

ress

ed b

y D

r Mar

k R

ose

in h

is k

eyno

te p

rese

ntat

ion

at

the

Yapa

neye

puk

Indi

geno

us E

duca

tion

Con

fere

nce,

hel

d on

27-

28 M

ay 2

007.

The

aut

hor e

xplo

res

the

conc

ept

of c

ultu

ral g

enoc

ide

as th

e pr

ogen

y of

col

onia

lism

and

how

this

has

impa

cted

on

the

educ

atio

n of

indi

geno

us

Aus

tralia

ns. S

peci

fical

ly, h

e in

vest

igat

es h

ow in

dige

nous

kno

wle

dge,

cul

ture

and

trad

ition

hav

e be

en re

lega

ted

to

the

fring

e of

the

curr

icul

um in

mos

t stre

ams

of th

e ed

ucat

iona

l sup

ply

chai

n.

Per

spec

tives

on

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

Edu

catio

n.

Par

tingt

on, G

. (ed

), (1

983)

.P

rovi

des

guid

ance

to te

ache

rs a

nd s

tude

nt te

ache

rs in

brin

ging

abo

ut c

hang

e in

rega

rds

to In

dige

nous

st

uden

ts a

nd th

eir e

duca

tiona

l out

com

es. I

t exa

min

es th

e fo

unda

tions

of I

ndig

enou

s ed

ucat

ion

and

prov

ides

un

ders

tand

ing

and

info

rmat

ion

to e

nabl

e te

ache

rs to

wor

k m

ore

effe

ctiv

ely

with

Indi

geno

us s

tude

nts.

Ref

orm

& R

esis

tanc

e in

Abo

rigin

al E

duca

tion

(fully

revi

sed

editi

on).

Ber

esfo

rd, Q

., P

artin

gton

, G. &

Gow

er, G

. (ed

s), (

2012

).Th

is fu

lly re

vise

d ed

ition

of R

efor

m &

Res

ista

nce

brin

gs to

geth

er a

rang

e of

exp

erts

from

acr

oss

Aus

tralia

who

dr

aw o

n th

eir r

esea

rch

to e

xam

ine

and

refle

ct o

n th

e pr

ogre

ss a

nd th

e ch

alle

nges

in In

dige

nous

edu

catio

n. In

se

tting

out

the

issu

es, a

bal

ance

has

bee

n st

ruck

bet

wee

n re

sear

ch/th

eory

bas

ed p

ersp

ectiv

es a

nd p

ract

ition

er –

ba

sed

ones

. The

com

bina

tion

of th

e tw

o ap

proa

ches

will

bes

t ser

ve th

e di

vers

e au

dien

ces

for w

hom

this

boo

k is

ai

med

; pre

-ser

vice

teac

hers

, edu

catio

nal a

dmin

istra

tors

and

pol

icy

mak

ers.

Stro

ng a

nd S

mar

t – T

owar

ds a

ped

agog

y fo

r em

anci

patio

n:

Edu

catio

n fo

r Firs

t Peo

ples

. Sar

ra, C

. (20

12).

http

://w

ww

.aia

tsis

.gov

.au/

asp/

wel

com

e.ht

ml

Dr C

hris

Sar

ra te

lls u

s ho

w h

e ov

erca

me

low

exp

ecta

tions

for h

is fu

ture

to b

ecom

e an

edu

cato

r who

has

sou

ght

to c

hang

e th

e tid

e of

low

exp

ecta

tions

for o

ther

Indi

geno

us s

tude

nts.

http://www.aiatsis.gov.au/asp/welcome.html

75A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

74A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

Teac

hing

and

Lea

rnin

g in

Abo

rigin

al E

duca

tion.

Har

rison

, N. (

2nd

ed),

(201

1).

This

boo

k ba

lanc

es th

e pr

actic

al, t

he p

erso

nal a

nd th

e th

eore

tical

to c

onve

y th

e ric

hnes

s of

div

ersi

ty th

at is

fo

und

with

in A

ustra

lian

clas

sroo

ms.

It is

for p

re-s

ervi

ce a

nd b

egin

ning

teac

hers

wor

king

in u

rban

, rur

al a

nd

rem

ote

cont

exts

. It i

nclu

des

wor

king

with

Abo

rigin

al s

tude

nts,

as

wel

l as

teac

hing

Abo

rigin

al p

ersp

ectiv

es to

no

n-A

borig

inal

stu

dent

s w

ith a

n ov

eral

l aim

of t

he te

xt to

enc

oura

ge te

ache

rs to

mak

e A

borig

inal

Aus

tralia

a

sign

ifica

nt a

nd o

ngoi

ng re

fere

nce

poin

t for

all

stud

ents

.

UN

ES

CO

and

Indi

geno

us P

eopl

e: P

artn

ersh

ip to

Pro

mot

e C

ultu

ral

Div

ersi

ty. U

NE

SC

O. (

2006

).Th

is b

ookl

et h

as th

ree

mai

n ob

ject

ives

. Firs

t and

fore

mos

t, it

was

con

ceiv

ed a

s a

tool

for a

ll co

ncer

ned

parti

es

who

wis

h to

con

tribu

te to

the

impl

emen

tatio

n of

the

Org

aniz

atio

n’s

prog

ram

me

rele

vant

to th

e rig

hts

and

inte

rest

s of

indi

geno

us P

eopl

es. S

econ

dly,

it s

erve

s to

pre

sent

UN

ES

CO

’s in

volv

emen

t in

the

impl

emen

tatio

n of

the

Firs

t Int

erna

tiona

l Dec

ade

of th

e W

orld

’s In

dige

nous

Peo

ple

and

the

vario

us a

ctiv

ities

und

erta

ken

by

UN

ES

CO

in it

s fie

lds

of c

ompe

tenc

e: e

duca

tion,

soc

ial a

nd n

atur

al s

cien

ce, c

ultu

re a

nd c

omm

unic

atio

n.

Mor

eove

r, th

is p

ublic

atio

n be

ars

witn

ess

to U

NE

SC

O’s

com

mitm

ent t

o ta

ke in

to a

ccou

nt th

e pr

opos

als

of

indi

geno

us P

eopl

es w

ith a

vie

w to

ela

bora

ting

spec

ific

wor

king

act

ion

prog

ram

mes

to e

nhan

ce th

eir c

ultu

ral

iden

tity

and

to e

ncou

rage

inte

r- cu

ltura

l dia

logu

e, w

hich

is in

crea

sing

ly re

cogn

ized

as

the

indi

spen

sabl

e ba

sis

for

any

sust

aina

ble

deve

lopm

ent p

olic

y. T

his

third

obj

ectiv

e w

ill b

e ad

dres

sed

with

in th

e fra

me-

wor

k of

the

Sec

ond

Inte

rnat

iona

l Dec

ade.

Two

way

Abo

rigin

al s

choo

ling:

edu

catio

n an

d cu

ltura

l sur

viva

l. H

arris

, S. (

1990

).S

teph

en H

arris

exp

lore

s th

e th

eore

tical

con

cept

of b

icul

tura

l sch

oolin

g an

d its

pra

ctic

al im

plic

atio

ns in

the

clas

sroo

m. H

e po

ints

out

lim

itatio

ns o

f cur

rent

mod

els

of b

iling

ual e

duca

tion

in d

ealin

g w

ith th

e fu

ndam

enta

l di

lem

ma

of a

borig

inal

sch

oolin

g –

the

acad

emic

suc

cess

in th

e W

este

rn s

choo

l sys

tem

cou

ld s

erio

usly

un

derm

ine

Abo

rigin

al id

entit

y.

WEB

PAGE

S/ W

EBSI

TES

DESC

RIPT

ION

Abo

rigin

al P

ersp

ectiv

es A

cros

s th

e C

urric

ulum

, Wes

tern

Aus

tralia

n D

epar

tmen

t for

Edu

catio

n

http

://w

ww

.det

.wa.

edu.

au/a

borig

inal

educ

atio

n/ap

ac/

detc

ms/

navi

gatio

n/ap

ac/?

oid=

Mul

tiPar

tArti

cle-

id-9

1937

76

Is a

pro

ject

that

aim

s to

bro

aden

and

dee

pen

stud

ents

’ and

teac

hers

’ und

erst

andi

ng o

f Abo

rigin

al c

ultu

res

and

way

s of

bei

ng.

Aus

tralia

n C

ounc

il fo

r Edu

catio

nal R

esea

rch

http

://w

ww

.ace

r.ed

u.au

/indi

geno

us/g

ener

al-in

dige

nous

/rese

arch

-rep

orts

-co

nfer

ence

-pap

ers-

and-

reso

urce

s1

AIA

TSIS

http

://w

ww

.aia

tsis

.gov

.au/

asp/

wel

com

e.ht

ml

The

Aus

tralia

n In

stitu

te o

f Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

Stu

dies

(AIA

TSIS

) is

the

wor

ld’s

pre

mie

r ins

titut

ion

for i

nfor

mat

ion

and

rese

arch

abo

ut th

e cu

lture

s an

d lif

esty

les

of A

borig

inal

and

Tor

res

Stra

it Is

land

er P

eopl

es,

past

and

pre

sent

.

http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/apac/?oid=MultiPartArticle-id-9193776

http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/apac/?oid=MultiPartArticle-id-9193776

http://www.acer.edu.au/indigenous/general-indigenous/research-reports-conference-papers-and-resources1

http://www.acer.edu.au/indigenous/general-indigenous/research-reports-conference-papers-and-resources1

http://www.aiatsis.gov.au/asp/welcome.html

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

76A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

AIA

TSIS

Dis

cuss

ion

Pap

er N

umbe

r 24.

http

://w

ww

.aia

tsis

.gov

.au/

rese

arch

/doc

s/dp

/DP

24.p

df

An

inve

stig

atio

n of

som

e fa

ctor

s in

the

educ

atio

n of

Indi

geno

us

Aus

tralia

ns. F

lem

ing,

R. (

2005

).

http

://w

ww

.aar

e.ed

u.au

/05p

ap/fl

e054

89.p

df

The

pape

r arg

ues

that

the

hist

ory

of th

e co

loni

al e

duca

tion

syst

em in

Aus

tralia

has

led

to a

n in

tens

e di

stru

st

for t

he e

duca

tion

syst

em a

mon

gst A

borig

inal

peo

ple.

The

pap

er fu

rther

arg

ues

that

the

educ

atio

n sy

stem

stil

l la

rgel

y re

prod

uces

onl

y th

e do

min

ant c

ultu

re in

its

curr

icul

um, a

nd a

maj

or fa

ctor

in th

e hi

gh le

vels

of A

borig

inal

st

uden

ts le

avin

g sc

hool

ear

ly c

an b

e lin

ked

to th

e cu

ltura

l irr

elev

ance

of t

he c

urric

ulum

. The

pap

er a

rgue

s th

at

the

mos

t suc

cess

ful p

rogr

ams

impl

emen

ted

in s

choo

ls to

alle

viat

e th

ese

prob

lem

s ar

e pr

ogra

ms,

whi

ch in

volv

e th

e pa

rent

s an

d A

borig

inal

com

mun

ities

.

ATS

IEA

P(A

borig

inal

& T

orre

s S

trait

Isla

nder

Edu

catio

n A

ctio

n P

lan)

http

://w

ww

.mce

ecdy

a.ed

u.au

/ver

ve/_

reso

urce

s/A

10-0

945_

IEA

P_w

eb_v

ersi

on_fi

nal2

.pdf

Lead

ersh

ip, q

ualit

y te

achi

ng &

wor

kfor

ce d

evel

opm

ent –

Act

ions

33-

44

Aus

tralia

n C

ounc

il of

Edu

catio

n

http

://w

ww

.ace

r.edu

.au/

indi

geno

us/n

umer

acy-

and-

indi

geno

us-s

tude

nts/

less

on-p

lans

-and

-res

ourc

es1/

The

Indi

geno

us E

duca

tion

Res

earc

h un

it at

AC

ER

has

bee

n in

volv

ed in

a n

umbe

r of p

roje

cts

whi

ch in

volv

e re

sear

ch th

at fo

cuse

s on

num

erac

y le

arni

ng e

xper

ienc

es o

f Ind

igen

ous

stud

ents

. Thi

s lin

k ha

s le

sson

pla

ns a

nd

reso

urce

s re

latin

g to

num

erac

y fo

r Ind

igen

ous

stud

ents

.

Bou

nd fo

r suc

cess

: Sco

pe a

nd S

eque

nce

Sta

tem

ents

Yea

rs 1

-10

http

://w

ww

.lear

ning

plac

e.co

m.a

u/de

liver

/con

tent

.as

p?pi

d=33

625

http

://w

ww

.lear

ning

plac

e.co

m.a

u/de

faul

teqa

2.as

p?or

gid=

89&

subo

rgid

=58

0

The

Lear

ning

Pla

ce is

the

Que

ensl

and

Edu

catio

n D

epar

tmen

t's c

ompr

ehen

sive

eLe

arni

ng e

nviro

nmen

t pro

vidi

ng

secu

re a

cces

s to

an

inno

vativ

e ra

nge

of d

igita

l too

ls, r

esou

rces

and

eS

pace

s fo

r tea

chin

g an

d le

arni

ng,

colla

bora

tion

and

netw

orki

ng.

Cla

ssro

om m

anag

emen

t http

://w

ww

.det

.nt.g

ov.a

u/__

data

/as

sets

/pdf

_file

/001

5/52

53/s

trate

gies

_for

_Ind

ig_l

earn

ers.

pdf

Com

parin

g S

easo

ns –

less

on p

lan

http

://w

ww

.dec

.wa.

gov.

au

http

://w

ww

.env

irono

rth.o

rg.a

u/le

arn/

inde

x.ht

ml

http

://w

ww

.det

.wa.

edu.

au/a

borig

inal

educ

atio

n/ap

ac/

detc

ms/

navi

gatio

n/le

sson

-pla

ns/

Pro

duce

d by

DU

IT M

ultim

edia

for t

he A

borig

inal

Per

spec

tives

acr

oss

the

curr

icul

um p

rogr

am.

Exp

lorin

g w

oodl

ands

with

Noo

ngar

s

Abo

rigin

al L

itera

cy R

esou

rce

Kit:

Sou

rce

– N

arro

gin

Dis

trict

Edu

catio

n R

esou

rce

Cen

tre

Bus

h Fo

od :

Sou

rce

– N

arro

gin

Dis

trict

Edu

catio

n R

esou

rce

Cen

tre


http://www.aare.edu.au/05pap/fle05489.pdf

http://www.mceecdya.edu.au/verve/_resources/A10-0945_IEAP_web_version_final2.pdf

http://www.mceecdya.edu.au/verve/_resources/A10-0945_IEAP_web_version_final2.pdf

http://www.acer.edu.au/indigenous/numeracy-and-indigenous-students/lesson-plans-and-resources1/

http://www.acer.edu.au/indigenous/numeracy-and-indigenous-students/lesson-plans-and-resources1/



http://www.learningplace.com.au/defaulteqa2.asp?orgid=89&suborgid=580

http://www.learningplace.com.au/defaulteqa2.asp?orgid=89&suborgid=580



http://www.dec.wa.gov.au

http://www.environorth.org.au/learn/index.html

http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/lesson-plans/

http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/lesson-plans/

77A

unit

outli

ne a

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utlin

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4

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Cur

ricul

um S

uppo

rt –

Abo

rigin

al R

esou

rces

– N

ew S

outh

Wal

es

Gov

ernm

ent

http

://w

ww

.cur

ricul

umsu

ppor

t.edu

catio

n.ns

w.g

ov.a

u/sc

hool

libra

ries/

asse

ts/p

df/a

borig

inal

reso

urce

guid

e.pd

f

This

doc

umen

t pro

vide

s us

eful

info

rmat

ion

to g

uide

you

whe

n co

nsid

erin

g th

e ap

prop

riate

ness

of r

esou

rces

and

m

ater

ials

and

reco

gnis

ing

raci

sm in

mat

eria

ls.

Dar

e to

Lea

d

http

://w

ww

.dar

etol

ead.

edu.

au/

http

://w

ww

.dar

etol

ead.

edu.

au/P

R_A

E_P

ER

SP

_LIN

KS

DE

EW

R –

Per

sona

lised

Lea

rnin

g P

lans

http

://w

ww

.de

ewr.g

ov.a

u/In

dige

nous

/Sch

oolin

g/D

ocum

ents

/P

erso

nalis

edLe

arni

ngP

lan.

pdf

Dep

artm

ent o

f Edu

catio

n W

este

rn A

ustra

lia h

ttp://

ww

w.

det.w

a.ed

u.au

/abo

rigin

aled

ucat

ion/

apac

/det

cms/

navi

gatio

n/ap

ac/im

plem

entin

g-ap

ac/te

achi

ng-a

borig

inal

-st

uden

ts/?

oid=

Cat

egor

y-id

-919

6669

Dep

artm

ent o

f Em

ploy

men

t, E

duca

tion

and

Wor

kpla

ce R

elat

ions

http

://de

ewr.g

ov.a

u/in

dige

nous

http

://de

ewr.g

ov.a

u/ab

orig

inal

-and

-torr

es-s

trait-

isla

nder

-ed

ucat

ion-

actio

n-pl

an-2

010-

2014

http

://de

ta.q

ld.g

ov.a

u/in

dige

nous

/pdf

s/ea

tsip

s_20

11.p

df

Eas

t Ken

wic

k’s

Sto

ry h

ttp://

ww

w.d

aret

olea

d.ed

u.au

/STO

RY_

Eas

t_K

enw

ick_

PS



http://www.daretolead.edu.au

http://www.daretolead.edu.au/PR_AE_PERSP_LINKS




http://deewr.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-2010-2014

http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf



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cus

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4

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Eng

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dditi

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guag

e or

Dia

lect

– C

ours

e of

Stu

dy –

R

esou

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List

ww

w.e

ddep

t.wa.

edu.

au/c

mis

/eva

l/cur

ricul

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ours

es/e

ald

Pre

pare

d fo

r the

cur

ricul

um c

ounc

il. Is

a li

st o

f res

ourc

es p

repa

red

by th

e cu

rric

ulum

sta

ndar

ds d

irect

orat

e in

the

Dep

artm

ent o

f Edu

catio

n an

d Tr

aini

ng, W

este

rn A

ustra

lia.

Livi

ng k

now

ledg

e: In

dige

nous

kno

wle

dge

in s

cien

ce e

duca

tion

http

://liv

ingk

now

ledg

e.an

u.ed

u.au

/htm

l/edu

cato

rs/0

2_qu

estio

n s.

htm

Mat

hs h

ttp://

mak

eitc

ount

.aam

t.edu

.au/

Res

ourc

es/

Mat

hem

atic

s-N

umer

acy-

educ

atio

n

MC

EE

TYA

task

forc

e on

Indi

geno

us E

duca

tion.

(200

0)

http

://w

ww

.mce

ecdy

a.ed

u.au

/ver

ve/_

reso

urce

s/re

portm

_fil

e.pd

f

In th

e la

st d

ecad

e, A

ustra

lian

gove

rnm

ents

hav

e in

trodu

ced

a nu

mbe

r of m

easu

res

to a

chie

ve e

duca

tiona

l eq

ualit

y fo

r Ind

igen

ous

Aus

tralia

ns. T

wo

impo

rtant

and

iden

tifiab

le p

hase

s of

wor

k w

ere

unde

rtake

n to

sup

port

the

achi

evem

ent o

f edu

catio

nal e

qual

ity fo

r Ind

igen

ous

stud

ents

. The

firs

t pha

se w

as th

e es

tabl

ishm

ent o

f na

tiona

l com

mitm

ent t

o a

raft

of p

olic

y in

Indi

geno

us e

duca

tion.

In th

e se

cond

pha

se, I

ndig

enou

s ed

ucat

ion

led

the

way

in e

stab

lishi

ng a

n ou

tcom

es-b

ased

app

roac

h in

Aus

tralia

n ed

ucat

ion.

MC

EE

CD

YA -

Res

ourc

es

http

://w

ww

.mce

ecdy

a.ed

u.au

/ver

ve/_

reso

urce

s/A

1009

45_

IEA

P_w

eb_v

ersi

on_fi

nal2

.pdf

Nat

iona

l Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

Edu

catio

n P

olic

y -

Dep

artm

ent o

f Edu

catio

n, E

mpl

oym

ent a

nd W

orkp

lace

Rel

atio

ns

Aus

tralia

n G

over

nmen

t, (2

011)

.

http

://w

ww

.dee

wr.g

ov.a

u/In

dige

nous

/Sch

oolin

g/P

olic

yGui

delin

es/P

ages

/aep

.asp

x

Nat

iona

l Alli

ance

for R

emot

e In

dige

nous

Sch

ools

. http

://w

ww

.na

ris.e

du.a

u/

www.eddept.wa.edu.au/cmis/eval/curriculum/courses/eald

http://livingknowledge.anu.edu.au/html/educators/02_question s.htm

http://livingknowledge.anu.edu.au/html/educators/02_question s.htm



http://www.mceecdya.edu.au/verve/_resources/reportm_file.pdf

http://www.mceecdya.edu.au/verve/_resources/reportm_file.pdf

http://www.mceecdya.edu.au/verve/_resources/A100945_IEAP_web_version_final2.pdf

http://www.mceecdya.edu.au/verve/_resources/A100945_IEAP_web_version_final2.pdf

http://www.deewr.gov.au/Indigenous/Schooling/PolicyGuidelines/Pages/aep.aspx

http://www.deewr.gov.au/Indigenous/Schooling/PolicyGuidelines/Pages/aep.aspx



79A

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Nat

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onve

rsat

ions

›rela

tions

hips

›par

tner

ship

s: A

reso

urce

for t

he

com

mun

ity. M

elbo

urne

: Com

mon

wea

lth o

f Aus

tralia

. 200

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orks

.com

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ernm

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Em

bedd

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orre

s S

trait

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nder

.

http

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ta.q

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u/in

dige

nous

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Per

spec

tives

in s

choo

ls. A

gui

de fo

r sch

ool l

earn

ing

com

mun

ities

.

Rec

onci

liatio

n A

ustra

lia h

ttp://

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iliat

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org.

au/

hom

e/re

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pers

pect

ives

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s

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onci

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ustra

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ttp://

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w.s

hare

ourp

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org.

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onci

liatio

n A

ustra

lia h

ttp://

ww

w.s

hare

ourp

ride.

org.

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topi

cs/re

spec

tful-r

elat

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hips

Sci

ence

http

://sc

ienc

e.or

g.au

/prim

aryc

onne

ctio

ns/

indi

geno

us/ip

-cur

ricul

um.h

tml

Sha

ring

stor

ies

of s

ucce

sses

http

://w

ww

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e.or

g.au

/to

pics

/suc

cess

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ries/

indi

geno

us-o

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ions

Stro

nger

Sm

arte

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titut

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ww

w.s

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.edu

.au/

http://www.whatworks.com.au/upload/1251420821313_file_Conversationsschoolsstaff.pdf















www.strongersmarter.qut.edu.au

A u

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Ab

ori

gin

al a

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orr

es S

trai

t Is

land

er S

tud

ies

Res

our

ces

List

fo

r S

tand

ard

2 F

ocu

s A

rea

2.4

U

nder

stan

d a

nd R

esp

ect

Ab

ori

gin

al a

nd T

orr

es S

trai

t Is

land

er P

eop

le t

o P

rom

ote

Rec

onc

iliat

ion

bet

wee

n In

dig

eno

us a

nd N

on-

Ind

igen

ous

Aus

tral

ians

ARTI

CLES

/PAP

ERS/

ESSA

YS/R

EPOR

TSDE

SCRI

PTIO

N

Abo

rigin

ality

and

Iden

tity

– P

ersp

ectiv

es, P

ract

ices

and

Pol

icie

s.

NS

W A

EC

G (2

011)

.

Aus

tralia

n In

dige

nous

Stu

dies

: A Q

uest

ion

of D

isci

plin

e. N

akat

a,

Mar

tin. T

he A

ustra

lian

Jour

nal o

f Ant

hrop

olog

y, V

ol.1

7 (3

), pp

.265

-27

5 (2

006)

.

This

pap

er is

an

early

dis

cuss

ion

of th

e w

ays

we

are

appr

oach

ing

Indi

geno

us S

tudi

es in

Aus

tralia

n U

nive

rsiti

es.

The

focu

s is

on

how

dis

cipl

inar

y an

d sc

hola

rly is

sues

with

in In

dige

nous

Stu

dies

can

be

inte

rrog

ated

and

yet

re

tain

s th

e ne

cess

ary

cohe

sion

and

sol

idar

ity s

o im

porta

nt to

the

Indi

geno

us s

trugg

le. T

he p

aper

con

trast

s In

dige

nous

Stu

dies

pur

sued

by

Indi

geno

us s

chol

ars

to o

ther

dis

cipl

inar

y pe

rspe

ctiv

es in

the

acad

emy.

C

ateg

orie

s su

ch a

s th

e In

dige

nous

com

mun

ity a

nd In

dige

nous

kno

wle

dge

are

prob

lem

atis

ed, n

ot to

dis

solv

e th

em, b

ut to

exp

lore

pro

duct

ive

aven

ues.

‘Ach

ievi

ng E

duca

tiona

l Equ

ality

for I

ndig

enou

s A

ustra

lians

: A

path

way

of h

ope’

. Buc

kski

n, P

. Pap

er p

rese

nted

at t

he 2

000

Cur

ricul

um C

orpo

ratio

n C

onfe

renc

e. (2

000)

.

Pro

fess

or B

ucks

kin

disc

usse

s th

e co

ntin

uing

leve

l of I

ndig

enou

s di

sadv

anta

ge a

nd p

rogr

ess

mad

e to

dat

e,

natio

nal w

ork

to a

ccel

erat

e th

is p

rogr

ess,

and

the

Nat

iona

l Ind

igen

ous

Eng

lish

Lite

racy

and

Num

erac

y S

trate

gy.

Bey

ond

‘Clo

sing

the

Gap

’: Va

luin

g D

iver

sity

in In

dige

nous

A

ustra

lia. A

ltman

, J (2

009)

.

http

://w

ww

.pub

licpo

licy.

unim

elb.

edu.

au/c

onfe

renc

e09/

Altm

an.p

df (4

MB

)

This

pap

er a

rgue

s th

at w

hen

oper

atio

nalis

ed, C

TG o

nly

mea

ns s

ocio

econ

omic

equ

ality

. At b

est t

his

top-

dow

n ap

proa

ch w

ill p

rovi

de o

nly

a pa

rtial

sol

utio

n to

the

Indi

geno

us ‘p

robl

em’ i

n A

ustra

lia, a

nd a

t wor

st, i

t cou

ld

exac

erba

te th

e pr

oble

m fo

r som

e if

not a

ll In

dige

nous

Aus

tralia

ns.

Bla

cklin

es. C

onte

mpo

rary

crit

ical

writ

ing

by In

dige

nous

A

ustra

lians

. Gro

ssm

an, M

(ed.

) (20

03).

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

per

spec

tives

on

cont

empo

rary

cul

tura

l iss

ues

are

pres

ente

d in

this

col

lect

ion

of c

ritic

al e

ssay

s by

indi

geno

us A

ustra

lians

. Dis

cuss

ions

of i

dent

ity p

oliti

cs, t

he c

once

pt o

f Abo

rigin

ality

, and

ae

sthe

tic re

pres

enta

tions

of i

ndig

enou

s pe

ople

are

rich

with

insi

ght a

bout

the

evol

utio

n of

indi

geno

us c

ultu

re,

with

its

shift

from

mar

gina

lizat

ion

to c

ultu

ral p

rom

inen

ce in

mod

ern

scho

lars

hip.

"

Brin

ging

The

m H

ome:

repo

rt of

the

natio

nal i

nqui

ry in

to th

e se

para

tion

of A

borig

inal

and

Tor

res

Stra

it Is

land

er c

hild

ren

from

th

eir f

amili

es. C

omm

onw

ealth

of A

ustra

lia, p

p.26

-37

and

71-9

0.

Hum

an R

ight

s an

d E

qual

Opp

ortu

nity

Com

mis

sion

. (19

97).

The

Hum

an R

ight

s an

d E

qual

Opp

ortu

nity

Com

mis

sion

con

duct

ed a

n in

quiry

into

the

forc

ible

rem

oval

of

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

Chi

ldre

n fro

m th

eir f

amili

es.

http://www.publicpolicy.unimelb.edu.au/conference09/Altman.pdf

http://www.publicpolicy.unimelb.edu.au/conference09/Altman.pdf

81A

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Area

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d 2.

4, A

ITSL

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igh

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as1.

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Bui

ldin

g th

e fu

ture

for r

emot

e In

dige

nous

stu

dent

s in

Aus

tralia

: An

exam

inat

ion

of fu

ture

goa

ls, m

otiv

atio

n, le

arni

ng a

nd a

chie

vem

ent

in c

ultu

ral c

onte

xt. M

cIne

rney

, D.M

., Fa

soli,

L.,

Ste

phen

son,

P. a

nd

Her

bert.

J. I

n Ja

son

N. F

ranc

o an

d A

lexa

nder

E. S

vens

gaar

d (e

ds)

Psy

chol

ogy

of M

otiv

atio

n: N

ew R

esea

rch.

NO

VA P

ress

, US

A.

(201

2).

This

boo

k pr

esen

ts to

pica

l res

earc

h in

the

stud

y of

the

psyc

holo

gy o

f mot

ivat

ion.

Top

ics

disc

usse

d in

clud

e m

otiv

atio

n in

the

field

of t

ouris

m; n

ew p

ersp

ectiv

es in

the

psyc

holo

gy a

nd e

cono

mic

s of

don

atin

g; c

omm

erci

al

wei

ght-l

oss

prog

ram

s an

d m

otiv

atio

n; m

otiv

atio

n fo

r cre

ativ

ity in

des

ign

and

arch

itect

ure;

cog

nitiv

e an

d m

otiv

atio

nal f

acto

rs fo

r rea

ding

; mot

ivat

ion

to le

arn,

sel

f-reg

ulat

ion

and

acad

emic

ach

ieve

men

t and

the

impl

icit

theo

ries

of in

telli

genc

e, e

ffort

belie

fs, a

nd a

chie

vem

ent g

oals

as

ante

cede

nts

of le

arni

ng m

otiv

atio

n an

d en

gage

men

t.

CA

EP

R W

orki

ng P

aper

No.

54.

Can

berr

a, C

entre

for A

borig

inal

P

olic

y R

esea

rch,

Aus

tralia

n N

atio

nal U

nive

rsity

. Exc

erpt

pp.

1-7

and

12-1

4. (2

009)

.

http

://w

ww

.mcc

augh

eyce

ntre

.uni

mel

b.ed

u.au

/__d

ata/

asse

ts/p

df_fi

le/0

019/

2134

18/A

ltman

_200

9.pd

f

This

wor

king

pap

er e

xam

ines

the

notio

n of

Clo

sing

the

Gap

in s

ocio

econ

omic

dis

adva

ntag

e as

the

new

ove

r-ar

chin

g fra

mew

ork

in In

dige

nous

affa

irs p

rom

ulga

ted

by th

e R

udd

gove

rnm

ent i

n 20

08. I

t is

show

n th

at s

uch

an

appr

oach

, see

king

sta

tistic

al e

qual

ity b

etw

een

Indi

geno

us a

nd o

ther

Aus

tralia

ns, h

as h

ad a

long

pol

icy

hist

ory

and

so is

not

new

.

Cea

sele

ssly

circ

ling

the

cent

re: H

isto

rical

con

text

ualiz

atio

n of

in

dige

nous

edu

catio

n w

ithin

Aus

tralia

. Her

bert,

J. H

isto

ry o

f E

duca

tion

Rev

iew

, Vol

.41

(2),

p.91

-103

Em

eral

d G

roup

Pub

lishi

ng

Lim

ited.

(201

2).

The

purp

ose

of th

is p

aper

is to

exp

lore

the

educ

atio

nal j

ourn

ey o

f ind

igen

ous

Aus

tralia

ns s

ince

the

time

of th

e 17

88 in

vasi

on th

roug

h in

to th

e m

oder

n A

ustra

lian

univ

ersi

ty. T

his

expl

orat

ion

is in

tend

ed to

cla

rify

the

way

in

whi

ch e

duca

tion

deliv

ery

in th

is c

ount

ry h

as b

een

used

to p

ositi

on th

e na

tion'

s “fi

rst P

eopl

es”

with

in a

con

text

of

cent

re/p

erip

hery

thin

king

.

Che

rbou

rg S

tate

Sch

ool I

n H

isto

rical

Con

text

. Sar

ra, G

. The

A

ustra

lian

Jour

nal o

f Ind

igen

ous

Edu

catio

n, V

ol. 3

7, p

p. 1

08-1

19.

(200

8).

My

aim

her

e ha

s be

en to

con

side

r the

his

toric

al, p

oliti

cal,

soci

al a

nd c

ultu

ral c

onte

xt a

roun

d th

e cr

eatio

n of

C

herb

ourg

Sta

te S

choo

l. I c

ritic

ally

exa

min

e th

e hi

stor

ical

reco

rds

of th

e ro

le o

f the

Sta

te G

over

nmen

t and

the

whi

te s

ettle

rs in

the

setti

ng u

p an

d cr

eatio

n of

the

Abo

rigin

al R

eser

ve a

nd la

ter t

he p

rimar

y sc

hool

. Thr

ough

out I

ad

dres

s an

abs

ence

– a

voi

ce m

issi

ng fr

om h

isto

ry –

the

voic

e of

the

Abo

rigin

al p

eopl

e.

Con

stitu

tiona

l ref

orm

and

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

pe

ople

: why

do

we

wan

t it n

ow?

Dav

is, M

. Ind

igen

ous

Law

B

ulle

tin, V

ol.7

(25)

, pp.

8-1

1. (2

011)

.

It is

no

secr

et to

the

Indi

geno

us P

eopl

es o

f thi

s w

orld

that

the

rela

tions

hip

betw

een

Abo

rigin

al p

eopl

e an

d th

e st

ate

wax

es a

nd w

anes

; ofte

n in

acc

orda

nce

with

the

colo

ur o

f the

pol

itica

l par

ty th

at g

over

ns a

t any

one

poi

nt in

tim

e. A

ustra

lia is

no

diffe

rent

. The

rela

tions

hip

betw

een

Abo

rigin

al P

eopl

es a

nd T

orre

s S

trait

Isla

nder

Peo

ples

and

th

e A

ustra

lian

stat

e ha

s be

en d

ifficu

lt an

d al

so, a

t tim

es, p

rogr

essi

ve. I

n re

cent

his

tory

Aus

tralia

has

mad

e gr

eat

strid

es in

rela

tion

to re

cogn

isin

g th

e de

vast

atin

g im

pact

of h

isto

rical

and

con

tem

pora

ry d

iscr

imin

ator

y la

ws

and

polic

ies

upon

Abo

rigin

al c

omm

uniti

es. T

his

is w

hy n

o w

ords

can

do

just

ice

to th

e w

ay m

any

Abo

rigin

al p

eopl

e fe

lt w

hen

Prim

e M

inis

ter K

evin

Rud

d de

liver

ed a

n A

polo

gy to

the

Sto

len

Gen

erat

ions

on

beha

lf of

Par

liam

ent.

It de

liver

ed a

lot o

f hop

e an

d op

timis

m to

the

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

com

mun

ity in

Aus

tralia

. How

ever

, th

ere

are

man

y un

told

sto

ries

of o

ther

way

s th

e A

ustra

lian

stat

e co

ntro

lled

the

lives

of A

borig

inal

peo

ple

incl

udin

g th

e de

vast

atin

g pr

otec

tion

era

legi

slat

ion

that

pla

ced

Abo

rigin

al p

eopl

e on

mis

sion

s an

d re

serv

es a

nd li

mite

d th

eir f

reed

oms.



A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

82A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

Cul

ture

Cou

nts:

Cha

ngin

g P

ower

Rel

atio

ns in

Edu

catio

n.

Bis

hop,

R. a

nd G

lynn

, T. C

hapt

er 5

. Lon

don

and

New

Yor

k, Z

ed

Boo

ks. (

1999

).

The

mod

el fo

r add

ress

ing

cultu

ral d

iver

sity

pre

sent

ed in

this

boo

k is

bas

ed o

n an

indi

geno

us K

aupa

pa M

aori

resp

onse

to th

e do

min

ant d

isco

urse

with

in N

ew Z

eala

nd. I

t pro

mot

es s

elf-

dete

rmin

atio

n as

gua

rant

eed

in

the

Trea

ty o

f Wai

tang

i as

a m

etap

hor f

or p

ower

sha

ring

and

has

as it

s go

al th

e ad

vanc

emen

t of e

duca

tiona

l ou

tcom

es a

nd li

fe o

ppor

tuni

ties

for M

aori

child

ren

and

thos

e fro

m o

ther

cul

ture

s. In

this

mod

el th

e cl

assr

oom

is

a p

lace

whe

re y

oung

peo

ple'

s cu

lture

s ar

e in

corp

orat

ed a

nd e

nhan

ced,

and

whe

re th

e te

ache

r int

erac

ts

with

stu

dent

s in

suc

h a

way

that

new

kno

wle

dge

is c

o-cr

eate

d an

d no

t see

n as

som

ethi

ng th

at th

e te

ache

r al

one

poss

esse

s. T

his

anal

ysis

will

reso

nate

with

edu

cato

rs w

ho a

re a

ttem

ptin

g to

dev

elop

cul

tura

lly re

leva

nt

peda

gogi

es.

Cul

tura

l Res

pons

iven

ess

and

Sch

ool E

duca

tion:

With

par

ticul

ar

focu

s on

Aus

tralia

’s F

irst P

eopl

es; A

Rev

iew

& S

ynth

esis

of t

he

Lite

ratu

re. P

erso

, T.F

. Men

zies

Sch

ool o

f Hea

lth R

esea

rch,

Cen

tre

for C

hild

Dev

elop

men

t and

Edu

catio

n, D

arw

in N

orth

ern

Terr

itory

. (2

012)

.

http

://cc

de.m

enzi

es.e

du.a

u/si

tes/

defa

ult/fi

les/

A%

20R

evie

w%

20%

20S

ynth

esis

%20

of%

20th

e%20

Lite

ratu

re%

20(2

).pdf

The

purp

ose

of th

is p

aper

is to

revi

ew th

e lit

erat

ure

on C

RS

. Whi

le s

peci

al fo

cus

is g

iven

to th

is is

sue,

for t

he

scho

olin

g of

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

chi

ldre

n an

d yo

ung

peop

le in

Aus

tralia

the

revi

ew a

lso

draw

s on

lit

erat

ure

from

aro

und

the

wor

ld, p

artic

ular

ly fr

om th

e la

rge

body

of e

vide

nce

in th

e U

nite

d S

tate

s of

Am

eric

a on

A

mer

ican

Indi

an a

nd A

lask

an N

ativ

e ch

ildre

n.

Dep

orte

d …

at t

he s

wee

t will

of t

he g

over

nmen

t: th

e re

mov

al o

f A

borig

ines

to re

serv

es 1

897-

1939

. Bla

ke, T

. Abo

rigin

al H

isto

ry, V

ol.

22, p

p. 5

1-61

. (19

98).

Whe

n in

trodu

cing

the

Abo

rigin

als

Pro

tect

ion

and

Res

trict

ion

of th

e S

ale

of O

pium

Bill

to th

e Q

ueen

slan

d P

arlia

men

t in

1897

, Hom

e S

ecre

tary

Toz

er re

mar

ked

that

sec

tion

9 w

as 'o

ne o

f the

mos

t im

porta

nt in

the

Bill

'.' Th

e cl

ause

gav

e th

e M

inis

ter a

utho

rity

to re

mov

e A

borig

ines

to re

serv

es a

nd w

as in

clud

ed o

n th

e re

com

men

datio

n of

Arc

hiba

ld M

esto

n. M

esto

n w

as th

e pr

inci

pal a

rchi

tect

of t

he le

gisl

atio

n an

d th

e re

mov

als

clau

se. I

t was

par

t of

the

pack

age

of 's

tem

mea

sure

s' h

e be

lieve

d w

ere

nece

ssar

y fo

r the

effe

ctiv

e pr

otec

tion

of A

borig

ines

. Des

pite

To

zer's

ass

ertio

n ab

out t

he im

porta

nce

of s

ectio

n 9,

it p

rovo

ked

little

com

men

t or d

ebat

e. Y

et 4

0 ye

ars

late

r whe

n ne

w le

gisl

atio

n w

as im

plem

ente

d, th

e re

mov

als

prog

ram

had

bec

ome

the

corn

erst

one

of th

e re

serv

e sy

stem

.

Dis

rupt

ing

Pre

conc

eptio

ns: P

ostc

olon

ialis

m a

nd E

duca

tion,

in

A H

ickl

ing-

Hud

son,

J M

atth

ews

& A

Woo

ds (e

ds) P

ost P

ress

ed,

Flax

ton,

pp.

39-

56. (

2004

).

They

arg

ue th

at th

e co

ntem

pora

ry c

orpo

ratis

ed p

olic

ies

of e

duca

tion

such

as

inte

rnat

iona

l edu

catio

n lim

it th

e po

ssib

ilitie

s of

tran

sfor

mat

ive

prac

tice.

At t

he s

ame

time,

they

poi

nt to

the

poss

ibili

ties

of re

sist

ance

, con

ditio

ns

that

pro

vide

ped

agog

ic o

ppor

tuni

ties

for t

he c

reat

ion

of c

ount

er-h

egem

onic

idea

s, e

xpre

ssio

ns, p

ract

ices

and

st

ruct

ures

.

Ear

ly c

onse

quen

ces

of E

urop

ean

occu

patio

n, D

onov

an, V

. In

The

Rea

lity

of a

Dar

k H

isto

ry, A

rts Q

ueen

slan

d, B

risba

ne, p

p. 9

5-12

3.

(200

8).

The

Rea

lity

of a

Dar

k H

isto

ry -

from

con

tact

and

con

flict

to c

ultu

ral r

ecog

nitio

n by

Val

Don

ovan

is a

n ac

coun

t of

Que

ensl

and'

s A

borig

inal

and

Tor

res

Stra

it Is

land

er h

isto

ry

http://ccde.menzies.edu.au/sites/default/files/A%20Review%20%20Synthesis%20of%20the%20Literature%20(2).pdf

83A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

82A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

“Edu

catio

nal S

ucce

ss: A

sus

tain

able

out

com

e fo

r all

Indi

geno

us

Aus

tralia

n st

uden

ts w

hen

teac

hers

und

erst

and

whe

re th

e le

arni

ng jo

urne

y be

gins

”. H

erbe

rt, J

. Ope

ning

key

note

at t

he

AC

ER

Nat

iona

l Edu

catio

n R

esea

rch

Con

fere

nce

2011

: (Th

eme:

“I

ndig

enou

s E

duca

tion:

Pat

hway

s to

suc

cess

”.),

Dar

win

, (20

11).

http

://w

ww

.dar

etol

ead.

edu.

au/S

TOR

Y_S

ucce

ssfu

l_C

lass

room

s_C

onfe

renc

e_JH

Key

note

The

stat

istic

s fo

r edu

catio

nal o

utco

mes

for A

borig

inal

and

Tor

res

Stra

it Is

land

er s

tude

nts

cont

inua

lly re

info

rce

the

notio

n of

‘fai

lure

’, of

a s

peci

fic c

ohor

t of s

tude

nts

who

are

‘not

cop

ing’

, of t

he m

ajor

ity o

f tea

cher

s at

a lo

ss

conc

erni

ng w

hat t

o do

. Ove

rall,

it is

a p

ictu

re o

f doo

m a

nd g

loom

, cle

arly

dem

onst

ratin

g th

at e

duca

tion

in th

is

coun

try h

as fa

iled

to li

ve u

p to

its

prom

ise

for a

ll st

uden

ts. I

n th

is p

rese

ntat

ion,

rese

arch

out

com

es w

ill b

e us

ed to

co

nstru

ct a

diff

eren

t pic

ture

, a p

arad

igm

for a

bet

ter f

utur

e bu

ilt o

n a

stro

ng fo

unda

tion

of s

usta

inab

le e

duca

tion

outc

omes

for t

he d

esce

ndan

ts o

f thi

s na

tion’

s Fi

rst P

eopl

es.

“Effe

ctiv

e E

duca

tion

Tran

sitio

ns a

re b

uilt

upon

Firm

Fou

ndat

ions

.”

Her

bert,

J. K

eyno

te a

t the

Nat

iona

l Prin

cipa

ls A

ustra

lia In

c. D

are

to L

ead

annu

al C

onfe

renc

e: (T

hem

e: “

Leve

lling

the

Pla

ying

Fie

ld.

Suc

cess

ful P

ract

ice

in th

e Tr

ansi

tion

Poi

nts

for A

borig

inal

and

To

rres

Stra

it Is

land

er S

tude

nts.

”), C

anbe

rra,

(201

1).

http

://w

ww

.dar

etol

ead.

edu.

au/S

TOR

Y_S

ucce

ssfu

l_C

lass

room

s_C

onfe

renc

e_JH

Key

note

Why

do

so m

any

teac

hers

ach

ieve

gre

at s

ucce

ss w

ith m

any

of th

eir s

tude

nts

yet f

ail t

o ac

hiev

e th

e sa

me

resu

lts

with

thei

r Abo

rigin

al o

r Tor

res

Stra

it Is

land

stu

dent

s? I

wou

ld a

rgue

that

the

answ

er to

that

que

stio

n lie

s de

eply

em

bedd

ed in

our

edu

catio

nal h

isto

ry. W

ithou

t ind

ivid

ual t

each

ers

deve

lopi

ng a

dee

p in

sigh

t int

o th

e im

pact

of

that

his

tory

, and

a w

illin

gnes

s to

acc

ept t

he re

ality

of w

hat t

hat h

as m

eant

for m

any

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nd s

tude

nts,

teac

hers

will

rem

ain

cons

train

ed b

y th

eir o

wn

igno

ranc

e, c

onst

ricte

d in

thei

r ow

n ab

ility

to

deliv

er in

tere

stin

g, c

halle

ngin

g an

d fu

lfilli

ng e

duca

tiona

l pro

gram

s to

a g

row

ing

num

ber o

f Ind

igen

ous

Aus

tralia

n st

uden

ts. T

he re

sult

will

be

a so

ciet

y th

at re

mai

ns im

pote

nt, u

nabl

e to

ove

rcom

e th

e pa

st, u

nabl

e to

mov

e fo

rwar

d. H

ow d

o w

e ad

dres

s su

ch a

n is

sue

in o

ur s

choo

ls, i

n ou

r cla

ssro

oms?

Ack

now

ledg

ing

that

all

scho

ols

are

diffe

rent

and

that

ther

e w

ill b

e di

ffere

nt n

eeds

in d

iffer

ent p

lace

s/cl

assr

oom

s,

I hav

e id

entifi

ed w

hat I

con

side

r to

be s

ome

of th

e cr

itica

l cha

lleng

es th

at m

any

of u

s fa

ce in

stri

ving

to c

reat

e "S

ucce

ssfu

l Cla

ssro

oms

for I

ndig

enou

s S

tude

nts"

Cur

ricul

um, P

edag

ogy,

Way

s of

Lea

rnin

g, R

elat

ions

hips

, C

ultu

re, I

dent

ity a

nd C

omm

unity

- W

hat i

s th

e rig

ht m

ix?"

Epi

dem

ic in

carc

erat

ion

and

just

ice

rein

vest

men

t: it'

s tim

e fo

r ch

ange

. Sol

onec

, T a

nd Y

oung

, W. I

ndig

enou

s La

w B

ulle

tin, V

ol.

7(26

) pp.

15-2

1. (2

011)

.

Aus

tralia

has

epi

dem

ic a

nd in

tern

atio

nally

ala

rmin

g le

vels

of i

ncar

cera

tion

of In

dige

nous

Peo

ples

. The

dis

turb

ing

stat

istic

s ou

tline

d in

this

arti

cle

show

that

the

prob

lem

has

not

bee

n ad

equa

tely

add

ress

ed b

y st

ate

and

terr

itory

go

vern

men

ts, w

ho s

eem

inte

nt o

n a

'toug

h on

crim

e' a

ppro

ach

to ju

stic

e, w

hich

dis

prop

ortio

nate

ly im

pact

s In

dige

nous

Peo

ples

.

“Get

ting

to th

e he

art o

f the

mat

ter:

The

impo

rtanc

e of

the

Abo

rigin

al v

oice

in e

duca

tion”

, Her

bert,

J. Q

ueen

slan

d Jo

urna

l of

Edu

catio

nal R

esea

rch,

Vol

. 16(

2), (

2000

).

This

pap

er p

rovi

des

an o

ppor

tuni

ty to

hea

r Abo

rigin

al v

oice

s - s

tude

nts,

thei

r par

ents

and

oth

er m

embe

rs o

f the

co

mm

unity

- ta

lkin

g ab

out t

he is

sues

they

per

ceiv

e ar

e im

porta

nt in

rela

tion

to th

eir p

artic

ipat

ion

in th

e ed

ucat

ion

proc

ess.

The

pur

pose

of t

he re

sear

ch w

as to

exp

lore

issu

es a

ssoc

iate

d w

ith th

e no

n-at

tend

ance

of A

borig

inal

st

uden

ts in

the

seco

ndar

y sc

hool

. One

of t

he m

ost c

ritic

al fa

ctor

s re

veal

ed th

roug

h th

is s

tudy

is th

e im

porta

nce

of id

entit

y. P

ut s

impl

y, 'k

ids

need

to fe

el th

ey b

elon

g ...

they

nee

d to

feel

they

hav

e a

plac

e in

the

scho

ol'.

This

is

not h

appe

ning

for m

any

Abo

rigin

al s

tude

nts.

Wha

t nee

ds to

hap

pen

in o

ur s

choo

ls?

Wha

t can

we

do a

bout

it?



http://www.daretolead.edu.au/STORY_Successful_Classroom s_Conference_JHKeynote

http://www.daretolead.edu.au/STORY_Successful_Classroom s_Conference_JHKeynote

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

84A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

Hid

den

agen

das:

the

rhet

oric

of b

enev

olen

ce in

Abo

rigin

al p

olic

y in

Que

ensl

and,

190

0-19

50, W

ilson

, E. J

ourn

al o

f Aus

tralia

n S

tudi

es, N

o. 8

5, p

p. 4

9-56

and

202

-205

. (20

05).

1. A

borig

inal

Pro

tect

ion

polic

ies

and

prac

tices

bet

wee

n 19

00 a

nd 1

950

in Q

ueen

slan

d ar

e an

alys

ed

dem

onst

ratin

g th

at b

ecau

se th

ese

polic

ies

wer

e gr

ound

ed in

the

supp

ositi

on o

f the

sup

erio

rity

of w

hite

so

ciet

y an

d w

hite

peo

ple,

ben

evol

ent a

ttem

pts

to p

rote

ct a

nd a

ssis

t Ind

igen

ous

Peo

ples

wer

e in

fact

pr

ofou

ndly

raci

st p

ater

nalis

tic a

nd d

amag

ing.

It is

arg

ued

that

des

pite

the

rhet

oric

of b

enev

olen

ce, t

he

lang

uage

use

d by

man

y pa

rtici

pant

s in

thes

e de

bate

s re

veal

ed o

ther

mot

ives

.

“I c

an s

ee y

ou a

re li

sten

ing

to m

e bu

t I w

onde

r if y

ou a

re re

ally

he

arin

g w

hat I

’m s

ayin

g?”

Her

bert,

J. K

eyno

te a

t CS

U E

duca

tion

2010

Con

fere

nce,

Cha

rles

Stu

rt U

nive

rsity

, (20

10).

ww

w.c

su.e

du.

au/

Ther

e is

a m

ajor

hur

dle

stan

ding

in th

e w

ay o

f the

atte

mpt

to c

hang

e th

e A

ustra

lian

Con

stitu

tion

to re

cogn

ise

Indi

geno

us P

eopl

es: t

he c

hang

e ca

n on

ly b

e m

ade

by w

ay o

f a re

fere

ndum

. The

pro

cess

as

set o

ut in

s 1

28 o

f th

e C

onst

itutio

n re

quire

s th

at a

n am

endm

ent t

o th

e C

onst

itutio

n be

:

2. P

asse

d by

an

abso

lute

maj

ority

of b

oth

Hou

ses

of th

e Fe

dera

l Par

liam

ent,

or b

y on

e H

ouse

twic

e.

3. a

t a re

fere

ndum

pas

sed

by a

maj

ority

of t

he p

eopl

e as

a w

hole

, and

by

a m

ajor

ity o

f the

peo

ple

in a

maj

ority

of

th

e st

ates

.

Impr

ovin

g Te

achi

ng in

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

E

duca

tion:

Nat

iona

l Pro

fess

iona

l Sta

ndar

ds fo

r Tea

cher

s S

tand

ards

Foc

us A

reas

1.4

and

2.4

. Ma

Rhe

a, Z

., A

nder

son,

P.A

. an

d A

tkin

son,

B. F

inal

repo

rt to

AIT

SL.

(201

2).

http

://w

ww

.aits

l.edu

.au/

verv

e/_r

esou

rces

/MO

NA

SH

_S

TUD

Y_FI

NA

L_R

EP

OR

T_09

0920

12.p

df

Indi

geno

us A

ustra

lians

vis

ions

of t

he fu

ture

. Her

bert,

J. I

n N

goon

jook

: A jo

urna

l of A

ustra

lian

Indi

geno

us is

sues

, Num

ber 3

3,

(200

8).

The

auth

or e

xplo

res

wha

t lite

racy

mea

ns to

her

in th

e co

ntex

t of h

er o

wn

upbr

ingi

ng a

nd w

hat l

itera

cy m

eans

to

othe

r Abo

rigin

al p

eopl

e, p

artic

ular

ly c

hild

ren.

The

aut

hor a

sser

ts th

at th

e lit

erac

ies

of A

borig

inal

and

Tor

res

Stra

it Is

land

er la

ngua

ges

tend

at b

est t

o be

ove

rlook

ed, b

ut m

ore

ofte

n th

an n

ot s

impl

y ig

nore

d, a

s if

they

don

't ex

ist.

The

role

of t

he B

atch

elor

Inst

itute

of I

ndig

enou

s Te

rtiar

y E

duca

tion

in p

rovi

ding

a te

rtiar

y ed

ucat

ion

to In

dige

nous

st

uden

ts is

dis

cuss

ed.

”Ind

igen

ous

Edu

catio

n: T

ool f

or a

Bet

ter f

utur

e”. H

erbe

rt, J

. P

rofe

ssor

ial l

ectu

re p

rese

nted

at W

agga

Wag

ga C

ity C

ounc

il H

all

durin

g C

harle

s S

turt

Uni

vers

ity re

sear

ch a

nd G

radu

ate

Stu

dies

Fo

rum

, (20

10).

ww

w.c

su.e

du.a

u/

www.csu.edu.au

www.csu.edu.au



www.csu.edu.au

85A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

84A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

“Ind

igen

ous

lear

ners

, lan

guag

e an

d id

entit

y: im

plic

atio

ns fo

r ed

ucat

ors”

. Her

bert,

J. C

hapt

er 5

in C

adm

an, K

. & O

’Reg

an, K

. (E

ds),

Tale

s ou

t of s

choo

l: Id

entit

y an

d E

nglis

h La

ngua

ge te

achi

ng

pp 7

2-85

. Flin

ders

Par

k S

A:

Dig

i-we-

doo.

(200

6).

The

dive

rsity

of m

y ex

perie

nces

has

ena

bled

me

to a

cqui

re d

eep

insi

ghts

into

som

e of

the

issu

es th

at fa

ce th

ose

who

ent

er o

ur le

arni

ng e

nviro

nmen

ts w

ithou

t the

cap

acity

spe

ak S

tand

ard

Aus

tralia

n E

nglis

h (S

AE

). A

ppre

ciat

ing

the

dive

rsity

of h

isto

ries,

cul

ture

s an

d lif

e ex

perie

nces

am

ong

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nd P

eopl

es, I

wou

ld

poin

t out

that

no

one

pers

on c

an s

peak

for a

ll.

Indi

geno

us s

tudi

es: T

ool f

or e

mpo

wer

men

t with

in th

e A

cade

me.

H

erbe

rt, J

. In

L H

ende

rson

-Yat

es &

D O

xenh

am (e

ds).

Indi

geno

us

stud

ies,

Indi

geno

us K

now

ledg

e: D

ialo

gue

or C

onfli

ct in

the

Aca

dem

y? A

JIE

, Vol

.39s

, (20

10).

In th

is p

aper

, I c

onsi

der t

he im

porta

nce

of In

dige

nous

stu

dies

pro

gram

s, a

t bot

h un

derg

radu

ate

and

post

grad

uate

leve

ls, a

s cr

itica

l ele

men

ts in

ena

blin

g In

dige

nous

Aus

tralia

n st

uden

ts to

eng

age

in th

e ac

adem

e in

w

ays

that

not

onl

y al

low

them

to e

mpo

wer

them

selv

es, b

ut, u

ltim

atel

y, to

bec

ome

effe

ctiv

e ch

ange

age

nts

with

in

both

thei

r ow

n an

d th

e w

ider

Aus

tralia

n co

mm

unity

.

It’s

a lo

ng ro

ad th

at h

as n

o en

ding

. Her

bert,

J. I

n S

ue M

cGin

ty

(ed)

, sha

ring

succ

ess:

an

indi

geno

us p

ersp

ectiv

e. C

omm

on

Gro

und

Pub

lishi

ng, A

ltona

, Vic

, Aus

tralia

, pp.

9-31

, (20

03).

This

pap

er e

xam

ines

the

notio

n of

Indi

geno

us "s

ucce

ss" i

n ed

ucat

ion,

as

this

is th

e fo

cus

of m

y re

sear

ch.

'It's

all

mig

loo

crap

to m

e': I

dent

ity p

oliti

cs in

con

tem

pora

ry

indi

geno

us w

ritin

g in

Que

ensl

and,

Nol

an, M

. Que

ensl

and

Rev

iew

, Vo

l. 12

, (1)

, pp.

37-

46. (

2005

).

This

arti

cle

prov

ides

a b

rief l

itera

ry h

isto

ry o

f Ind

igen

ous

writ

ing

in Q

ueen

slan

d. T

he li

tera

ture

cov

ered

her

e is

in

form

ed b

y th

e ex

perie

nces

of t

he p

erso

nal,

the

fam

ily a

nd th

e co

mm

unal

, and

enl

arge

s th

e m

eani

ngs

of b

oth

the

liter

ary

and

the

polit

ical

bec

ause

Indi

geno

us w

ritin

g is

par

t of,

not s

epar

ate

from

, the

dai

ly li

ves

and

stru

ggle

s of

its

auth

ors.

Lang

uage

and

Cul

ture

– a

mat

ter o

f sur

viva

l. R

epor

t of t

he In

quiry

in

to A

borig

inal

and

Tor

res

Stra

it Is

land

er L

angu

age

Mai

nten

ance

. C

anbe

rra,

AC

T: A

GP

S. C

hapt

er 5

. Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

Affa

irs. (

1992

).

‘Lan

guag

e an

d E

duca

tion

Rig

hts

for I

ndig

enou

s P

eopl

es’.

May

, S.

Lang

uage

, Cul

ture

and

Cur

ricul

um, 1

1(3)

: 272

-96.

(199

8).

“Nat

iona

l Pol

icy:

Indi

geno

us E

duca

tion”

. Her

bert,

J. K

eyno

te

addr

ess

at th

e Te

ache

r Edu

catio

n A

nnua

l Con

fere

nce,

Cha

rles

Stu

rt U

nive

rsity

, (Ju

ne 2

010)

.

ww

w.c

su.e

du.a

u/

www.csu.edu.au

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

86A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

Ove

rcom

ing

Indi

geno

us D

isad

vant

age:

Key

Indi

cato

rs 2

011.

C

anbe

rra,

Pro

duct

ivity

Com

mis

sion

. Ove

rvie

w. E

xcer

pt p

p. 2

-7.

Aus

tralia

n P

rodu

ctiv

ity C

omm

issi

on S

CR

GS

P (S

teer

ing

Com

mitt

ee

for t

he R

evie

w o

f Gov

ernm

ent S

ervi

ce P

rovi

sion

) (20

11).

Ove

rcom

ing

Indi

geno

us D

isad

vant

age:

Key

Indi

cato

rs 2

011

is th

e fif

th in

a s

erie

s of

regu

lar r

epor

ts

com

mis

sion

ed b

y he

ads

of g

over

nmen

ts in

200

2. T

he re

ports

hel

p go

vern

men

ts m

onito

r and

add

ress

th

e di

sadv

anta

ge th

at li

mits

the

oppo

rtuni

ties

and

choi

ces

of m

any

Indi

geno

us p

eopl

e. W

hile

a n

umbe

r of

dim

ensi

ons

of d

isad

vant

age

incr

ease

with

geo

grap

hic

rem

oten

ess,

Indi

geno

us p

eopl

e in

urb

an s

ettin

gs c

an a

lso

face

sig

nific

ant d

isad

vant

age

com

pare

d w

ith n

on-In

dige

nous

peo

ple

in th

ose

area

s.

Pro

mot

ing

econ

omic

and

soc

ial d

evel

opm

ent t

hrou

gh N

ativ

e tit

le.

Land

, rig

ht, L

aws:

Issu

es o

f Nat

ive

title

, vol

2(2

8), (

2004

).Th

is p

aper

con

side

rs h

ow th

e na

tive

title

sys

tem

mig

ht o

pera

te m

ore

effe

ctiv

ely

to a

ssis

t tra

ditio

nal o

wne

r gro

ups

in re

alis

ing

thei

r goa

ls fo

r eco

nom

ic a

nd s

ocia

l dev

elop

men

t. It

relie

s on

hum

an ri

ghts

prin

cipl

es to

bui

ld a

fra

mew

ork

for e

cono

mic

and

soc

ial d

evel

opm

ent.

This

fram

ewor

k in

tegr

ates

eth

ical

prin

cipl

es, s

uch

as e

qual

ity

and

resp

ect f

or In

dige

nous

cul

ture

, with

the

econ

omic

and

soc

ial f

acto

rs th

at d

eter

min

e ho

w w

ell I

ndig

enou

s pe

ople

live

in th

eir c

omm

uniti

es. A

pply

ing

this

fram

ewor

k to

nat

ive

title

neg

otia

tions

and

agr

eem

ent-m

akin

g, th

e pa

per p

ropo

ses

prin

cipl

es to

redi

rect

the

focu

s of

the

parti

es to

war

ds th

e ec

onom

ic a

nd s

ocia

l dev

elop

men

t go

als

of th

e tra

ditio

nal o

wne

r gro

up. T

he p

aper

is b

ased

on

cons

ulta

tion,

rese

arch

and

ana

lysi

s co

ntai

ned

in th

e N

ativ

e Ti

tle R

epor

t 200

3.

Rac

e &

Eth

nic

Rel

atio

ns. F

ozda

r, F,

Wild

ing,

R &

Haw

kins

, M.

Oxf

ord

Uni

vers

ity P

ress

, Sou

th M

elbo

urne

. Cha

pter

7 In

dige

nous

P

eopl

es, p

p. 1

08-1

26. (

2008

).

Rac

e an

d E

thni

c R

elat

ions

pro

vide

s cl

ear,

syst

emat

ic a

nd d

etai

led

cove

rage

of t

he is

sues

sur

roun

ding

eth

nic

and

race

rela

tions

in A

ustra

lia. U

sing

an

acce

ssib

le a

nd e

ngag

ing

styl

e, th

e te

xt s

timul

ates

stu

dent

s, a

nd

enco

urag

es d

ebat

e th

roug

h th

e us

e of

exa

mpl

es a

nd c

ase

stud

ies.

“The

pow

er o

f Im

agin

ing:

Tim

e to

go

ther

e to

dis

cove

r Ind

igen

ous

educ

atio

nal s

ucce

ss”.

Her

bert,

J. K

eyno

te a

ddre

ss a

t the

Nat

iona

l P

rinci

pals

Aus

tralia

Inc.

Dar

e to

Lea

d A

nnua

l con

fere

nce,

(201

0).

http

://w

ww

.dar

etol

ead.

edu.

au/S

TOR

Y_S

ucce

ssfu

l_C

lass

room

s_C

onfe

renc

e_JH

Key

note

“The

thre

e “p

s” –

Par

tner

ship

s, P

athw

ays

and

Pol

icie

s: re

al

hope

OR

mer

e ill

usio

ns?”

Her

bert,

J. I

n N

goon

jook

: A jo

urna

l of

Aus

tralia

n In

dige

nous

Issu

es, N

umbe

r 31,

(200

7).

The

Unfi

nish

ed B

usin

ess

of A

polo

gy- S

enat

e R

ejec

ts S

tole

n G

ener

atio

ns C

ompe

nsat

ion

bill

2008

(Cth

). B

urns

, M. I

ndig

enou

s La

w B

ulle

tin, V

ol. 7

(7),

pp. 1

0-14

. (20

08).

This

arti

cle

exam

ines

the

Sen

ate

inqu

iry in

to th

e S

tole

n G

ener

atio

ns C

ompe

nsat

ion

Bill

and

que

stio

ns th

e Fe

dera

l Gov

ernm

ent's

com

mitm

ent t

o de

liver

ing

just

ice

for t

he S

tole

n G

ener

atio

ns.

‘Tra

ditio

nal A

borig

inal

Edu

catio

n’ H

art,

M. R

eprin

ted

in B

. Men

ary.

E

d. 1

981.

Abo

rigin

es a

nd S

choo

ling.

Ade

laid

e, A

ustra

lia: A

CA

E,

pp. 1

8. (1

974)

.



87A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

86A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

Trea

ty, Y

eh?

The

utili

ty o

f a tr

eaty

in a

dvan

cing

reco

ncili

atio

n.

Dav

is, M

. Aus

tralia

, Alte

rnat

ive

Law

Jou

rnal

, Vol

. 31(

3), p

p. 1

27-

136.

(200

6).

This

arti

cle

cons

ider

s th

e pr

ospe

ct o

f a tr

eaty

bet

wee

n In

dige

nous

Aus

tralia

ns a

nd th

e st

ate

and

exam

ines

w

heth

er a

trea

ty w

ould

con

tribu

te to

reco

ncili

atio

n be

twee

n bl

ack

and

whi

te A

ustra

lia.

Unfi

nish

ed b

usin

ess:

Indi

geno

us s

elf-d

eter

min

atio

n, B

ehre

ndt,

L,

Are

na M

agaz

ine,

No.

58,

Apr

il-M

ay, p

p. 2

4-27

, (20

02).

http

://w

ww

.are

na.o

rg.a

u/20

02/0

4/un

finis

hed-

jour

ney-

indi

geno

us-s

elf-d

eter

min

atio

n/

Laris

sa B

ehre

ndt:

Set

back

s an

d po

litic

al re

actio

n ha

ve le

d m

any

to tu

rn a

way

from

the

diffi

cult

proj

ect o

f ex

tend

ing

indi

geno

us ri

ghts

. But

it is

onl

y th

roug

h co

mpl

etin

g th

e jo

urne

y to

full

self-

dete

rmin

atio

n th

at tr

ue

indi

geno

us li

bera

tion

can

be a

chie

ved.

Unfi

nish

ed B

usin

ess:

The

Aus

tralia

n Fo

rmal

Rec

onci

liatio

n P

roce

ss (2

nd e

dn),

Gun

ston

e, A

. Aus

tralia

n S

chol

arly

Pub

lishi

ng,

Nor

th M

elbo

urne

. Exc

erpt

pp.

286

-303

. (20

09).

The

Aus

tralia

n Fo

rmal

Rec

onci

liatio

n P

roce

ss: U

nfini

shed

Bus

ines

s’ e

xplo

res

the

polit

ical

his

tory

of t

he 1

991-

2000

Aus

tralia

n re

conc

iliat

ion

proc

ess.

Whi

te P

rivile

ge: U

npac

king

the

Invi

sibl

e K

naps

ack.

McI

ntos

h, P

. (1

989)

.

http

://w

ww

.nym

bp.o

rg/re

fere

nce/

Whi

teP

rivile

ge.p

df

BOOK

SDE

SCRI

PTIO

N

A c

onci

se h

isto

ry o

f Aus

tralia

. Mac

inty

re, S

. (19

99).

This

revi

sed

editi

on o

f a c

ompr

ehen

sive

sin

gle-

volu

me

Aus

tralia

n hi

stor

y re

fere

nce

inco

rpor

ates

the

mos

t re

cent

his

toric

al re

sear

ch a

nd c

onte

mpo

rary

deb

ate

on re

leva

nt is

sues

. In

addi

tion

to fr

ontie

r vio

lenc

e be

twee

n E

urop

ean

settl

ers

and

Abo

rigin

es a

nd th

e S

tole

n G

ener

atio

ns, t

he v

olum

e co

vers

the

Syd

ney

Oly

mpi

cs, t

he

refu

gee

cris

is a

nd th

e "P

acifi

c so

lutio

n."

Abo

rigin

al A

ustra

lians

. Bla

ck re

spon

ses

to W

hite

dom

inan

ce

1788

-200

1, (3

rd e

d). B

room

e, R

. (20

02).

Abo

rigin

al A

ustra

lians

is a

pow

erfu

l, co

mpr

ehen

sive

his

tory

of b

lack

-whi

te e

ncou

nter

s in

Aus

tralia

sin

ce

colo

nisa

tion,

trac

ing

the

cont

inui

ng A

borig

inal

stru

ggle

to m

ove

from

the

mar

gins

of c

olon

ial s

ocie

ty to

a m

ore

cent

ral p

lace

in m

oder

n A

ustra

lia. F

ully

upd

ated

, it r

emai

ns th

e on

ly c

onci

se a

nd u

p-to

-dat

e su

rvey

of A

borig

inal

hi

stor

y si

nce

1788

.

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

Edu

catio

n: A

n In

trodu

ctio

n fo

r th

e te

achi

ng p

rofe

ssio

n. K

aye

Pric

e (e

d.),

(201

2).

This

pub

licat

ion

deal

s w

ith a

num

ber o

f iss

ues

rele

vant

to In

dige

nous

edu

catio

n. A

ll w

ho h

ave

cont

ribut

ed

chap

ters

are

Abo

rigin

al a

nd/o

r Tor

res

Stra

it Is

land

er p

eopl

e w

ith a

long

invo

lvem

ent i

n ed

ucat

ion.

Am

I B

lack

Eno

ugh

For y

ou?

Hei

ss, A

. Ran

dom

Hou

se, N

orth

S

ydne

y. (2

011)

.Th

e st

ory

of a

n ur

ban-

base

d hi

gh a

chie

ving

Abo

rigin

al w

oman

wor

king

to b

reak

dow

n st

ereo

type

s an

d bu

ild

brid

ges

betw

een

blac

k an

d w

hite

Aus

tralia

. Wha

t doe

s it

mea

n to

be

Abo

rigin

al?

Why

is A

ustra

lia s

o ob

sess

ed

with

not

ions

of i

dent

ity?

Rea

d he

r sto

ry a

nd a

sk: w

hat d

oes

it ta

ke fo

r som

eone

to b

e bl

ack

enou

gh fo

r you

?

http://www.arena.org.au/2002/04/unfinished-journey-indigenous-self-determination/


A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

88A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

Ask

Firs

t: A

gui

de to

resp

ectin

g In

dige

nous

her

itage

pla

ces

and

valu

es. A

ustra

lian

Her

itage

Com

mis

sion

, (20

02).

Ask

Firs

t: A

gui

de to

resp

ectin

g In

dige

nous

her

itage

pla

ces

and

valu

es p

rovi

des

a pr

actic

al g

uide

for l

and

deve

lope

rs, l

and

user

s an

d m

anag

ers,

cul

tura

l her

itage

pro

fess

iona

ls a

nd m

any

othe

rs w

ho m

ay h

ave

an im

pact

on

Indi

geno

us h

erita

ge.

Aus

tralia

’s In

dige

nous

lang

uage

s, S

enio

r Sec

onda

ry A

sses

smen

t B

oard

of S

outh

Aus

tralia

. (19

96).

Ther

e ar

e m

ore

than

250

Aus

tralia

n In

dige

nous

lang

uage

s. T

his

Boo

k an

d ac

com

pany

ing

CD

intro

duce

s yo

u to

th

em.

Bei

ng b

lack

Abo

rigin

al c

ultu

res

in 's

ettle

d' A

ustra

lia. K

een,

I &

A

ustra

lian

Inst

itute

of A

borig

inal

Stu

dies

. Abo

rigin

al S

tudi

es P

ress

fo

r Aus

tralia

n In

stitu

te o

f Abo

rigin

al S

tudi

es, C

anbe

rra

(198

8).

Issu

es d

iscu

ssed

incl

ude

base

s of

iden

tity,

ties

of f

amily

, stru

ctur

e of

com

mun

ity, w

ays

of s

peak

ing,

bel

iefs

and

fe

elin

gs a

bout

cou

ntry

, and

atti

tude

s to

the

past

.

Bla

ckbo

oks

http

://co

mm

unity

2.w

ebtv

.net

/mar

mac

k/B

LAC

KB

OO

KS

HO

ME

PAG

E/

Bro

ken

Circ

les:

Fra

gmen

ting

Indi

geno

us fa

mili

es 1

800-

2000

. H

aebi

ch, A

. Fre

man

tle A

rts C

entre

Pre

ss, p

p. 1

31-1

50; 1

68-1

79;

288-

312;

527

-533

. (20

00).

Ther

e w

as n

o si

ngle

Sto

len

Gen

erat

ion,

ther

e w

ere

man

y an

d B

roke

n C

ircle

s is

thei

r sto

ry. T

his

maj

or w

ork

reve

als

the

dark

hea

rt of

this

his

tory

. It s

how

s th

at, f

rom

the

earli

est t

imes

of E

urop

ean

colo

nisa

tion,

Abo

rigin

al

Aus

tralia

ns e

xper

ienc

ed th

e tra

uma

of lo

ss a

nd s

epar

atio

n, a

s th

eir c

hild

ren

wer

e ab

duct

ed, e

nsla

ved,

in

stitu

tiona

lised

and

cul

tura

lly re

mod

elle

d.

Con

vinc

ing

Gro

und:

lear

ning

to fa

ll in

love

with

you

r cou

ntry

. P

asco

e, B

. (20

07).

Con

vinc

ing

Gro

und

is a

wid

e-ra

ngin

g, p

erso

nal a

nd p

ower

ful w

ork,

whi

ch re

sona

tes

with

his

toric

al a

nd

cont

empo

rary

Aus

tralia

n de

bate

s ab

out i

dent

ity, d

ispo

sses

sion

, mem

ory

and

com

mun

ity. P

asco

e ra

nges

ac

ross

the

natio

nal c

onte

mpo

rary

pol

itica

l sta

ge, c

ritiq

uing

the

grea

t Aus

tralia

n si

lenc

e w

hen

it co

mes

to d

ealin

g re

spec

tfully

with

the

cons

truct

ion

of th

e na

tion’

s In

dige

nous

pas

t. H

e pr

opos

es a

way

forw

ard,

bey

ond

shad

y in

telle

ctua

l arg

umen

t and

imm

atur

e na

tiona

lism

: stre

ngth

s in

tact

; wea

knes

ses

ackn

owle

dged

and

add

ress

ed.

Dis

cipl

inin

g th

e sa

vage

s, S

avag

ing

the

disc

iplin

es. N

akat

a, M

. (2

007)

.

The

book

pro

vide

s an

alte

rnat

ive

read

ing

for t

hose

stru

gglin

g at

the

cont

radi

ctor

and

, am

bigu

ous

inte

rsec

tions

of

acad

emia

and

Indi

geno

us e

xper

ienc

e. In

doi

ng s

o it

mov

es b

eyon

d th

e us

ual,

criti

cism

s of

the

disc

iplin

es w

hich

co

nstru

ct th

e w

ay w

e ha

ve c

ome

to k

now

and

und

erst

and

Indi

geno

us P

eopl

es.

For t

heir

own

good

: Abo

rigin

es a

nd G

over

nmen

t in

the

sout

h W

est

of W

este

rn A

ustra

lia, 1

900-

1940

. Hae

bich

, A. (

1992

).Th

is b

ook

is a

pow

erfu

l and

mov

ing

hist

ory

of A

borig

inal

peo

ple

in th

e so

uth

wes

t of W

este

rn A

ustra

lia c

over

ing

a tim

e w

hen

they

exp

erie

nced

pro

foun

d ch

ange

s in

thei

r way

of l

ife a

nd s

tatu

s in

the

com

mun

ity. T

heir

inde

pend

ent

life

in th

e bu

sh, o

n st

atio

ns a

nd o

n th

eir o

wn

smal

l far

ms

was

pro

gres

sive

ly e

rode

d by

dis

crim

inat

ory

law

s,

bure

aucr

atic

inte

rfere

nce

and

over

t rac

ism

. The

Abo

rigin

es' d

igni

ty a

nd s

treng

th a

s th

ey b

attle

d to

mai

ntai

n th

eir

inde

pend

ence

and

prid

e of

fer l

esso

ns fo

r all

peop

le.

http://community2.webtv.net/marmack/BLACKBOOKSHOMEPAGE

http://community2.webtv.net/marmack/BLACKBOOKSHOMEPAGE

89A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

88A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

Intro

duct

ory

Indi

geno

us S

tudi

es in

Edu

catio

n. P

hilli

ps, J

&

Lam

pert,

J (e

ds) P

ears

on E

duca

tion,

Fre

nch’

s Fo

rest

, pp.

60-

79.

(200

5).

This

boo

k in

tend

s to

add

to th

e co

nver

satio

ns a

bout

the

plac

e of

Indi

geno

us P

eopl

es in

Aus

tralia

n so

ciet

y as

a

mea

ns o

f exp

lorin

g A

ustra

lian

soci

ety

itsel

f. Th

e is

sues

bei

ng c

onsi

dere

d he

re a

bout

the

repr

esen

tatio

ns o

f In

dige

nous

Peo

ples

, our

kno

wle

dge

and

the

mul

ti-di

men

sion

ality

of o

ur in

ters

ecte

d hi

stor

y ar

e re

leva

nt to

a

muc

h br

oade

r soc

ieta

l con

text

.

Lang

uage

and

cul

ture

in A

borig

inal

Aus

tralia

. Wal

sh, M

& Y

allo

p, C

(e

ds),

(200

5).

Wha

t are

the

Aus

tralia

n A

borig

inal

lang

uage

s lik

e? H

ow m

any

are

ther

e? W

here

are

they

spo

ken?

How

are

th

ey le

arne

d by

chi

ldre

n? A

re th

ere

dict

iona

ries

of A

borig

inal

lang

uage

s? W

hat k

inds

of n

ew la

ngua

ge h

ave

emer

ged

in th

e la

st tw

o hu

ndre

d ye

ars?

Wha

t is

the

conn

ectio

n be

twee

n la

nd, p

eopl

e an

d la

ngua

ge in

Abo

rigin

al

Aus

tralia

? H

ow d

oes

the

use

of E

nglis

h di

sadv

anta

ge A

borig

inal

peo

ple?

Libe

ratin

g C

ultu

re: C

ross

-Cul

tura

l Per

spec

tives

on

Mus

eum

s,

Cur

atio

n an

d H

erita

ge P

rese

rvat

ion.

Kre

ps, C

. F. (

2003

).

Usi

ng in

tern

atio

nal e

xam

ples

, the

aut

hor s

how

s th

at m

ost s

ocie

ties

pres

erve

obj

ects

of s

peci

al v

alue

and

m

eani

ng, t

houg

h th

ey m

ay n

ot b

e ea

sily

reco

gnis

able

as

"mus

eum

s" to

an

outs

ider

. Chr

istin

a K

reps

adv

ocat

es

the

liber

atio

n of

cul

ture

from

the

man

agem

ent r

egim

es o

f Eur

ocen

tric

mus

eolo

gy, a

nd th

e re

stor

atio

n of

peo

ple'

s rig

hts

to th

e co

ntro

l and

man

agem

ent o

f the

ir ow

n cu

ltura

l her

itage

.

Mag

abal

a B

ooks

ht

tp://

ww

w.m

agab

ala.

com

/cat

alog

_new

/inde

x.ph

pTh

e ol

dest

inde

pend

ent A

ustra

lian

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

pub

lishi

ng h

ouse

. It i

s a

non-

for-p

rofit

or

gani

satio

n an

d w

orks

to d

evel

op a

nd p

rom

ote

Aus

tralia

n A

borig

inal

and

Tor

res

Stra

it Is

land

er C

ultu

res.

Man

y Vo

ices

: refl

ectio

ns o

n ex

perie

nces

of I

ndig

enou

s ch

ild

sepa

ratio

n. M

ello

r, D

& H

aebi

ch, A

(eds

) Nat

iona

l Lib

rary

of

Aus

tralia

, Can

berr

a, p

p. 8

4-85

and

108

-9. (

2002

).

This

boo

k "b

rings

toge

ther

test

imon

ies

from

all

side

s of

the

hist

ory

of In

dige

nous

chi

ld s

epar

atio

n in

Aus

tralia

. Th

e bo

ok in

clud

es th

e vo

ices

of c

hild

ren

who

wer

e ta

ken

from

thei

r fam

ilies

, adu

lts w

ho c

ared

for t

hem

in

inst

itutio

ns a

nd M

issi

ons,

fam

ilies

who

took

them

into

thei

r hom

es a

nd g

over

nmen

t offi

cers

who

ena

cted

offi

cial

po

licie

s. In

thei

r gen

eros

ity a

nd c

oura

ge, i

ts c

ontri

buto

rs h

ave

crea

ted

an in

valu

able

gift

to a

ll A

ustra

lians

."

Mac

quar

ie A

borig

inal

wor

ds: A

dic

tiona

ry o

f wor

ds fr

om A

ustra

lian

Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

lang

uage

s. T

hieb

erge

r, T

&

McG

rego

r, W

(eds

). Th

e M

acqu

arie

libr

ary

Pty

Ltd

, Syd

ney,

NS

W.

(199

4).

Des

crib

es c

hara

cter

istic

s of

17

Aus

tralia

n la

ngua

ges

and

rela

tions

hip

to k

insh

ip s

yste

ms.

Nou

rishi

ng T

erra

ins:

Aus

tralia

n A

borig

inal

vie

ws

of la

ndsc

ape

and

wild

erne

ss. R

ose,

D.B

(199

6).

This

boo

k "is

a s

tudy

of i

ndig

enou

s P

eopl

es' r

elat

ions

hips

to th

eir h

omel

ands

. Dra

win

g on

son

g an

d po

etry

as

wel

l as

on e

xpla

natio

n an

d an

alys

is, t

his

book

sho

ws

how

Abo

rigin

al 'c

ount

ries'

are

kno

wn

and

love

d, s

ung

and

reco

unte

d, o

wne

d an

d ca

red

for t

o pr

omot

e lif

e. T

oday

, alth

ough

frag

men

ted

and

dam

aged

, the

nou

rishi

ng

terr

ains

of A

borig

inal

Aus

tralia

offe

r a u

niqu

e po

ssib

ility

for h

uman

and

eco

logi

cal r

econ

cilia

tion.

"

Offi

cial

ly a

ssum

ed w

ithou

t Req

uest

. In

Trus

tees

on

Tria

l: R

ecov

erin

g th

e S

tole

n W

ages

. Kid

d, R

. Abo

rigin

al S

tudi

es P

ress

, C

anbe

rra,

pp.

52-

70. (

2006

).

In T

rust

ees

on T

rial:

Rec

over

ing

the

Sto

len

Wag

es, R

osal

ind

Kid

d us

es o

ffici

al c

orre

spon

denc

e to

reve

al th

e ex

traor

dina

ry e

xten

t of g

over

nmen

t con

trols

ove

r Abo

rigin

al w

ages

, sav

ings

, end

owm

ents

and

pen

sion

s in

tw

entie

th c

entu

ry Q

ueen

slan

d. C

astin

g th

e ev

iden

ce in

term

s of

nat

iona

l and

inte

rnat

iona

l liti

gatio

n, p

artic

ular

ly

case

s re

latin

g to

gov

ernm

ent a

ccou

ntab

ility

for I

ndig

enou

s in

tere

sts,

Kid

d m

akes

a p

ower

ful c

ase

that

the

Que

ensl

and

gove

rnm

ent s

houl

d be

hel

d to

the

sam

e st

anda

rds

of a

ccou

ntab

ility

and

redr

ess

as a

ny m

ajor

fin

anci

al in

stitu

tion.

http://www.magabala.com/catalog_new/index.php

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

90A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

Pro

tect

ing

Indi

geno

us k

now

ledg

e an

d he

ritag

e: A

glo

bal

chal

leng

e. B

attis

te, M

., H

ende

rson

, J. P

uric

h P

ublis

hing

Ltd

, S

aska

tche

wan

, Can

ada,

(200

0).

Thi

s bo

ok il

lust

rate

s w

hy c

urre

nt le

gal r

egim

es a

re in

adeq

uate

to p

rote

ct In

dige

nous

kno

wle

dge

and

puts

fo

rwar

d id

eas

for r

efor

m. I

t als

o ex

amin

es is

sues

from

an

inte

rnat

iona

l per

spec

tive

and

expl

ores

dev

elop

men

ts

in v

ario

us c

ount

ries

incl

udin

g C

anad

a, th

e U

nite

d S

tate

s, A

ustra

lia a

nd N

ew Z

eala

nd. I

t exa

min

es th

e w

ork

of

the

Uni

ted

Nat

ions

and

rele

vant

nat

iona

l and

inte

rnat

iona

l agr

eem

ents

to In

dige

nous

kno

wle

dge

and

offe

rs

prot

ectiv

e so

lutio

ns fo

r Ind

igen

ous

peop

les,

and

gui

danc

e fo

r tho

se s

eeki

ng to

und

erst

and

and

expl

ore

Indi

geno

us k

now

ledg

e fu

rther

.

Rac

e an

d R

acis

m in

Aus

tralia

, (3r

d ed

n). H

ollin

swor

th, D

. Th

omso

n/S

ocia

l Sci

ence

Pre

ss, S

outh

Mel

bour

ne, p

p. 1

05-1

45.

(200

6).

Rac

e an

d R

acis

m in

Aus

tralia

pro

vide

s a

com

preh

ensi

ve a

nd m

ultid

isci

plin

ary

anal

ysis

of A

ustra

lian

raci

sm.

This

third

edi

tion

exam

ines

com

plex

que

stio

ns o

f cul

tura

l div

ersi

ty, s

ocia

l jus

tice,

dis

crim

inat

ion,

hum

an ri

ghts

an

d co

mm

unity

rela

tions

that

rem

ain

criti

cal a

nd c

onte

sted

issu

es in

Aus

tralia

toda

y an

d ra

ises

con

cern

s ab

out

raci

sm in

its

man

y fo

rms.

Thi

s bo

ok is

ess

entia

l rea

ding

for h

ealth

pro

fess

iona

ls, e

duca

tors

and

com

mun

ity

wor

kers

and

will

be

of p

artic

ular

inte

rest

to th

ose

enro

lled

in s

ocia

l sci

ence

and

hum

aniti

es p

rogr

ams.

Set

tling

with

Indi

geno

us p

eopl

e: M

oder

n tre

aty

and

agre

emen

t m

akin

g. L

angt

on, M

Fed

erat

ion

Pre

ss, A

nnan

dale

, NS

W. (

2006

).

Set

tling

with

Indi

geno

us P

eopl

e de

scrib

es th

e m

akin

g of

ten

cont

empo

rary

, mos

tly A

ustra

lian,

loca

l and

regi

onal

ag

reem

ents

and

det

ails

the

aven

ues

thro

ugh

whi

ch s

uch

agre

emen

ts c

an b

e im

plem

ente

d an

d su

stai

ned.

The

A

ustra

lian

regi

onal

agr

eem

ents

con

cern

Sou

th W

est A

ustra

lia, t

he M

urra

y-D

arlin

g B

asin

, and

Cap

e Yo

rk. T

he

disc

ussi

on a

ddre

sses

: gov

erna

nce

and

lead

ersh

ip n

egot

iatio

n st

rate

gies

, inc

ludi

ng th

e ro

le o

f for

mal

neg

otia

ting

fram

ewor

ks th

e im

porta

nce

of p

roce

ss a

nd o

utco

me

the

cruc

ial i

mpa

ct o

f pol

itics

and

tim

ing

the

sign

ifica

nce

of

priv

ate

sect

or e

ngag

emen

t im

plem

enta

tion

mec

hani

sms.

Sor

t of a

pla

ce li

ke h

ome.

Mau

sart,

S. (

1993

).Fi

rst p

ublis

hed

in 1

993,

Sor

t of a

Pla

ce L

ike

Hom

e is

the

awar

d-w

inni

ng s

tudy

of l

ife w

ithin

the

Moo

re R

iver

Nat

ive

Set

tlem

ent.

Mak

ing

exte

nsiv

e an

d im

agin

ativ

e us

e of

ora

l sou

rces

and

offi

cial

doc

umen

ts, S

ort o

f a P

lace

Lik

e H

ome

crea

tes

a vi

vid

and

intim

ate

pict

ure

of th

e lif

e ex

perie

nce

of M

oore

Riv

er in

mat

es, w

hile

doc

umen

ting

the

appa

lling

bur

eauc

ratic

inco

mpe

tenc

e, o

ffici

al in

diffe

renc

e an

d oc

casi

onal

bru

talit

y th

at m

ade

Moo

re R

iver

no

torio

us.

The

little

Red

, Yel

low

, Bla

ck B

ook:

An

intro

duct

ion

to In

dige

nous

A

ustra

lia. (

2005

).

http

://w

ww

.aia

tsis

.gov

.au/

lryb/

reso

urce

s.ht

ml

If yo

u w

ant t

o re

ad s

torie

s th

e m

edia

don

’t te

ll yo

u, m

ini-e

ssay

s on

fam

ous

as w

ell a

s ev

eryd

ay in

divi

dual

s an

d or

gani

satio

ns w

ill p

rovi

de in

sigh

ts in

to a

rang

e of

Aus

tralia

n In

dige

nous

exp

erie

nces

. The

Litt

le R

ed Y

ello

w B

lack

B

ook

cont

ains

som

e ra

rely

see

n ph

otog

raph

s, a

s w

ell a

s in

form

atio

n on

trav

ellin

g re

spec

tfully

, and

fest

ival

s an

d to

urs.

A fr

ee w

ebsi

te w

ith e

xtra

mat

eria

l (so

me

free

dow

nloa

ds),

and

educ

atio

nal r

esou

rces

sup

plem

ent t

he

book

.

The

Mar

dudj

ara

Abo

rigin

es. T

ionk

inso

n, R

. (19

78).

Cas

e st

udie

s in

cul

tura

l ant

hrop

olog

y

The

Tiw

i of N

orth

Aus

tralia

. Har

t, C

.W.M

. & P

illin

g, A

.R. (

1965

)Th

is b

ook

is a

stu

dy o

f soc

ial i

nter

actio

n. B

ut it

is a

lso

a st

udy

of c

ultu

re c

hang

e.

The

Way

We

Civ

ilise

. Kid

d, R

. Uni

vers

ity o

f Que

ensl

and

Pre

ss, S

t Lu

cia,

pp.

228

-264

. (19

97).

Kid

d de

scrib

es h

ow th

ey w

ield

ed e

norm

ous

influ

ence

ove

r eve

ry a

spec

t of t

he li

ves

of Q

ueen

slan

d's

Abo

rigin

al

popu

latio

n. S

he re

veal

s th

e bi

tter c

onfli

cts

betw

een

stat

e an

d fe

dera

l pol

itici

ans,

and

exa

min

es w

hy g

over

nmen

ts

faile

d to

turn

the

rhet

oric

of r

efor

m in

to re

ality

. Tim

ely

and

sign

ifica

nt, t

his

dist

urbi

ng a

ccou

nt is

ess

entia

l to

an

unde

rsta

ndin

g of

Abo

rigin

al g

rieva

nces

toda

y.

http://www.aiatsis.gov.au/lryb/resources.html

91A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

90A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

Why

war

riors

lie

dow

n an

d di

e: T

owar

ds a

n un

ders

tand

ing

of w

hy

the

Abo

rigin

al p

eopl

e of

Arn

hem

Lan

d fa

ce th

e gr

eate

st c

risis

in

heal

th a

nd e

duca

tion

sinc

e E

urop

ean

cont

act.

Trud

gen,

R. (

2000

).

Why

War

riors

Lie

Dow

n an

d D

ie is

ess

entia

l rea

ding

for a

nyon

e in

tere

sted

in in

dige

nous

Peo

ples

. It a

lso

offe

rs

insi

ght f

or th

ose

who

wan

t a g

reat

er u

nder

stan

ding

of t

he is

sues

invo

lved

in a

chie

ving

true

reco

ncili

atio

n.

Why

wer

en’t

we

told

? a

pers

onal

sea

rch

for t

he tr

uth

abou

t our

hi

stor

y. R

eyno

lds,

H. (

1999

).Th

e ac

clai

med

Why

Wer

en't

We

Told

? Is

a fr

ank

acco

unt o

f his

per

sona

l jou

rnal

tow

ards

the

real

isat

ion

that

he,

lik

e ge

nera

tions

of A

ustra

lians

, gre

w u

p w

ith a

dis

torte

d an

d id

ealis

ed v

ersi

on o

f the

pas

t. W

hy W

eren

't W

e To

ld?

Is c

ruci

al re

adin

g on

the

mos

t im

porta

nt d

ebat

e in

Aus

tralia

as

we

ente

r the

twen

ty-fi

rst c

entu

ry.

Wor

ld o

f rel

atio

nshi

ps: I

tiner

arie

s, D

ream

s, a

nd e

vent

s in

the

Aus

tralia

n W

este

rn D

eser

t Poi

rier,

S.A

(200

5).

A W

orld

of R

elat

ions

hips

is a

n et

hnog

raph

ical

acc

ount

and

ant

hrop

olog

ical

stu

dy o

f the

cul

tura

l use

and

soc

ial

pote

ntia

l of d

ream

s am

ong

Abo

rigin

al g

roup

s of

the

Aus

tralia

n W

este

rn D

eser

t. Th

e ou

tcom

e of

fiel

dwor

k co

nduc

ted

in th

e ar

ea in

the

1980

s an

d 90

s, it

was

orig

inal

ly p

ublis

hed

in F

renc

h as

Les

jard

ins

du n

omad

es:

Cos

mol

ogie

, ter

ritoi

re e

t per

sonn

e da

ns le

dés

ert o

ccid

enta

l aus

tralie

n.

WEB

PAGE

S/W

EBSI

TES

DESC

RIPT

ION

Soc

ial J

ustic

e an

d H

uman

Rig

hts

for A

borig

inal

and

Tor

res

Stra

it Is

land

er P

eopl

es. A

ustra

lian

Hum

an R

ight

s C

omm

issi

on (2

011)

http

://w

ww

.hre

oc.g

ov.a

u/so

cial

_jus

tice/

info

_she

et.h

tml

‘Glo

bal S

teps

to L

ocal

Em

pow

erm

ent i

n th

e N

ext M

illen

nium

: A

n A

sses

smen

t of U

NE

SC

O’s

198

9 R

ecom

men

datio

n on

the

Saf

egua

rdin

g of

Tra

ditio

nal C

ultu

re a

nd F

olkl

ore’

. Sim

on, B

.S.

(200

0).

http

://w

ww

.folk

life.

si.e

du/u

nesc

o/

http

://w

ww

.aia

tsis

.gov

.au/

The

Aus

tralia

n In

stitu

te o

f Abo

rigin

al a

nd T

orre

s S

trait

Isla

nder

Stu

dies

(AIA

TSIS

) is

the

wor

ld’s

pre

mie

r ins

titut

ion

for i

nfor

mat

ion

and

rese

arch

abo

ut th

e cu

lture

s an

d lif

esty

les

of A

borig

inal

and

Tor

res

Stra

it Is

land

er P

eopl

es,

past

and

pre

sent

. Its

act

iviti

es a

ffirm

and

rais

e aw

aren

ess

amon

g al

l Aus

tralia

ns, a

nd p

eopl

e of

oth

er n

atio

ns, o

f th

e ric

hnes

s an

d di

vers

ity o

f Aus

tralia

n In

dige

nous

cul

ture

s an

d hi

stor

ies.

http

://w

ww

.saa

etcb

.org

.au/

The

Sou

th A

ustra

lian

Abo

rigin

al E

duca

tion

and

Trai

ning

Con

sulta

tive

Bod

y (S

AA

ETC

B) i

s an

Abo

rigin

al

com

mun

ity b

ased

com

mitt

ee th

at is

resp

onsi

ble

for p

rovi

ding

hig

h qu

ality

adv

ice

to th

e C

hief

Exe

cutiv

e,

Dep

artm

ent o

f Edu

catio

n an

d C

hild

ren’

s S

ervi

ces

(DE

CS

), C

hief

Exe

cutiv

e, D

epar

tmen

t of F

urth

er E

duca

tion,

E

mpl

oym

ent,

Sci

ence

and

Tec

hnol

ogy

(DFE

ES

T), t

heir

Min

iste

rs a

nd th

e D

irect

ors

of th

e In

depe

nden

t Sch

ools

A

ssoc

iatio

n (S

A) a

nd C

atho

lic E

duca

tion

Offi

ce (S

A).


http://www.folklife.si.edu/unesco


http://www.saaetcb.org.au

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

92A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

http

://w

ww

.ntie

c.go

v.au

/Th

e N

orth

ern

Terr

itory

Indi

geno

us E

duca

tion

Cou

ncil

(NTI

EC

) is

an In

dige

nous

repr

esen

tativ

e ad

viso

ry b

ody

appo

inte

d by

the

Min

iste

r for

Edu

catio

n an

d Tr

aini

ng to

pro

vide

adv

ice

and

mak

e re

com

men

datio

ns to

the

NT

Gov

ernm

ent a

nd A

ustra

lian

Gov

ernm

ent M

inis

ters

on

educ

atio

n fo

r Ind

igen

ous

stud

ents

in th

e N

orth

ern

Terr

itory

. Th

e C

ounc

il pr

ovid

es a

vita

l lin

k be

twee

n pa

rent

s, lo

cal s

choo

ls, c

omm

uniti

es a

nd g

over

nmen

ts to

ens

ure

Indi

geno

us s

tude

nts

get t

he b

est p

ossi

ble

outc

omes

. The

cou

ncil

cons

ists

of r

epre

sent

ativ

es fr

om A

lice

Spr

ings

, D

arw

in, D

aly

Riv

er, K

athe

rine,

Laj

aman

u, M

anin

grid

a, M

iling

imbi

, Num

bulw

ar, T

iwi I

slan

ds a

nd Y

irrka

la re

gion

s.

A k

ey ro

le o

f the

cou

ncil

is to

con

sult

dire

ctly

with

Indi

geno

us p

eopl

e ac

ross

the

Terr

itory

on

a re

gula

r bas

is a

nd

refle

ct In

dige

nous

peo

ple'

s vi

ews,

asp

iratio

ns a

nd c

once

rns

on e

duca

tion

serv

ices

and

out

com

es fo

r Ind

igen

ous

stud

ents

.

http

://w

ww

.aet

cwa.

org.

au/s

taff

The

role

of t

he A

ETC

is to

faci

litat

e th

e de

liver

y of

mor

e ef

fect

ive

educ

atio

nal a

nd tr

aini

ng s

ervi

ces

to A

borig

inal

pe

ople

in W

este

rn A

ustra

lia th

roug

h:

• ad

visi

ng th

e re

leva

nt W

este

rn A

ustra

lian

Min

iste

rs o

n po

licie

s re

latin

g to

edu

catio

n an

d tra

inin

g an

d to

co

ordi

nate

the

deve

lopm

ent a

nd m

onito

ring

of th

e S

trate

gic

Pla

n fo

r Abo

rigin

al E

duca

tion

and

Trai

ning

in

Wes

tern

Aus

tralia

;

• to

ens

ure

that

the

Gov

ernm

ent h

as a

cces

s to

inde

pend

ent A

borig

inal

adv

ice

by d

evel

opin

g ef

fect

ive

cons

ulta

tive

and

advi

sory

mec

hani

sms

whi

ch w

ill p

rovi

de a

n ef

fect

ive

and

dire

ct o

ppor

tuni

ty fo

r Abo

rigin

al

peop

le to

wor

k at

the

high

est l

evel

in s

ettin

g po

licy

for e

duca

tion

and

train

ing

of A

borig

inal

peo

ple;

and

• to

est

ablis

h fu

ndin

g ag

reem

ents

with

the

Com

mon

wea

lth D

epar

tmen

t of E

duca

tion,

Em

ploy

men

t and

Wor

k R

elat

ions

(DE

EW

R) t

hat e

nabl

e th

e C

ounc

il to

und

erta

ke p

roje

cts

rele

vant

to it

s te

rms

of re

fere

nce.

http

://w

ww

.aec

g.ns

w.e

du.a

u/Th

e N

SW

AE

CG

is a

n A

borig

inal

Com

mun

ity C

ontro

lled,

Inde

pend

ent,

Not

for P

rofit

Adv

ocac

y G

roup

. The

AE

CG

pr

omot

es re

spec

t, em

pow

erm

ent a

nd s

elf-d

eter

min

atio

n an

d be

lieve

s th

e pr

oces

s of

col

labo

rativ

e co

nsul

tatio

n is

inte

gral

to a

chie

ving

equ

ity in

edu

catio

n &

is fu

ndam

enta

l to

the

achi

evem

ent o

f equ

ality

.

The

AE

CG

adv

ocat

es c

ultu

ral a

ffirm

atio

n, in

tegr

ity &

the

purs

uit o

f equ

ality

to e

nsur

e th

at th

e un

ique

and

div

erse

id

entit

y of

Abo

rigin

al p

eopl

e &

stu

dent

s is

reco

gnis

ed a

nd v

alue

d.

http

://va

eai.o

rg.a

u/in

dex.

cfm

The

Vict

oria

n A

borig

inal

Edu

catio

n A

ssoc

iatio

n In

corp

orat

ed is

the

peak

Koo

rie c

omm

unity

org

anis

atio

n fo

r ed

ucat

ion

and

train

ing

in V

icto

ria. W

e w

ork

for o

ur c

omm

unity

to b

uild

suc

cess

in e

duca

tion

and

train

ing.

VA

EA

I ad

vise

s ed

ucat

ion

syst

ems

of w

ays

to im

prov

e th

e ou

tcom

es a

nd e

duca

tion

expe

rienc

e of

Koo

rie s

tude

nts.

W

e m

aint

ain

long

stan

ding

wor

king

rela

tions

hips

with

Sta

te a

nd C

omm

onw

ealth

dep

artm

ents

of e

duca

tion

and

train

ing.

We

prov

ide

repr

esen

tatio

n to

com

mitt

ees

and

foru

ms

at lo

cal,

regi

onal

, sta

te a

nd n

atio

nal l

evel

s.

http

://w

ww

.act

atsi

ecg.

org/

http

://w

ww

.roni

nfilm

s.co

m.a

u/

http://www.ntiec.gov.au

http://www.aetcwa.org.au/staff

http://www.aecg.nsw.edu.au

http://vaeai.org.au/index.cfm

http://www.actatsiecg.org

http://www.roninfilms.com.au

93A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

92A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

Con

vent

ion

(No

169)

Con

cern

ing

Indi

geno

us a

nd T

ribal

Peo

ples

in

Inde

pend

ent C

ount

ries.

Inte

rnat

iona

l Lab

our O

rgan

isat

ion.

(198

9).

http

://w

ww

1.um

n.ed

u/hu

man

rts/in

stre

e/r1

citp

.htm

Rec

onci

liatio

n A

ustra

lia h

ttp://

ww

w.re

conc

iliat

ion.

org.

au/

hom

e/re

sour

ces/

fact

shee

ts/q

-a-fa

ctsh

eets

/indi

geno

us-

pers

pect

ives

-in-th

e-na

tiona

l-cur

ricul

um--

-five

-fast

-fact

s

Dec

lara

tion

on th

e R

ight

s of

Indi

geno

us P

eopl

es. U

nite

d N

atio

ns.

(200

8). h

ttp://

ww

w.u

n.or

g/es

a/so

cdev

/unp

fii/d

ocum

ents

/D

RIP

S_e

n.pd

f

Dra

ft D

ecla

ratio

n on

Cul

tura

l Div

ersi

ty a

t the

162

nd s

essi

on o

f the

E

xecu

tive

Boa

rd –

item

3.5

., 2-

12 O

ctob

er 2

001

(162

EX/

15, 1

62

EX/

INF.

7 an

d 16

2 E

X/54

). U

NE

SC

O. (

2001

).

http

://un

esdo

c.un

esco

.org

/imag

es/0

012/

0012

34/1

2340

5e.

pdf

Freq

uent

ly A

sked

Que

stio

ns o

n th

e D

ecla

ratio

n of

the

Rig

hts

of

Indi

geno

us P

eopl

es. U

nite

d N

atio

ns. (

2007

). ht

tp://

ww

w.u

n.or

g/es

a/so

cdev

/unp

fii/d

ocum

ents

/FA

QsI

ndig

enou

sdec

lara

tion.

pdf.

The

Uni

vers

al D

ecla

ratio

n of

Hum

an R

ight

s. U

nite

d N

atio

ns.

(194

8).

http

://w

ww

.un.

org/

Ove

rvie

w/ri

ghts

.htm

l

DVD/

VIDE

O/AU

DIO

-VIS

UAL

RESO

URCE

SDE

SCRI

PTIO

N

Aus

tralia

’s In

dige

nous

lang

uage

s (C

D-R

OM

), S

enio

r Sec

onda

ry

Ass

essm

ent B

oard

of S

outh

Aus

tralia

, (19

96).

Ther

e ar

e m

ore

than

250

Aus

tralia

n In

dige

nous

lang

uage

s. T

his

CD

and

acc

ompa

nyin

g bo

ok in

trodu

ces

you

to

them

.


ttp://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum---five-fast-facts

ttp://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum---five-fast-facts





http://www.un.org/esa/socdev/unpfii/documents/FAQsIndigenousdeclaration.pdf




A u

nit o

utlin

e an

d co

nten

t for

pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Are

as1.

4 an

d 2.

4

94A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

InS

igh

ts

Bab

aKiu

eria

, (19

86).

This

sat

irica

l exa

min

atio

n of

bla

ck-w

hite

rela

tions

in A

ustra

lia fi

rst s

cree

ned

on A

BC

TV

in 1

986

to w

ides

prea

d ac

clai

m w

ith b

oth

criti

cs a

nd a

udie

nces

alik

e.

This

‘rev

erse

ang

le’ p

robe

into

raci

al in

equa

lity

in A

ustra

lia h

as d

evel

oped

a c

onsi

dera

ble

cult

follo

win

g. It

ap

proa

ches

its

subj

ect w

ith h

umou

r but

is n

o le

ss e

ffect

ive

for t

hat,

perh

aps

mor

e so

. Man

y va

lid p

oint

s ar

e po

sed

for t

he v

iew

er c

once

rnin

g ra

cial

/eth

nic

assu

mpt

ions

and

rela

tions

as

wel

l as

the

inco

ngru

ities

of

cont

empo

rary

Aus

tralia

n so

ciet

y. T

he w

hite

Aus

tralia

life

styl

e is

see

n th

roug

h (p

atro

nisi

ng) A

borig

inal

eye

s w

ithin

a

pseu

do-d

ocum

enta

ry fo

rmat

.

Firs

t Aus

tralia

ns. P

anck

hurs

t, H

., P

erki

ns, R

. New

Sou

th W

ales

. Fi

lm a

nd T

elev

isio

n O

ffice

, Bla

ckfe

lla F

ilms,

Enh

ance

TV,

SB

S-T

V,

Scr

een

Aus

tralia

, Scr

eenw

est (

Org

anis

atio

n), S

outh

Aus

tralia

n Fi

lm C

orpo

ratio

n, (2

008)

.

Firs

t Aus

tralia

ns c

hron

icle

s th

e bi

rth o

f con

tem

pora

ry A

ustra

lia a

s ne

ver t

old

befo

re, f

rom

the

pers

pect

ive

of it

s fir

st p

eopl

e. F

irst A

ustra

lians

exp

lore

s w

hat u

nfol

ds w

hen

the

olde

st li

ving

cul

ture

in th

e w

orld

is o

verr

un b

y th

e w

orld

's g

reat

est e

mpi

re. F

irst A

ustra

lians

chr

onic

les

the

colli

sion

of t

wo

wor

lds

and

the

gene

sis

of a

new

nat

ion.

Fron

tier:

stor

ies

from

whi

te A

ustra

lia’s

forg

otte

n w

ar. (

Par

t 3)

Syd

ney

AB

C-T

V, (1

996)

.Th

is is

an

acco

unt o

f the

his

toric

al e

vent

s in

Aus

tralia

's la

nd w

ar b

egun

afte

r the

land

ing

of C

apta

in C

ook.

The

ev

ents

pro

vide

the

cont

ext f

or th

e de

bate

on

natio

nal r

econ

cilia

tion.

Lous

y Li

ttle

Six

penc

e. C

ivic

Squ

are,

AC

T, R

onin

, (19

90).

Lous

y Li

ttle

Six

penc

e hi

ghlig

hts

the

inju

stic

e of

with

held

wag

es, a

nd th

e fig

ht fo

r rig

htfu

l pay

men

t to

be m

ade

to

Indi

geno

us P

eopl

es.

Mis

sion

s, S

ettle

men

ts a

nd R

eser

ves.

O’C

asey

, A. B

endi

go: V

EA

(1

999)

.Th

is p

rogr

am p

rese

nts

an a

ccou

nt o

f gov

ernm

ent p

olic

ies

of p

rote

ctio

n, w

hich

resu

lted

in In

dige

nous

peo

ple

bein

g re

mov

ed to

mis

sion

s, re

serv

es a

nd s

ettle

men

ts. T

he p

rogr

am p

rese

nts

the

expe

rienc

e of

Indi

geno

us

peop

le li

ving

and

wor

king

on

thes

e m

issi

ons,

rese

rves

and

set

tlem

ents

in th

e ni

nete

enth

and

twen

tieth

cen

turie

s.

The

prog

ram

incl

udes

inte

rvie

ws

with

thos

e w

ho th

emse

lves

exp

erie

nced

this

life

, or w

hose

fam

ilies

did

.

94A

unit

outli

ne a

nd c

onte

nt fo

r pro

fess

iona

l lea

rnin

g un

its to

sup

port

teac

hers

in m

eetin

g Fo

cus

Area

s 1.

4 an

d 2.

4, A

ITSL

201

3

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