Education Resources for Indigenous Perspectives


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Flinders University presentation slides but Xavia Nou, Lee-Anne Benson and Amber Clark

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  • In partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors, the SACE board of SA supports the development of high-quality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians.The SACE board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery, and assessment of teaching and learning programs by:
  • Indigenous perspectives can be infused in secondary visual art studies in ways listed. They can be approached in a very political or purely aesthetic way. Incorporating indigenous perspectives into art research and practice gives many opportunities to meet the curriculum objectives already discussed-Learn about Indigenous histories, cultures, and contemporary experiencesRecognising and respecting the significant contribution of Indigenous peoplesValue of Indigenous knowledge and perspectives from the past and presentPromoting the use of culturally appropriate protocols
  • "I have been regularly asked to which school or movement do I belong? Apart from some obvious responses... I guess that what I would have to say is that I belong to the Bower Bird School. You know the one - picking up bits and pieces, here and there...“ Lin Onus
  • Tony AlbertGirramay/Kuku Yalanji peopleSorry  2008Sorry commemorates the apology on 13 February 2008 by the Prime Minister of Australia, Kevin Rudd, to Indigenous Australians who have suffered as a result of ‘past mistreatment’ by the Government of Australia. Yet, Tony Albert is neither championing hopeless blind optimism nor pessimism through his work. Aboriginal people have been offered many broken promises. Here, Albert and his army of kitsch faces, has taken this word on face value until real change is observed. 
  • GREEN turtles and dugongs have been on the global ''red list'' of threatened species for many years, but the situation is looking up for Australian populations as a community-based protection approach evolves.As a class, brainstorm ‘What do you think the article is about?’… ‘What possible topic areas could it be applied in?’ ‘What possible themes could be explored?’ Who’s perspective is being represented? Implications?
  • Interviews with prominent Aboriginal figures traces Aboriginal views of history. Personal stories draw on significantdates in Australian history and allows Aboriginal people to tell their versions of events that have shaped Australia. Aboriginal people speak openly about cultural dispossession and resistance and give vivid accounts of life on the missions.
  • Groups each take one question. 3 minutes of discussion, feedback to the class.
  • Education Resources for Indigenous Perspectives

    1. 1. CLASSROOM RESOURCES FOR TEACHING INDIGENOUS PERSPECTIVES EDUC 2420 FLINDERS UNIVERSITY We acknowledge the Kaurna people the traditional owners of the lands and waters that the city of Adelaide was built on, as an expression of respect. TarndanyanggaKaurna Yerta Xavia Nou,Lee-anneBenson, Amber Clark
    2. 2. Outline  Introduction   Why teach indigenous perspectives   Indigenous perspectives vsStudies Curriculum documents Resources  R-7 Resources  Indigenous perspectives in Art  Indigenous perspectives in Geography  Indigenous perspectives in History  Concluding discussion  References
    3. 3. Indigenous  Perspectives vs Studies Studies   Isolated full term topic Unit within SOCE Perspectives  Across all curriculum areashistory, maths, PE eg. APAC
    4. 4. Why teach Indigenous perspectives?  Engaging students?  Increase cultural awareness?  Moving towards reconciliation?
    5. 5. Indigenous Perspectives …  Learn about Indigenous histories, cultures, and contemporary experiences  Recognising and respecting the significant contribution of Indigenous peoples  Value of Indigenous knowledge and perspectives from the past and present  Promoting the use of culturally appropriate protocols Source: SACE 2011 Subject outline
    6. 6. ACARA- cross-curriculum priorities  Year 10 ENGLISH
    7. 7. ACARA- cross-curriculum priorities  Year 5 SCIENCE
    8. 8. R-7 INDIGENOUS PERSPECTIVES  Books  “Aboriginal Legend Plays” “Ngarrindjeri Dreaming Stories”  “Jirrbal: Rainforest Dreamtime Stories”   Centres  TandanyaVisual Arts and Cultural Centre  Living Kaurna Cultural Centre  Museum of South Australia
    9. 9. INDIGENOUS PERSPECTIVES  R-7 Classroom environment  Display indigenous maps, art, role models, posters  Include indigenous welcomes and language into daily routines Relationships  Invite indigenous participation in the school  Connect online with remote communities
    10. 10. INDIGENOUS PERSPECTIVES IN VISUAL ART Approaches could include researching:  Artworks, Jukurrpa (dreaming stories), culture  Mediums, techniques  Lives of artists  Themes e.g. reconciliation, whiteness  Self Expression- Indigenous voice Yuendumu Doors- Warlukurlangu Artists
    11. 11. EXAMPLES PADDY JAPALJARRISTEWART, Walpiri ‘Muturnapardukurlu (Old Woman)’ Door 5 of the Yuendumu doors
    12. 12. LIN ONUS (1948 – 1996), YortaYorta people ‘Dingoes’ 1989 ‘Through a sense of humour and empathy, these works challenge perceptions of fear and distaste about this often maligned Australian animal’
    13. 13. ‘Fruit Bats’ 1991
    14. 14. Tony AlbertGirramay/Kuku Yalanji people ‘Sorry’ 2008
    15. 15. ‘exotic OTHER’ 2009 Tony Albert, Daniel Boyd, Andrea Fisher, Helen Johnson, Jonathan Jones, Reko Rennie
    16. 16. Indigenous Perspectives in Geography  Topography- location names, dreaming stories about land forms  Resource Management  Population/demography  Cultural tourism  Land use issues- mining, hunting, sacred sites etc.
    17. 17. 1 Piltawodli 'possum place' 2 Padipadinyilla 'swimming place’ 4 Kangattilla 'kangatta berry place 5 Ngampa Yerta 'ngampa root ground' 6 Nanto Womma 'horse plain’ 10 Warnpangga 'bullrush root place' 15 Ityamaiitpinna 'King Rodney' 16 Victoria Park/Bakkabakkandi ‘to trot: a term applied to horses’ 22 Wikaparndo Wirra 23 Wirranendi 'netball park' 'to become wirra' 24 Tambawodli 25 Narnungga 'plain place’ 'native pine place’ KAURNA PARK NAME & TRANSLATION
    18. 18. Using the media as a resource “Indigenous input essential to survival of endangered species” Melissa Lahoud, Sydney Morning Herald, July 25, 2011
    19. 19. INDIGENOUS PERSPECTIVES  in History Source Analysis:  A two - fold effect: o o  Part of the assessment criteria for stages 1 and 2 Develops skills in using primary resources to analyse for relevance and learn about a topic Personal stories  Gives students a sense of and feeling identity
    20. 20. INDIGENOUS PERSPECTIVES in History Sources analysis example Exercise: Discuss in small groups in what ways the erection of the Tent Embassy was a significant step in reclaiming lost indigenous rights. Consider aspects such as its location, its construction, its purpose and its role as a unifying symbol.
    21. 21. Concluding Discussion  What will teaching Indigenous Perspectives mean in different educational contexts eg. Rural schools, leafy suburbs, urban lowerSES areas, remotely? Discuss and suggest implications  What considerations will need to be made to use resources appropriately, sensitively and effectively? Discuss and suggest implications  Choose resources (from the front) ... What subject areas could these be applied in and how? What considerations may be needed to use them effectively and appropriately?
    22. 22. References  Barlow (Yarrcali), M. 2001, Jirrbal: Rainforest Dreamtime Stories,Magabala Books Aboriginal Corporation  Conversations with Mary Mooney, SOSE Teacher (Years 7-12), Jamestown Community School, 19-30 September 2011  Haydn, Terry, Arthur, James, Hunt, Martin & Stephen, Alison, (2008), Learning to Teach History in the Secondary School: A companion to school experience (3rd ed), Routledge Falmer, UK  Lesson plans and other resources:  Lesson plans and other resources:   Indigenous eBooks different year levels, music, charts, art, cultural knowledge, history resources.  Living Kaurna Cultural centre, Warriparinga Way Bedford Park  Stengle, J. Ngarrindjeri Dreaming Stories, Department of Education Training and Employment  Swasbrook, E. 1997, Aboriginal Legend Plays, Prim-Ed Publishing Pty Ltd  Tandanya Visual Arts and Cultural Centre, Grenfell St Adelaide,