Aboriginal Terms Of Reference Essay

Define and explain the notion of Katatjin (Knowledge), Boodjar (country) and Moort (family) and explain how the relationship between land, people and knowledge in the shared space of the South-west of Australia can be utilised. It is important to understand the Noongar trilogy of belief. The boodjar (land), is considered the mother and caregiver, moort is family and relations and katijin is knowledge and cosmological stories. Together these form a symbiotic relationship which is considered the "web of life" by Noongars (Collard 2007). In the south-west the term Noongar is the name given to aboriginal people who were the original inhabitants of the land (Collard et al. 2004).

Over many years the commonwealth and the state education departments have put enormous time and effort into producing a wealth of Aboriginal education resources. When developing school-based resources or selecting texts or materials, teachers should carefully evaluate their educational value for embedding Indigenous perspectives. Chris informs us that you can never have too many resources when teaching, especially within the Aboriginal community. He explains that so many resources can be found outside in the Indigenous community. The curriculum is an essential resource for educators to enforce in the classroom to ensure the students are achieving the outcomes for the year.

Educational techniques may differ from westernised curriculums, however both styles aim to promote the same key attributes via alternative methods. Alternative methods need to be recognised as educational in their own right. Jimmy exemplifies the intelligent, highly adaptive nature of Indigenous Australians who is forced to conform to cross-cultural demands. Jimmy is more adminant to stick to the ways of his culture as seen by the stage directions [he sharpens an axe, bush

3. The gradual development of a new administrative and practical definition of ‘Aboriginality’. This definition was based on community and self-identification, not just a person’s DNA or

Lastly, it is necessary to look at aboriginals as people, and not a foreign

Conveying Aboriginal Canadian Culture into the Classroom When I enter the world as a certified teacher, I plan to teach in elementary schools. As I am in the primary/junior program here at Lakehead, I am studying to be able to teach grades from kindergarten to grade six. Although I am certainly not picky, I would prefer to teach grades three and up as I have had more experience working with children of that age in and outside of the school environment. While it may seem unorthodox, I would prefer to remain in Thunder Bay as I continue my teaching career.

Aboriginal Spirituality Compared to Christianity By Finn Kennedy For the practicality of this assignment, when speaking with relevance to the ‘Other’ it will be referred to as God. In present-day Australian society there lay various cultures and perspectives in separate religious groups that each possess multiple distinct beliefs.

Belonging to the land and to each other is fundamental to Aboriginal and Torres Strait Islander people and their culture. Connections with the land, families, clans and communities are at the core of Aboriginality. It is through these connections that nurture belonging from which Aboriginal peoples identities and cultures emerge.

the goal for this category is “Work with Aboriginal leaders and organizations to improve educational outcomes among Aboriginal children and youth” (Aboriginal Affairs, 2005). A strategy for this is that the Ministry of Education work with aboriginal communities, organizations and also school boards to create an Aboriginal education policy (Aboriginal Affairs, 2005). A program that has already helped in this category is that the ministry of education will provide yearly funding (around $650,000) to eight native friendships Centre’s to help fund some secondary school programs (Aboriginal Affairs, 2015). Finally the last category to be covered is the “Aboriginal Justice strategy”. The goal in this category is “The Ministry of the Attorney General (MAG) will work with Aboriginal communities and organizations and relevant government ministries to design an integrated policy framework related to Aboriginal justice” (aboriginal Affairs, 2005).

My teaching will be aligned with the Australian Institute for Teaching and School Leadership’s standard 2.4 (AITSL, 2014). When conducting my lesson planning, I will focus my attention on Indigenous culture so all students can understand Indigenous people’s values, beliefs and traditions (Diplock, 2015). An example of my critical pedagogy would occur in a step-by-step sequence. Firstly, the ‘initiation’ of the Indigenous studies would take place to allow students an equal opportunity to familiarise themselves with key Indigenous understandings, i.e. discussing Aboriginal words, reading Indigenous books, etc.

Nanberry by Jackie French outlines the attitudes and perceptions between the two diverse cultures of the indigenous Aborigines and the British during early contact in a manner of historical context. French portrays the initial impressions of the British from the perspective of a young Aboriginal boy; describing the incoming British as mysterious, unknown are creatures. The historical fiction gives insight that the early interactions between the two diverse cultures were approached with caution and curiosity, however no hostility. Nanberry provides insight on early interactions in an emotional and psychological level, of which promotes ideas of the different cultures attitudes and perceptions of each other. Written Primary Source: Vocabulary

“‘They tell a story and there’s meaning behind that story’: Indigenous knowledge and young indigenous children’s literacy learning.” Journal of Early Childhood Literacy 12.4 (2011): 389-414. Print. This author has conducted research on young Aboriginal children’s literacy learning, and how indigenous knowledge impacts them.

As previously mentioned, throughout my schooling, the curriculum has focused a large portion of its attention on informing students about Aboriginals. We learned about their way of life, culture, beliefs, and history, providing me with a large amount of knowledge. However, my knowledge could always be enhanced, which I am able to achieve through taking specified courses during my university career. Regardless, the knowledge I currently possess will undoubtedly help me as a teacher. The appreciation I have obtained through studying Aboriginal people will allow me to properly teach future students about the subject in a thorough, but interesting way.

Abstract Being an aborigine in a white dominated society is a complicated identity. Australia, one of the white governed nations, also owns many aboriginal tribes. They lived harmonious lives in the early period. But European colonization has made a profound effect on the lives of Aboriginals in Australia, which led to the total demolition of their native culture, identity and history. As a result the new generation Aboriginals have lost their Aboriginal heritage and have been accepted neither by Aboriginals nor by whites.

I particularly agreed with the authors’ argument about blending cultural and academic knowledge (McKinley & Brayboy, 2005, p. 435). I think it is institution’s responsibility to respect their cultural knowledge but also provide appropriate academic knowledge, relative to Indigenous students to be able to actively engage in reciprocal learning with their cultural knowledge, which, then, adds value to their survivance practice. I find that this piece opened up a new way of looking at the challenges which Indigenous students encounter and the ways to move forward with the situation through changing the perception of education not only from Indigenous students, but also from the perspectives of non-Aboriginal members in institutions by providing a way to