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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
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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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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
5.1 Content Summary 23
5.2 Key Teacher Professional Learning Prompts/Questions 23
5.3 Focused Themes and Activities 24
5.3.1 Activity One 24
5.3.2 Activity Two 24
5.3.3 Activity Three 24
5.4 Recommendations for Assessment Activities 24
5.5 Useful Resources 24
Module 3: Understanding Learners and Learning 25
6.1 Content Summary 25
6.2 Key Teacher Professional Learning Prompts/Questions 25
6.3 Focused Themes and Activities 26
6.3.1 Activity One 26
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6.3.2 Activity Two 26
6.3.3 Activity Three 26
6.4 Recommendations for Assessment Strategies 26
6.5 Useful Resources 27
Module 4: Developing culturally responsive curriculum 28
7.1 Content Summary 28
7.2 Key Teacher Professional Learning Prompts/Questions 28
7.3 Focused Themes and Activities 29
7.3.1 Activity One. 29
7.3.2 Activity Two 29
7.3.3 Activity Three 29
7.4 Recommendations for Assessment Strategies 29
7.5 Useful Resources 30
Module 5: Creating effective learning experiences 31
8.1 Content Summary 31
8.2 Key Teacher Professional Learning Prompts/Questions 31
8.3 Focused Themes and Activities 32
8.3.1 Activity One 32
8.3.2 Activity Two 32
8.3.3 Activity Three 32
8.4 Recommendations for Assessment Strategies 32
8.5 Useful Resources 33
Module 6: Connecting through the profession to schools and community 34
9.1 Content Summary 34
9.2 Key Teacher Professional Learning Prompts/Questions 34
9.3 Focused Themes and Activities 35
9.3.1 Activity One 35
9.3.2 Activity Two 35
9.3.3 Activity Three 35
9.4 Recommendations for Assessment Strategies 35
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9.5 Useful Resources 36
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
11.1 Content Summary 42
11.2 Guiding Principles of this Module 42
11.3 Focused Themes and Activities 43
11.3.1 Rights 43
11.3.2 Language 43
11.3.3 Celebration 45
11.4 Questions for you to think about (an example) 45
11.5 Useful Resources 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
12.1 Content Summary 47
12.2 Guiding Principles of this Module 47
12.3 Focused Themes and Activities 47
12.3.1 Rights 47
12.3.2 Language 47
12.3.3 Celebration 47
National 47
Local 48
12.4 Questions for you to think about (an example) 48
12.4.1 Developing cultural sensitivity: a model 48
12.5 Useful Resources 51
12.5.1 Readings 51
12.5.2 Readings about Culture and Language 51
12.5.3 DVDs 52
Module 3: Identity 53
13.1 Content Summary 53
13.2 Guiding Principles of this Module 53
13.3 Focused Themes and Activities 54
13.3.1 Rights 54
13.3.2 Language 54
13.3.3 Celebration 54
13.4 Questions for you to think about 54
13.5 Useful Resources 54
Module 4: History, Policies and Practices 55
14.1 Content Summary 55
14.2 Guiding Principles of this Module 55
14.3 Focused Themes and Activities 56
14.3.1 Rights 56
14.3.2 Language 56
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14.3.3 Celebration 56
14.4 Questions for you to think about (an example) 56
14.5 Activity 57
14.6 Useful Resources 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
15.1 Content Summary 59
15.2 Focused Themes and Activities 60
15.2.1 Rights 60
15.2.2 Language 60
15.2.3 Celebration 60
15.3 Useful Resources 60
Module 6: Aboriginal and Torres Strait Islander Societies: Global Citizenship and Celebration 61
16.1 Content Summary 61
16.2 Guiding Principles of this Module 61
16.3 Focused Themes and Activities 61
16.3.1 Rights 61
16.3.2 Language 61
16.3.3 Celebration 62
16.4 Useful Resources 62
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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5A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013
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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."
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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.
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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.
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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:
At Graduate Level that a teacher can:
• 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.
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.
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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.
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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.
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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.
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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’.
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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.
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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
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.
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
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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.
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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/
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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?
4.
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InSights
• 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?
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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
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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.
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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.
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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.
5.3.3 Activity Three
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.
5.5 Useful Resources
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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.
6.2 Key Teacher Professional Learning Prompts/Questions
• 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.
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InSights
6.3 Focused Themes and Activities
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.
6.3.3 Activity Three
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.
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6.5 Useful Resources
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
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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.
7.2 Key Teacher Professional Learning Prompts/Questions
• 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?
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7.3 Focused Themes and Activities
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.
7.3.3 Activity Three
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?
7.4 Recommendations for Assessment Strategies
• 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.
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7.5 Useful Resources
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
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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.
8.2 Key Teacher Professional Learning Prompts/Questions
• 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.
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InSights
8.3 Focused Themes and Activities
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.
8.3.3 Activity Three
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.
8.4 Recommendations for Assessment Strategies
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.
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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.
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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.
8.5 Useful Resources
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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.
9.2 Key Teacher Professional Learning Prompts/Questions
• 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.
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9.3 Focused Themes and Activities
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.
9.3.3 Activity Three
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.
9.4 Recommendations for Assessment Strategies
• 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.
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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
9.5 Useful Resources
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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
At Graduate Level that a teacher can:
• 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.
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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
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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
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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
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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]
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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.
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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.”
11.3 Focused Themes and Activities
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
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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.
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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 Useful Resources
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.
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
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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:
http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum---five-fast-facts
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
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
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.
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Module 2: Culture and Language
12.1 Content Summary
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.
12.2 Guiding Principles of this Module
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 Focused Themes and Activities
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.
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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 Questions for you to think about (an example)
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?"
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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?"
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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."
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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
12.5 Useful Resources
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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
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Module 3: Identity
13.1 Content Summary
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.’
13.2 Guiding Principles of this Module
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.
54 A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013
InSights
13.3 Focused Themes and Activities
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?
13.5 Useful Resources
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
55A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013
InSights
14. Module 4: History, Policies and Practices
14.1 Content Summary
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.
14.2 Guiding Principles of this Module
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.
56 A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013
InSights
14.3 Focused Themes and Activities
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.
14.4 Questions for you to think about (an example)
• 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?
57A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013
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 Useful Resources
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.
58 A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013
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).
59A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013
InSights
Module 5: Aboriginal and Torres Strait Islander Societies: Cultural Diversity, Rights, and Socio-Economic Justice
15.1 Content Summary
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
60 A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013
InSights
15.2 Focused Themes and Activities
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.
15.3 Useful Resources
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
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
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.
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. (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
61A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013
InSights
Module 6: Aboriginal and Torres Strait Islander Societies: Global Citizenship and Celebration
16.1 Content Summary
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.
16.2 Guiding Principles of this Module
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 Focused Themes and Activities
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.
62
62A
unit
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201
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A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4, AITSL 2013
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 Useful Resources
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.
63A
unit
outli
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nd c
onte
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r pro
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A u
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17.
Ab
ori
gin
al a
nd T
orr
es S
trai
t Is
land
er E
duc
atio
n R
eso
urce
s fo
r S
tand
ard
1 F
ocu
s A
rea
1.
4. S
trat
egie
s fo
r Te
ach
ing
Ab
ori
gin
al a
nd T
orr
es S
trai
t Is
land
er S
tud
ents
ARTI
CLES
/PAP
ERS/
ESSA
YS/R
EPOR
TSDE
SCRI
PTIO
N
A s
tory
abo
ut d
oing
'The
Dre
amin
g'. V
erra
n, H
. pp.
149
- 164
. P
ostc
olon
ial S
tudi
es, 7
(2).
(200
4).
The
stor
y I t
ell h
ere
allo
ws
me
to fo
cus
up ju
st s
uch
a ‘c
onju
nctu
ral m
omen
t’. I
use
an e
thno
grap
hic
fragm
ent
from
my
ongo
ing
wor
k w
ith th
e Yo
lngu
Abo
rigin
al c
omm
unity
in A
ustra
lia's
Nor
ther
n Te
rrito
ry. T
he m
omen
t hi
ghlig
hts
alte
rnat
ive
way
s of
man
agin
g co
ntra
dict
ion.
My
stor
y sh
ows
how
man
agin
g co
ntra
dict
ion
in a
pa
rticu
lar w
ay is
cul
tura
lly e
mbe
dded
, and
how
atte
mpt
ing
to e
xplo
re th
at m
erel
y pl
unge
s an
eth
nogr
aphe
r int
o fu
rther
diffi
culti
es. O
bliq
uely
poi
ntin
g at
the
mom
ent i
s th
e m
ost t
hat m
ight
be
achi
eved
. Foc
usin
g on
my
own
unw
ittin
g pe
rform
ance
of a
Wes
tern
cul
tura
l unc
onsc
ious
with
resp
ect t
o m
anag
ing
cont
radi
ctio
n, I
hope
to
crea
te a
‘flas
h’ th
at il
lum
inat
es a
n ‘o
ther
’ for
m o
f man
agem
ent.
A s
tudy
of b
est p
ract
ice
in th
e te
achi
ng o
f Ind
igen
ous
cultu
re in
A
ustra
lian
scho
ols:
Fin
al re
port.
DE
EW
R. V
isio
n N
etw
ork
Pty
Ltd
. (2
008)
.
http
://w
ww
.dee
wr.g
ov.a
u/In
dige
nous
/Res
ourc
es/S
choo
ling/
Doc
umen
ts/S
tudy
Bes
tPra
ctic
eTea
chin
g.pd
f
‘All
thin
gs to
all
peop
le: I
ndig
enou
s Te
ache
rs in
the
Aus
tralia
n te
achi
ng p
rofe
ssio
n,’ E
urop
ean
Jour
nal o
f Tea
cher
Edu
catio
n,
Spe
cial
Issu
e: D
iver
sity
in th
e Te
achi
ng P
rofe
ssio
n an
d Te
ache
r E
duca
tion
for D
iver
sity
. Vol
29,
No.
3, p
p. 2
87-3
03 S
anto
ro, N
. and
R
eid,
J. (
2006
).
This
pap
er re
ports
on
the
findi
ngs
of a
four
-yea
r stu
dy th
at s
eeks
to u
nder
stan
d th
e ex
perie
nces
and
car
eer
path
way
s of
Indi
geno
us te
ache
rs in
Aus
tralia
. The
pap
er h
ighl
ight
s th
e ex
pect
atio
ns o
f sch
ool a
nd w
ider
co
mm
uniti
es th
at In
dige
nous
teac
hers
will
be
‘all
thin
gs to
all
peop
le’ a
nd w
ill fi
ll a
num
ber o
f com
plex
and
so
met
imes
con
flict
ing
role
s w
ithin
and
bey
ond
clas
sroo
ms.
The
pap
er a
lso
rais
es im
plic
atio
ns fo
r the
recr
uitm
ent
and
rete
ntio
n of
Indi
geno
us te
ache
rs.
Aro
und
in c
ircle
s or
exp
andi
ng s
pira
ls?
: a re
trosp
ectiv
e lo
ok
at e
duca
tion
in T
orre
s S
trait,
196
4-20
03. O
sbor
ne, B
. [on
line]
. A
ustra
lian
Jour
nal o
f Ind
igen
ous
Edu
catio
n; v
.32
p.61
-76.
(200
3).
From
the
early
190
0s, e
duca
tion
in th
e To
rres
Stra
it w
as d
omin
ated
by
prot
ectio
nism
and
seg
rega
tion.
In 1
964
on
Thur
sday
Isla
nd th
e se
greg
ated
sta
te s
choo
l sys
tem
was
abo
lishe
d: 'c
olou
red
child
ren'
cou
ld a
ttend
the
high
top
from
196
4 an
d th
us s
econ
dary
sch
oolin
g be
cam
e av
aila
ble
to a
ll as
far a
s ye
ar 1
0. S
ince
then
ther
e ha
ve b
een
cons
ider
able
cha
nges
. Thi
s pa
per d
escr
ibes
and
ana
lyse
s so
me
of th
ese
with
in a
fram
ewor
k of
rela
tiona
l jus
tice
and
soci
al a
cces
s. T
hem
es d
iscu
ssed
incl
ude
writ
ten
text
s ab
out t
he p
eopl
e of
Tor
res
Stra
it an
d ab
out e
duca
tion
in T
orre
s S
trait;
the
grow
th o
f Tor
res
Stra
it Is
land
er v
oice
in e
duca
tiona
l res
earc
h; e
duca
tiona
l gov
erna
nce,
fa
cilit
ies
and
staf
fing;
teac
hing
in T
orre
s S
trait
clas
sroo
ms;
cur
ricul
um a
nd la
ngua
ge; p
repa
ring
teac
hers
to te
ach
in T
orre
s S
trait;
sup
porti
ng te
ache
rs in
Tor
res
Stra
it; s
choo
l-com
mun
ity re
latio
nshi
ps; a
nd s
ome
rece
nt in
itiat
ives
.
A u
nit o
utlin
e an
d co
nten
t for
pro
fess
iona
l lea
rnin
g un
its to
sup
port
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hers
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g Fo
cus
Are
as1.
4 an
d 2.
4
64A
unit
outli
ne a
nd c
onte
nt fo
r pro
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iona
l lea
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InS
igh
ts
Aus
tralia
n D
irect
ions
in In
dige
nous
Edu
catio
n 20
05-2
008
- M
inis
teria
l Cou
ncil
on E
duca
tion,
Em
ploy
men
t, Tr
aini
ng a
nd Y
outh
A
ffairs
(MC
EE
TYA
). (2
006)
.
http
://w
ww
.mce
etya
.edu
.au/
verv
e/_r
esou
rces
/Aus
tralia
n_D
irect
ions
_in_
Indi
geno
us_E
duca
tion_
2005
-200
8.pd
f
This
pap
er p
rovi
des
reco
mm
enda
tions
to fo
cus
natio
nal e
ffort
over
the
2005
–200
8 qu
adre
nniu
m. T
he
reco
mm
enda
tions
see
k to
acc
eler
ate
the
pace
of c
hang
e by
eng
agin
g In
dige
nous
chi
ldre
n an
d yo
ung
peop
le in
le
arni
ng. T
hey
are
syst
emic
as
enga
gem
ent w
ill n
ot o
ccur
, or b
e su
stai
ned,
unl
ess
Indi
geno
us e
duca
tion
is ‘b
uilt
in’ t
o be
com
e an
inte
gral
par
t of c
ore
busi
ness
.
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).
In th
is p
aper
I w
ill d
iscu
ss th
e hi
stor
ical
con
text
of t
he s
choo
l and
its
impa
ct o
n th
e In
dige
nous
peo
ple
of
Che
rbou
rg. M
y ai
m h
ere
has
been
to c
onsi
der t
he h
isto
rical
, pol
itica
l, so
cial
and
cul
tura
l con
text
aro
und
the
crea
tion
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 an
d th
e w
hite
set
tlers
in th
e se
tting
up
and
crea
tion
of th
e A
borig
inal
Res
erve
and
late
r the
prim
ary
scho
ol.
Thro
ugho
ut I
addr
ess
an a
bsen
ce –
a v
oice
mis
sing
from
his
tory
– th
e vo
ice
of th
e A
borig
inal
peo
ple.
Thi
s ex
erci
se in
col
lect
ive
mem
ory
was
des
igne
d to
pro
vide
an
oppo
rtuni
ty fo
r tho
se w
ho h
ave
seld
om b
een
give
n th
e op
portu
nity
to te
ll th
eir s
tory
. Ins
tead
of t
he o
ffici
al v
iew
of C
herb
ourg
Sch
ool i
t pro
vide
s a
narr
ativ
e, w
hich
re
stor
es th
e vi
ctim
s of
his
tory
to a
pla
ce o
f dig
nity
and
inde
ed h
uman
ity.
‘Cin
ders
in S
now
? A
borig
inal
teac
her i
dent
ities
in A
ustra
lian
Sch
ools
’,
Asi
a-P
acifi
c Jo
urna
l of T
each
er E
duca
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.
65A
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
64A
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
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
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.
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.
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
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.
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.
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
.
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
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
_file
/001
5/52
53/s
trate
gies
_for
_Ind
ig_l
earn
ers.
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
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arro
gin
Dis
trict
Edu
catio
n R
esou
rce
Cen
tre
77A
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
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
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.
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
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
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
78A
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
Eng
lish
as a
n A
dditi
onal
Lan
guag
e or
Dia
lect
– C
ours
e of
Stu
dy –
R
esou
rce
List
ww
w.e
ddep
t.wa.
edu.
au/c
mis
/eva
l/cur
ricul
um/c
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
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/
79A
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
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unit
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ne a
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onte
nt fo
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fess
iona
l lea
rnin
g un
its to
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port
teac
hers
in m
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g Fo
cus
Area
s 1.
4 an
d 2.
4, A
ITSL
201
3
Nat
iona
l Cur
ricul
um S
ervi
ces.
C
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
9. h
ttp://
ww
w.w
hatw
orks
.com
.au/
uplo
ad/1
2514
2082
1313
_file
_C
onve
rsat
ions
scho
olss
taff.
Que
ensl
and
Gov
ernm
ent:
Em
bedd
ing
Abo
rigin
al a
nd T
orre
s S
trait
Isla
nder
.
http
://de
ta.q
ld.g
ov.a
u/in
dige
nous
s/ea
tsip
s_br
ochu
re.
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://
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
Rec
onci
liatio
n A
ustra
lia h
ttp://
ww
w.s
hare
ourp
ride.
org.
au/
topi
cs/b
eyon
d-th
e-m
yths
Rec
onci
liatio
n A
ustra
lia h
ttp://
ww
w.s
hare
ourp
ride.
org.
au/
topi
cs/re
spec
tful-r
elat
ions
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
.sha
reou
rprid
e.or
g.au
/to
pics
/suc
cess
-sto
ries/
indi
geno
us-o
rgan
isat
ions
Stro
nger
Sm
arte
r Ins
titut
e
ww
w.s
trong
ersm
arte
r.qut
.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
80A
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
18.
Ab
ori
gin
al a
nd T
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.
81A
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
80A
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
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
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
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?
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/
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/
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
?
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.
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.
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.
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).
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/
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.
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
.
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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