This document contains summaries of 6 resources related to Aboriginal education in the Pilbara region of Western Australia. The resources include books, videos, a photographic exhibition, and websites that cover topics like two-way bidialectal teaching approaches, Indigenous art, oral histories, local languages and culture, and the 1946 Aboriginal pastoral workers' strike. The summaries describe how each resource could be used to support teaching Aboriginal histories, cultures and perspectives across various subject areas in the primary school curriculum.

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)
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2. Aboriginal
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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)
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3. Aboriginal
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RESOURCE 2:
Weber, T. & Nichols, R. (Ed.) (2010). Yiwarra Kuju: The Canning Stock Route. National
Museum of Australia. Canberra.
http://www.form.net.au/aboriginal-development/canning-stock-route-project
This project explores some of the state’s leading contemporary artists who contributed
their knowledge to the rich cultural repository exploring the history and cultures of the
Canning 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 connects
urban with remote, sharing the vibrancy of desert life and recording Indigenous histories
for new audiences. The resource can be used in SOSE-Indigenous histories and
perspectives, 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 of
water and other natural resources.
Sharon
McCleary
(19113469)
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4. Aboriginal
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RESOURCE 3:
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.
This book contains information on the traditional owners of Port Hedland and
neighbouring areas, including Indigenous place names and language maps. Funded by
the Council for Reconciliation, it provides a brief, localised commercial history and
provides insights from local elders regarding key issues: Country, Culture, Shared
Histories (including War Years, Nuclear Tests, Working Life, Removal of Children, Lock
Hospital, Segregation) and current views on Addressing Disadvantage and Destiny.
This book can be used to illustrate the central role oral histories play in documenting
Aboriginal history, retaining culture and language. It also has relevance to the historical
skills curriculum (SOSE), enabling historical inquiry and research, analysis of sources,
perspectives and interpretations.
Sharon
McCleary
(19113469)
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5. Aboriginal
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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)
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6. Aboriginal
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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)
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7. Aboriginal
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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)
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8. Aboriginal
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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)
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9. Aboriginal
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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)
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10. Aboriginal
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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. Aboriginal
Education
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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)
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12. Aboriginal
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REFERENCES
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.
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)
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13. Aboriginal
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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)
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14. Aboriginal
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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