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SEMESTER	  1	                           2012   	  EDUC8429	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	...
Aboriginal	  Education	                                                     	     EDUC8429	  	  Student Number: 19113469  ...
Aboriginal	  Education	                                                     	     EDUC8429	    	  RESOURCE 2:Weber, T. & N...
Aboriginal	  Education	                                            	     EDUC8429	    	  RESOURCE 3:Constenoble, K. (Ed.) ...
Aboriginal	  Education	                                                 	     EDUC8429	  	         RESOURCE 4:       Titz,...
Aboriginal	  Education	                                                   	     EDUC8429	  	         RESOURCE 5:       Gar...
Aboriginal	  Education	                                                 	     EDUC8429	  	         RESOURCE 6:       Wangk...
Aboriginal	  Education	                                             	     EDUC8429	  	         RESOURCE 7:       Wangka Ma...
Aboriginal	  Education	                                               	     EDUC8429	  	         RESOURCE 8:       Juluwar...
Aboriginal	  Education	                                                 	     EDUC8429	  	         RESOURCE 9:       Morga...
Aboriginal	  Education	                                              	     EDUC8429	  	         RESOURCE 10:       Brown, ...
Aboriginal	  Education	                                             	     EDUC8429	  	  REFERENCESBrown, A (S). & Geytenbe...
Aboriginal	  Education	                                          	     EDUC8429	  	  Holland-McNair, L. (2007). Red Dust i...
Aboriginal	  Education	                                         	     EDUC8429	  	  The Australian Curriculum and Reportin...
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Pilbara Resource File

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Collection of resources for Aboriginal Education (Pilbara area).

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Pilbara Resource File

  1. 1. SEMESTER  1   2012  EDUC8429                                                                              ABORIGINAL  EDUCATION   Assignment  3     Resource  File  (Primary  K-­‐7):    Pilbara  Region,  WA.       Due:  Monday  May  14th  2012   Sharon  McCleary   19113469   Word  Count:  1126  (excluding  references)     Unit  Co-­ordinator:  Assistant  Professor  Clint  Bracknell     Tutor:  Elisa  McGowan             Sharon  McCleary  (19113469)                1    
  2. 2. Aboriginal  Education     EDUC8429    Student Number: 19113469 Word Count: 1126 words, excluding references. RESOURCE 1: Cahill, R. (2000). Deadly Ways to Learn Package: Deadly Yarns: Anecdotes about Language, Culture, Identity and Power from the Deadly Ways to Learn Project; Deadly Ideas: A collection of two-way bidialectal teaching strategies from the Deadly Ways to Learn Project; Talking Deadly Video: language, culture, identity and power in the context of Aboriginal English; Deadly Ways to Teach Video: two-way bidialectal education in schools and classrooms. Deadly Ways to Learn Consortium. Western Australia. This project involved teachers and Indigenous Education Officers participating in school- based action-research aimed at improving the literacy outcomes of Indigenous students using two-way bidialectal approaches, ultimately facilitating code-switching. South Hedland Primary school staff participated in the project and contributed to the anecdotal stories, providing valuable insights into community culture. Teaching strategies for incorporating bidialectal approaches in the classroom are also given, including feedback from the trials. The books/strategies can be used in the classroom to raise students’ awareness of Aboriginal English as a different dialect in terms of phonology, lexicon, syntax, semantics and pragmatics, contributing to curriculum outcomes of Understanding Language, Conventions, Processes & Strategies and Speaking & Listening, and recognising cultural and linguistic diversity as a benefit in the classroom.Sharon  McCleary  (19113469)   2    
  3. 3. Aboriginal  Education     EDUC8429    RESOURCE 2:Weber, T. & Nichols, R. (Ed.) (2010). Yiwarra Kuju: The Canning Stock Route. NationalMuseum of Australia. Canberra.http://www.form.net.au/aboriginal-development/canning-stock-route-projectThis project explores some of the state’s leading contemporary artists who contributedtheir knowledge to the rich cultural repository exploring the history and cultures of theCanning Stock Route. The route passes through Pilbara communities: Nullagine,Newman, Jigalong, Parnngurr, Punmu and Kunawarritji and includes interviews,paintings, photographs and stories by artists from the Martumili Art Centre. It connectsurban with remote, sharing the vibrancy of desert life and recording Indigenous historiesfor new audiences. The resource can be used in SOSE-Indigenous histories andperspectives, incorporating Literacy through interview/report/essay writing; Art-demonstrating how art is integral to communicating within and across cultures,connecting people and representing deeper social histories, and exploring use of form,colour, style and texture; Mathematics-investigating distances, locations and directions,aerial-views, shape, symmetry, dimensions of artworks; Science-conservation/usage ofwater and other natural resources. Sharon  McCleary  (19113469)   3    
  4. 4. Aboriginal  Education     EDUC8429    RESOURCE 3:Constenoble, K. (Ed.) (2003). Listen to the Old People: Aboriginal Oral Histories of thePilbara Region of Western Australia. Wangka Maya Pilbara Aboriginal LanguageCentre. South Hedland.This book contains information on the traditional owners of Port Hedland andneighbouring areas, including Indigenous place names and language maps. Funded bythe Council for Reconciliation, it provides a brief, localised commercial history andprovides insights from local elders regarding key issues: Country, Culture, SharedHistories (including War Years, Nuclear Tests, Working Life, Removal of Children, LockHospital, Segregation) and current views on Addressing Disadvantage and Destiny.This book can be used to illustrate the central role oral histories play in documentingAboriginal history, retaining culture and language. It also has relevance to the historicalskills curriculum (SOSE), enabling historical inquiry and research, analysis of sources,perspectives and interpretations. Sharon  McCleary  (19113469)   4    
  5. 5. Aboriginal  Education     EDUC8429     RESOURCE 4: Titz, Tobias. (2012). Marnti Warajanga: a walk together (Photographic exhibition booklet). Old Parliament House, Museum of Australian Democracy in association with Wangka Maya Pilbara Aboriginal Language Centre and Tobias Titz – travelling exhibition, Perth and Pilbara (South Hedland, Yandeyarra, Warralong, Newman, Jigalong). Website access: www.moadoph.gov.au (photographs and videos). This exhibition contains photographic portraits of contemporary Pilbara residents, and their comments on historical events and central themes that significantly affected and are integral to their lives i.e. 1946 Strike, 1967 Referendum, The Apology, Art & Music, Language & Culture, Country. It uses videos to extend written comments, providing several, varied perspectives across generations. It provides exemplar use of visual arts and ICT to represent perspectives and interpretations, and change over time within a social, historical and cultural context. Students can respond to various aspects of the exhibition orally, through writing, music, visual arts, or using ICT, spanning several areas of the curriculum (Literacy, Arts, Music, ICT).Sharon  McCleary  (19113469)   5    
  6. 6. Aboriginal  Education     EDUC8429     RESOURCE 5: Garimara, D. (2006) Home to Mother. University of Queensland Press. Queensland. The central characters in this book are from the East Pilbara, and their strong ties to this region are a prominent theme throughout the book, as they travel through other parts of the state. Specifically written for young readers, it incorporates illustrations of the region’s landscapes and Mardujara words throughout the text (with translations), cleverly portraying the realities and hardships of life amidst oppressive government policy. It is useful for exploring comprehension strategies, narrative structure/organisation, use of language/images to construct character and historical contexts (SOSE). Mathematics applications include Measurement: distance (incorporating western & Indigenous aspects of time), Location & Transformation (maps), and Biological Science: Plants and Animals, Indigenous & western seasons, interdependence of living/non-living systems.Sharon  McCleary  (19113469)   6    
  7. 7. Aboriginal  Education     EDUC8429     RESOURCE 6: Wangka Maya. (2009). 1946 Pastoral Workers’ Strike Article. Retrieved from http://www.wangkamaya.org.au/index.php?option=com_content&view=article&id=27 3:1946-strike&catid=164:history&Itemid=386. South Hedland. WA. Noakes, D. (1987). How the West Was Lost (DVD, 72 mins). Ronin Films. Australia. (2006). 60 Years on DVD ISBN 187594687X. In-house production Wangka Maya. South Hedland. WA. These DVD’s document the story of the 1946 Aboriginal Pastoral Workers’ Strike using several Pilbara languages (Warnman, Nyangumarta, Yindjibarndi) and English subtitles. They give insight into the oppressive conditions that led to the strike, the independence and success that resulted: self-sufficiency, development of mining, pastoral and pearl-shelling ventures. 60 years on provides oral histories and examines the continuing impact of the strike. These resources are useful in examining the historical, social and political influence of this major strike action on individuals and the community (local, national and international) through the Speaking & Listening/Viewing aspects of the curriculum. They can be used to encourage oral and written responses, and in Numeracy (examining financial implications).Sharon  McCleary  (19113469)   7    
  8. 8. Aboriginal  Education     EDUC8429     RESOURCE 7: Wangka Maya Pilbara Aboriginal Language Centre. http://www.wangkamaya.org.au Established in 1987, Wangka Maya works with Pilbara Aboriginal Language communities to produce dictionaries, sketch-grammars, storybooks, recordings and resources to promote preservation and use of 31 Pilbara languages. The website provides invaluable information on local history, culture (songs, stories, images, books) and languages, providing access to e-dictionaries and e-books for many Pilbara languages. The centre is involved in a wide range of community initiatives and provides Cultural Awareness Training, addressing how Pilbara people identify themselves, communication skills and values, and the impact of cultural differences on life and work. An incursion/excursion would expose students to linguists and elders working to preserve languages and histories, and build student awareness of the critical project work carried out at the centre.Sharon  McCleary  (19113469)   8    
  9. 9. Aboriginal  Education     EDUC8429     RESOURCE 8: Juluwarlu Aboriginal Corporation. (2005). Wanggalili: Yindjibarndi and Ngarluma Plants. Juluwarlu Aboriginal Corporation. Roebourne. Pilbara. WA. Groom, S. (n.d.). AERU (Aboriginal Education Resources Unit) Bush Food Poster Kit. Aboriginal Education Resources Unit. WA. (Supplementary: selection of posters for local plants such as Bush Onion, Rock Fig, Quandong, for classrooml display and discussion). This book contains photographs of many Pilbara plants, giving information about them in Yindjibarndi and Ngarluma languages, with English and scientific names included. Plants and their uses are an integral part of Aboriginal culture, and familiarity with local plants and their uses is central to knowing and belonging to the community. This resource is valuable in Science: Plants, interdependency of living things and ecosystems, and in illustrating the Use and Influence of science (ACARA, 2011), including medicinal uses. It can also assist in developing Art skills and processes.Sharon  McCleary  (19113469)   9    
  10. 10. Aboriginal  Education     EDUC8429     RESOURCE 9: Morgan, S. & Kwaymullina, A. (2012). Bush Bash. Little Hare Books. Australia. Kwaymullina, E. & Morgan, S. (2011). My Country. Fremantle Press. Australia. Kwaymullina, A. (2007). Crow and The Waterhole. Fremantle Press. Australia. Kwaymullina, A. (2009). Caterpillar and Butterfly. Fremantle Press. Australia. This collection of children’s books is written and illustrated by an inspirational family from the Bailgu and Nyamal peoples of the Pilbara. They explore a variety of themes, including strong connection and love for country; destiny and self- knowledge/identity; overcoming fears, reaching potential, helping others to reach their potential. Bush Bash is ideal for exploring number concepts in early childhood, using native Australian animals and Indigenous objects to foster a love for counting and making strong links with the number system. It is also suitable for Science, looking at introduced species’ impact on the environment. Ambelin Kwaymullina’s books can be used in Literacy (comprehension and writing), to extend the standard form of narrative to a fuller, more circular structure, representative of life-cycles, and in Biological Science and Art (style: use of colour & form).Sharon  McCleary  (19113469)   10    
  11. 11. Aboriginal  Education     EDUC8429     RESOURCE 10: Brown, A (S). & Geytenbeek, B. (2003). Ngarla Songs. Fremantle Press. WA. Brown, A (S). (2003). Ngarla Songs CD ISBN 1920 731 733). In-house production. Published by Wanka Maya. South Hedland. This collection of 68 Ngarla songs describe everyday life, the effect of non- Aboriginal culture, the wonders of nature and give insight into the thoughts of Indigenous people of the Pilbara. They provide a record of the early years of European settlement in the Pilbara using the poetry genre, and emphasise the importance of music in retaining and celebrating local culture. Classroom uses include SOSE, analysis (reading/writing) of the poetry genre in Literacy, exploring concepts such as meter, rhyme, rhythm and identifying central themes; Music- exploration of instruments, rhythms, pitch, use of tempo; Physical Education- movement to music.Sharon  McCleary  (19113469)   11    
  12. 12. Aboriginal  Education     EDUC8429    REFERENCESBrown, A (S). & Geytenbeek, B. (2003). Ngarla Songs. Fremantle Press. WA.Brown, A (S). (2003). Ngarla Songs CD ISBN 1920 731 733). In-house production. Published by Wanka Maya. South Hedland.Cahill, R. (2000). Deadly Ways to Learn Package. Deadly Ways to Learn Consortium.Western Australia.Constenoble, K. (Ed.) (2003). Listen to the Old People: Aboriginal Oral Histories of the Pilbara Region of Western Australia. Wangka Maya Pilbara Aboriginal Language Centre. South Hedland.Cullender, A. (Ed.) (1994). Aboriginal Studies Across The Curriculum. Catholic Education Office. Perth. WA.FORM, (2012). Canning Stock Route Project. Retrieved from http://www.form.net.au/aboriginal-development/canning-stock-route-project, May 2012.Garimara, D. (2006) Home to Mother. University of Queensland Press. Queensland.Groom, S. (n.d.). Bush Food Poster Kit. Aboriginal Education Resources Unit (AERU). WA.Healey, J. (Ed.) (2001). Issues in Society: The Stolen Generations (Volume 156). The Spinney Press. Sydney.Holland-McNair, L. (2006). Breaking New Ground: Stories of Mining and the Aboriginal People of the Pilbara. Rio Tinto Iron Ore. Australia.Sharon  McCleary  (19113469)   12    
  13. 13. Aboriginal  Education     EDUC8429    Holland-McNair, L. (2007). Red Dust in Her Veins: Women of the Pilbara. University of Western Australia Press. Australia.Juluwarlu Aboriginal Corporation, (2005). Wanggalili: Yindjibarndi and Ngarluma Plants. Juluwarlu Aboriginal Corporation. Australia.Kwaymullina, E. & Morgan, S. (2011). My Country. Fremantle Press. Australia.Kwaymullina, A. (2007). Crow and The Waterhole. Fremantle Press. Australia.Kwaymullina, A. (2009). Caterpillar and Butterfly. Fremantle Press. Australia.Low, T. (1990). Bush Medicine: A Pharmacopoeia of Natural Remedies. William Collins Publishes. Australia.MOADOPH (Museum of Australian Democracy Old Parliament House). Marnti Warajanga: a walk together. Retrieved from www.moadoph.gov.au, May 2012.Morgan, S. (1990). My Place for Young Readers. Fremantle Press, Australia.Morgan, S. & Kwaymullina, A. (2012). Bush Bash. Little Hare Books. Australia.Morgan, S. & Kwaymullina, E. (2009). Sam’s Bush Journey. Little Hare Books. Australia.Noakes, D. (1987). How the West Was Lost (DVD, 72 mins). Ronin Films. Australia.Sharon  McCleary  (19113469)   13    
  14. 14. Aboriginal  Education     EDUC8429    The Australian Curriculum and Reporting Authority [ACARA]. (2010). The Australian Curriculum. Retrieved from: http://www.australiancurriculum.edu.au, May 2012.Curriculum Council of Western Australia. (2009). Curriculum Organiser Outcomes Overview. Curriculum Council of WA. Retrieved from http://www.curriculum.wa.edu.au, May 2012.Titz, Tobias. (2012). Marnti Warajanga: a walk together (Photographic exhibition booklet). Old Parliament House. Canberra.Wangka Maya. Wangka Maya Pilbara Aboriginal Language Centre. Retrieved from:http://www.wangkamaya.org.au, May 2012. South Hedland, WA.Wangka Maya. (2006). 60 Years on DVD ISBN 187594687X. In-house production Wangka Maya. South Hedland.Wangka Maya. (2009). 1946 Pastoral Workers’ Strike. Retrieved from: http://www.wangkamaya.org.au/index.php?option=com_content&view=article& id=273:1946-strike&catid=164:history&Itemid=386, May, 2012.Weber, T. & Nichols, R. (Ed.) (2010). Yiwarra Kuju: The Canning Stock Route. National Museum of Australia. Canberra.Sharon  McCleary  (19113469)   14    

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