In my opinion promoting reconciliation between Indigenous and non-Indigenous Australians is an important role of teachers. Teachers need to provide awareness of Aboriginal and Torres Strait Island peoples beliefs of origin, accurately teach Indigenous history and respect Indigenous culture. Aboriginal and Torres Strait Island people believe that life began with their ancestors. Stories known has dreaming or creation time are about the ancestors of Indigenous Australians giving life and form to the land, the animals and the people (Harrison & Sellwood, 20016). These stories have been passed down from generation to generation and are an important part of Indigenous Australians identity. Non-Indigenous Australians have trouble acknowledging dreaming or creation time stories, despite …show more content…
When approaching Indigenous Australian history in the classroom I believe it needs to be approached with respect and accuracy. The Macassans, French and Dutch were among some of the first people to visit Australia and doing just that, visiting. It was not till the British made their over the life as Indigenous Australians knew it would change forever. The British wanted what the Aboriginals and Torres Strait Island people had and were prepared to take it at any cost (Harrison & Sellwood, 2016). Amongst the struggles between Indigenous and non-Indigenous Australians are stories of reconciliation. These stories are an important part of Australian history as they teach us to be open-minded and friendships can stem between Indigenous and non-Indigenous Australians. The way I plan on including Indigenous Australian histories and doing it justice is to plan history lessons solely on the history of Indigenous Australians. I feel that through this approach students will develop a better understanding and a clearer picture of Australian history if there are lessons dedicated to the history of Indigenous
Aboriginal Injustice In Verna St. Denis’ article, Silencing Aboriginal Curricular Content and Perspectives Through Multiculturalism, she is able to persuasively criticize the government’s use of multiculturalism in order to elude the significance of Aboriginal history – both in public education and national politics. The contents of this paper will include: The author’s main argument and the strengths of her evidence, my own personal opinions of the article, the implications and relevance to the current education system, my own personal philosophies regarding the author’s argument, the incorporation of aboriginal studies in technology education, and finally, the movement forward in recognition and reconciliation of Aboriginal history. The purpose of this paper is to analyze Verna St. Denis’ article and to respond with my own personal philosophies in regards to
Recently a controversy was being raised about changing the date of Australian Day, as it is considered the day when aboriginal lost their land and freedom. The issue is being discussed by the Yarra Council Mayor Cr Amanda Stone, who took the initiative to not only commemorate the British invasion of Aboriginal and Torres Straits Islanders land. Her main point in that article is to basically identify the Australian Day as a date which symbolizes loss of culture, language and the identity of ingenious people. This makes sense to us that the people affected by this issue are mainly Australian citizens (Aboriginals). Following this response, another article was published called, ‘Changing the date of Australian Day won’t change our past’ by Joe
The most significant experiences that impacted Australian Indigenous people was the discrimination on a daily basis and the affect that fighting in World War 1 (1914-1918) had on them. World War 1, often referred to as the Great War, stands as one of the most climactic moments in history. Amongst the trenches, battles, and sacrifices — the contributions of the often-overlooked Indigenous Australians are a notable fact as to why the War was a success. The Indigenous Australians in WW1 were a community comprised of around 1,200 people (State Library of QLD). Within the Aboriginal community, their experiences serve as an attestation towards their determination, courage, and resilience in the face of their hardships.
The speech was made as the prime minister had some concerns about the daily challenges that the Indigenous people had to tackle. It was made to capture the harsh truths about Australian history, and to use them as a beginning for building trust in the government’s motives among Indigenous Australians. The speech was created not only to help those Indigenous to help the civil rights movement but also to challenge what it would be like if those average white Australians experienced such injustices. It had been an historical event because it was the first time an Australian Prime minister had widely spoken about Indigenous discriminations that they have or had been experiencing. “Recognition that it was we who did the dispossessing.
After 1788 Aboriginals became outcasts to their own lands. The European settlers tried to change and destroy Indigenous ways of life, however they did not succeed. Aboriginals survived and tried to fight back for their rights to their land. There are many stories in this long fight for justice. Charles Perkins and the Freedom Ride is one of the most famous stories in Australia’s history.
Lastly, it is necessary to look at aboriginals as people, and not a foreign
Week ones study was focused on the Aboriginal Acknowledgement of Country and the Indigenous terms of reference. These are two very important topics as they focus on the interaction between Indigenous and Non-Indigenous Australians, fostering a relationship a relationship of trust, respect and understanding. A proper understanding of the Aboriginal Terms of Reference is an integral tool for an aspiring teacher such as myself. They encompass the cultural knowledge, understanding and experiences that are at the center of the Indigenous culture (Oxenham, 1999).
THE MONTHLY Nowra’s leap “Into that Forest”: Representing Indigenous Perspectives in Australian Literature Do non-Indigenous authours have the authority to write from Indigenous perspectives? Joshua D’Souza evaluates Nowra’s empowering tale ‘Into that Forest’ and his courageous leap into the world of realism. What is it like to witness your culture, your heritage, your native identity misrepresented for Australia to see? Ask Aboriginal Australians, and they will tell you a thing, or two about being ignored.
As a result of colonisation Aboriginal peoples today still face or deal with issues such as ‘stolen generation’, loss of land and culture, poor health and life expectancy and deaths in custody. As an educator, I would continue to increase knowledge to enrich all children’s development in the area of cultural awareness by developing programs that support an understanding in the below major events: o The tent Embassy o National Apology Day o National Sorry Day o Mabo Day o NAIDOC I would also involving children and their families to reflect on their own experiences and creating learning opportunities through games and resources within the centre. Another important element is to access resources from organisations such as local land councils, Aboriginal cultural and community
Australia Day is one of the most unique national day’s in the world throughout history, celebrating the day of when our ancestors first arrived on the borders of Australia, in 1788. Rather than unite people as one whole though, the spirited outcome of this event isn’t what as anticipated by everyone and has divided the Australian society for good. And so it should be held at an alternative date, where Australian citizens feel worthy of their identity and not cheated by it. However, the celebration shouldn’t be adapted to like that of other commemorations like ANZAC day. Essentially, this day will always be a tragic memory for the indigenous and be viewed as the invasion of their homeland.
However, there is still hope. While the injustices of the Stolen generation, massacres and centuries of mistreatment against Indigenous Australians can never be erased, we can create future in which these atrocities never occur again. These atrocities emerge from ignorance and fear, so working to understand Indigenous culture must surely be the only path to removing the racism that plagues Australia. We have so must to learn from the rich cultural history of Indigenous Australians, particularly in their spiritual relationship with the land they have lived on for thousands of years. If we embrace this incredible knowledge, not only will we eliminate the barriers preventing equality in our society, we will also be stronger as a nation in both environmental and social relations.
Comparative Studies in Society and History 57.1 (2015) : 130-160. Print. This article also discusses how oral tradition and testimonies are received from a legal perspective. Slotta argues that the Aboriginal People’s oral tradition and oral histories should be accepted as legitimate evidence. He argues that oral histories should be listened to because of their political and cultural backgrounds.
Aboriginal culture has existed for over 50,000 years, they are the original inhabitants of Australia; they worked diligently within their communities to enrich their culture and connection with their land. The moral Archie Roach evolved throughout Took the Children Away, is that the European colonists were unfair and unjust to the Aborigines by taking their powerless children away into mission land, ‘snatched from their mother 's breast, said this is for the best, took them away.’ They also heartlessly took away the Aborigines’ land too, ‘I would not tell lies to you, like the promises they did not keep.’ This signifies that ‘white men’ did not keep their promises and never wanted the best for them, ‘The welfare and the policeman, said you
Secondly, students need to acknowledge the Indigenous history in Australia, whereby I would ‘explain the injustice.’ Films such as The Rabbit Proof Fence could be an eligible teaching resource for students to analyse
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