The document discusses several key aspects of Aboriginal identity and culture according to various Aboriginal people and experts. It provides multiple criteria for Aboriginal identity including descent, self-identification, and acceptance by community. It also discusses the importance of kinship systems, spiritual connection to land, and identifying by nation or language group rather than skin color alone. Aboriginal culture and identity are defined as being deeply connected to history, spirituality, location, thinking, politics, treatment, laws, cultures, and stories according to the sources cited.
This is an introductory presentation about Kulanu, Inc., a non-profit organization that supports isolated and emerging Jewish communities around the world. For more information, visit http://www.kulanu.org and http://www.kulanuboutique.com.
This is an introductory presentation about Kulanu, Inc., a non-profit organization that supports isolated and emerging Jewish communities around the world. For more information, visit http://www.kulanu.org and http://www.kulanuboutique.com.
Slideshow that accompanies the Building Inclusive Communities Training Workshop. Produced by the Inclusive Communities Committee, a subcommittee of the Grey Bruce Violence Prevention Committee.
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Slideshow that accompanies the Building Inclusive Communities Training Workshop. Produced by the Inclusive Communities Committee, a subcommittee of the Grey Bruce Violence Prevention Committee.
WIPC:E 2014 Presentation: Australian Blak History MonthLeesa Watego
The BLAK HISTORY MONTH (BHM) team will discuss and share their developmental methodology for their research, community engagement, communication strategy, resource production, volunteerism and critical thinking behind the development and implementation of Australia’s BLAK HISTORY MONTH. In January 2008, BHM founder initiated a guerrilla style communications strategy to declare July as BLAK HISTORY MONTH. Identified as a people’s movement, unvetted by Government or restricted by Agenda, BHM recognised that Aboriginal & Torres Strait Islander people & culture had grown from being nationally commemorated on one day, to one week (NAIDOC Week), to one month (BHM). 2014 marks BHM’s 7th year.
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Indigenous Representations & Social Media (lecture)Leesa Watego
Indigenous Representations & Social Media (lecture) for QUT's undergraduate Indigenous Studies minor #OUB110 Am I black enough? Indigenous Australian Representations.
A walk through the extraordinary Rock Art trail of Kakadu National Park in the Northern Territory of Australia. This narration explains the perspective of Aboriginal Dreamtime stories that cover the rock walls and ceilings. It is a tribute to the Bininj(the original people) of Gagagju (Kakadu).
Harnessing community knowledge for health:-Case studies from community health service and information systems in Ethiopia.
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Biological screening of herbal drugs: Introduction and Need for
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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5. To be Aboriginal one has to meet all three criteria:
Being of Aboriginal or Torres Strait Islander descent
Identifying as an Aboriginal or Torres Strait Islander
Being accepted as such by the community in which you
live, or formally lived
(AIATSIS, 2009)
6. Aboriginals are the first Australians, and the only Australians who are spiritually connected to the land
through the ever-present dreaming – Anthony McKnight UOW lecturer
I identify myself by my nations, I’m a Dangatti & Gandagarra Woman – Denise Darcy, Gandagarra Land
Council
To be Aboriginal you have to be entwined in the kinship system - Nicole Watson, solicitor
Aboriginal people are not a skin colour, we are a community and people by history, spirituality, locations,
country, thinking, politics, treatment, laws, cultures and most importantly, our stories. —David Towney, Koori
Mail
Aboriginality is not a question of skin colour—it is about our cultural connection to our communities and our
history, a history that is alive and thriving.—Abigail Burchill
To me, Aboriginality is about that shared experience, that shared culture and that shared pride. —Amy
McQuire, Aboriginal journalist,
To be Aboriginal is to to hear the secret and loving stories of the land with understanding, to be independent, to
hear and see with feeling that which can not be seen with open eyes J ulie Tommy Walker, Innawonga woman
and Aboriginal leader
7. Improve educational outcomes of Aboriginal and Torres Strait Islanders
students and learners in schools, TAFE and community colleges, so that
they excel and achieve in every aspect of their education and training.
8. Build everyone's knowledge and understanding of the histories, cultures
and experiences of the first people of Australia.
9.
10.
11.
12. Activity:
Use the language Maps to find what country we are on
Find another place significant to you- what is the
Aboriginal language group of that local area?
Find a capital city
Find your totems home
13. Australia is made up of many different Aboriginal Nations, Clans or groups, each
having their own country, culture, language, beliefs and customs.
Country takes in everything within the landscape - landforms, waters, air, trees,
rocks, plants, animals, foods, medicines, minerals, stories and special places.
Community connections include cultural practices, knowledge, songs, stories and
art, as well as all people: past, present and future.
People have custodial responsibilities to care for their Country, to ensure that it
continues in proper order and provides physical sustenance and spiritual
nourishment. These custodial relationships may determine who can speak for
particular Country.
14. Activity
Famous Aboriginal Study
Who are they?
What are they famous for?
Where do they come from?
OR “Use the Ringbalin App to meet Aboriginal people from
different places along the river”
15. Prior to colonisation the First People of Australia identified
themselves by their nation
People who identify themselves as ‘Aboriginal’ range from dark-
skinned, broad-nosed to blonde-haired, blue-eyed people.
Aboriginal people define Aboriginality not by skin colour but by
relationships: http://aso.gov.au/titles/shorts/shifting-sands-my-
colour/clip1/ Aboriginal boundary (state) names
State Name
New South Wales
Koori, Goorie, Koorie,
Coorie, Murri
Victoria Koorie
South Australia
Nunga, Nyungar,
Nyoongah
Western Australia Nyungar, Nyoongar
Northern Territory
Yolngu (top end); Anangu
(central)
Queensland Murri
Tasmania Palawa, Koori
16. Activity;
Use the “Sharing the Dreaming” app to learn a bit about
Nyoongar Culture
17. Culture is the characteristics of a particular group of people, defined
by everything from language, religion, cuisine, social habits, music
and arts. Culture is shared history and heritage.
Aboriginal Culture:
Family- Importance of elders/ Kinship
Spirituality- Dreaming/ceremony/sacred sites
Story Sharing- passing on knowledge
Objects- Tools, Toys & Weapons
Games- Traditional Indigenous Games
Food
Medicine
Dance
Music
18. Code Organising ideas
Country/Place
OI.1 Australia has two distinct Indigenous groups, Aboriginal Peoples and Torres Strait Islander Peoples.
OI.2
Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility
for Country/Place throughout all of Australia.
OI.3
Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually
connected to the land, sea, sky and waterways.
Culture
OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups.
OI.5
Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of
being, knowing, thinking and doing.
OI.6
Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years
and experiences can be viewed through historical, social and political lenses.
People
OI.7
The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across
Australia.
OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people
19. Country and Place, People, Culture and Identity.
Students will have the opportunity to engage with texts that give them
experience of the beliefs and value systems of Aboriginal and Torres Strait
Islander peoples.
In their study of English, students explore a range of experiences and
achievements of Aboriginal peoples in historical and social contexts and
the links between cultural expression, language and spirituality.
20. Big Rain Coming
http://splash.abc.net.au/media/-/m/30177/how-do-you-
know-when-rain-is-coming-
21. Country and Place, People, Culture and Identity.
The study of History in Australia requires a valued engagement in and celebration of
the experiences of Aboriginal and Torres Strait Islander peoples, past and present,
as part of the shared history belonging to all Australians.
Students examine historical perspectives from Aboriginal and Torres Strait
Islander viewpoints.
For example: Comparing Five Different Historical Sources
A contemporary news story:
http://aso.gov.au/titles/documentaries/stolen-
generations/clip2/
Case Study: http://aso.gov.au/titles/documentaries/case-
442/clip1/
An interview:
http://stolengenerationstestimonies.com/index.php/testimo
nies/974.html
A documentary: http://aso.gov.au/titles/documentaries/first-
22. Throughout the study of History, students learn about Aboriginal and
Torres Strait Islander peoples, as the world's oldest continuous
cultures, prior to colonisation by the British, the ensuing contact and
its impact.
They will examine the interaction between Aboriginal and Torres
Strait Islander peoples and Europeans, with special emphasis on
Aboriginal initiatives and responses to key government policies
since their earliest contact with British colonists.
Students develop an awareness of the significant roles Aboriginal
and Torres Strait Islander peoples have played in Australian society
and the wider world. This knowledge and understanding will deepen
and enable students' capacity to participate in the ongoing
development of a just and equitable Australian society that
genuinely reconciles with Aboriginal and Torres Strait Islander
peoples.
23.
24. Country and Place, People, Culture and Identity.
Aboriginal and Torres Strait Islander communities have diverse cultures,
social structures and a history of unique, complex knowledge systems. The
Science K–10 (incorporating Science and Technology K–6) Syllabus
provides students with opportunities to learn about how Aboriginal and
Torres Strait Islander peoples have developed and refined knowledge
about the world through observation, making predictions, testing (trial and
error) and responding to environmental factors within specific contexts.
Students will investigate examples of Aboriginal and Torres Strait Islander
peoples' understanding of the environment and the ways that traditional
knowledge and western scientific knowledge can be complementary.
25.
26.
27.
28. Country and Place, People, Culture and Identity.
Aboriginal and Torres Strait Islander peoples have a unique sense of identity, which
can be demonstrated through the interconnected aspects of Country and Place,
People, and Culture.
Mathematics is a representation of the world that has developed over thousands of
years through many diverse cultural contexts. Aboriginal and Torres Strait Islander
cultures have a rich understanding of mathematics that includes a broad range of
applications of mathematical concepts.
The NSW K–10 Mathematics curriculum values Aboriginal and Torres Strait Islander
perspectives of mathematics and provides opportunities for students to investigate
various aspects of number, measurement and geometry, including time and location
and relevant interrelationships, in Aboriginal and Torres Strait Islander contexts.
Students can deepen and extend their understanding of the lives of Aboriginal and
Torres Strait Islander peoples through the application and evaluation of statistical data.
34. “In 1935 a fair-skinned Australian of Indigenous descent was ejected
from a hotel for being an Aboriginal. He returned to his home on the
mission station to find himself refused entry because he was not an
Aboriginal. He tried to remove his children but was told he could not
because they were Aboriginal. He walked to the next town where he
was arrested for being an Aboriginal vagrant and placed on the local
reserve. During the Second World War he tried to enlist but was told
he could not because he was Aboriginal. He went interstate and
joined up as a non-Aboriginal. After the war he could not acquire a
passport without permission because he was Aboriginal. He
received exemption from the Aborigines Protection Act and was told
that he could no longer visit his relations on the reserve because he
was not an Aboriginal. He was denied permission to enter the
Returned Servicemen's Club because he was”
(Gardiner-Garden, 2003)
35. Explore History of Aboriginal Servicemen & Women
Black Diggers
Hero Profiles e.g.
First Australians Episode 6:
http://aso.gov.au/titles/documentaries/first-australians-
episode-6/
War Museum
Aboriginal Trackers
My Place: Australia at War
Torres Strait Islands Light Infantry:
http://www.scootle.edu.au/ec/viewing/R8917/resource.html
Look at Artefacts & Sources
36. Hold a flag raising ceremony.
Display Indigenous posters around your class room.
Invite local Indigenous elders to speak at your school or workplace.
Listen to Indigenous music.
Study a famous Indigenous Australian.
Research the traditional Indigenous owners of your area.
Study Aboriginal arts and crafts.
Read a Dreaming story.
Start your own Indigenous hall of fame featuring local role models.
Create your own Aboriginal art.
Visit Indigenous websites on the Internet.
Make your own Indigenous trivia quiz.
Visit local Indigenous sites of significance or interest.
Learn the meanings of local or national Aboriginal place names.
Run an art competition.
Host a community BBQ or luncheon.
Invite an Indigenous sportsperson or artist to visit your school to talk to the students.
Invite an Indigenous elder to do a Welcome to Country.
Organise a smoking ceremony.
Invite Aboriginal or Torres Strait Islander dancers to perform.
37. NAIDOC in The City- Monday 7th July Hyde Park 11am
Flag Raising Ceremony: Monday 7th July Campbelltown
Council
Community Fun Day: Monday 7 July at Koshigaya Park,
Cnr Camden and Menangle Roads, Campbelltown.
NAIDOC Morning Tea: Tuesday 8th July MTC Australia
Level 1, 101 Queen St Campbelltown
NAIDOC Touch footy comp: Wednesday 9th July Sarah
Redfern Oval
38.
39. Using narrative to structure a lesson
on comparing grammar systems
Hands-on
sequencing of
text and
images
Non-linear visual
map of text for study
Community
focus
Learning situated in
land and place
context
Beginning with whole text,
then sentences, then
grammar, then spelling.
40. Silent reflection time after
a learning sequence
Model
texts
from community
Literacy Scaffolding
Sharing
Story
Local place is
topic for study
41. Story mapping
Traditional design used for
learning map
Hands-on deconstruction and
reconstruction of text and grammar
Land focus
42.
Can you match these statements with their symbols?
We connect through the stories we share.
We picture our pathways of knowledge.
We see, think, act, make and share without words.
We keep and share knowledge with art and objects.
We work with lessons from land and nature.
We put different ideas together and create new knowledge.
We work from wholes to parts, watching and then doing.
We bring new knowledge home to help our mob.
43. Teaching the Truth
Beginning with the Present
Standing on the Shore rather than the Ship
Localise
Embedded across the Curriculum