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CHCIC302A: Support Aboriginal and/or Torres Strait Islander families to participate in children’s services

Apply understanding of impacts of colonisation on Aboriginal and/or Torres Strait Islander people and communities

Warning

Aboriginal and Torres Strait Islander people are respectfully advised that the material in this Unit and outside web pages may contain images, voices and names of deceased people. This material is also culturally sensitive. NSW TAFE regrets any distress this may cause.

Acknowledgements

Content provided by:

Rebecca Evans, Teacher, Child and Family Studies, TAFE NSW

Sigrid Herring/ Jenny Khan, Teachers, Children’s Services, TAFE NSW

Mary Jacobs, Teacher, Child Studies, TAFE NSW

Contents

Understanding the impact of colonisation on Aboriginal and Torres Strait Islander people 3

Historical view from an Aboriginal perspective 3

Historical and political factors 6

The Stolen Generations—child stealing and genocide 15

The apology to the Stolen Generations 17

Suggested resources 18

2 Certificate III in Children’s Services: CHCIC302A: Reader LO 11939 © NSW DET 2010

Understanding the impact of colonisation on Aboriginal and Torres Strait Islander people

Historical view from an Aboriginal perspective

Eerin’s story—history of Australia from an Aboriginal perspectiveEerin was a nine-year-old school girl in the Hawkesbury when she wrote this account of the history of Australia. The spelling is as she wrote it.

Eerin is an Aboriginal person and her story is a succinct history of Aboriginal Australia and covers many of the topic areas we will address in this topic.

When you’ve finished the unit, come back to this story and record the topic areas Eerin has covered. Some of these have been done for you (refer to text in brackets).

Eerin (pronounced air-rin).

Certificate III in Children’s Services: CHCIC302A: Reader LO 11939 3© NSW DET 2010

This is My History of Australia

By Eerin, aged 9 years

First of all the British people camped in Sydney and when they got more settled they explored away from Sydney. One of the first place they explored to was Windsor. That is where I live now. [First Contact]

One of the famous explorers was Hamilton Hume and he travelled all the way from Sydney to Yass. He had a baby girl with an Aboriginal woman. The baby was called Lucy and when more British people camped in Yass after it was explored they called her Queen Lucy. She was my great great great Grandmother. [Waves of Invasion]

The explorers did a great job to climb all through the bush and go over the mountains to find new places to camp. Not many of them got lost. They didn’t realise that our Aboriginal people already travelled all over the land of Australia and they should’ve just asked them where to go. [Disregard for Aboriginal occupation]

When the British people came to Australia they thought the land was empty. This is simply because where they were in England they had a lot of roads and buildings for all their houses and church and law work. [Terra Nullius]

Our Aboriginal people did not have that. There was a spiritual life like the Christians but they did not do it in a church. They knew where they were going by their trees and mountains. By the things our ancestors made in the Dreamtime to show where our land is. [Cultural differences]

We have some special places that tell us the story of where the ancestors went and what they did and we also learned to do that. Its how we learned to keep our land empty. Our land belongs to itself. And how we learned to know we belong to our land. [Relationship to the Land]

I go on the heritage walks with my Dad and we look for artefacts and tools. If they dig up a place where a fire was it goes really deep and you can see where people came back to their fire place all the time. Every time they came to that place that used the fire there again. Also we see scar trees where the bark is cut out of the tree with a stone axe.

It was hard to do that when the British colonialisation people camped everywhere. They had wagons of food and clothes and tools. And horses. On the ships they brought a lot of animals with them. And seeds. They brought a lot of weeds with them as well. [Loss of land]

When they found a place of land they wanted to have they fenced it off and if there were some Aboriginal people coming back to that place they couldn’t go there. Sometimes they took a shot at the Aboriginal people to make them stay away from their own place. And after that they couldn’t live there anymore.


When Hamilton Hume moved back to Yass to live he didn’t want to take care of his own baby. He put up his fence and made a sheep farm. All the Aboriginal people there had to go and live in camps. They called them Blacks camps. Every time the British people wanted the land where the Blacks camp was. And they had to move to another camp.

Lucy Hamilton had a bark hut at the Oak Hill camp and they tried to get her out but she would not. We have a photo of her from the paper and says she won’t move. Anyway they burnt her house down.

At last all the Aboriginal people moved to a mission called Hollywood. My pop and his sisters pretend they were movie stars. They went into town but they had to be out of the town by dark. [Segregation]

There was no manager and no food on that mission. A lot of times the farmers who had all the land around the mission would not let my Pop go hunting. Also they had cleared off a lot of trees and there was no places for the kangaroos and echidnas to live anymore. A lot of the time Pop was hungry.

One lucky thing was the British people brought rabbits with them on the ship and Pop was able to go hunting for rabbits. He knew his hunting ways from his father. And he got things like fish and duck eggs for his family to eat. [Maintain cultural traditions]

To grow vegetables was hard because there was only one tap at the tank on the top of the hill and you had to go there for all the water for their bath and drinking. And water for the vege garden.

After Hamilton Hume did not take care of his own baby. After that we did not say he was our relation anymore. We just stayed Aboriginal people. [Rejection by non-Aboriginal people]

He did let Lucy use his name of Hamilton and once he gave Pop’s father a horse.

One very sad thing happed to some Aboriginal people who had white people in them. They were taken away from their Aboriginal families. And they had to grow up in a home with a lot of other children. [Stolen children]

When the car came to Hollywood mission to take the children my Pop hid deep under the house. And stayed there real quiet until the car was gone. He was as quiet as a mouse for he did not want to go away from his own mother.

Activity 1


Aboriginal history had its beginnings long before colonisation

Historical and political factorsBefore we discuss our role in supporting Aboriginal families and children in Children’s Services, it is important to recap critical events in Aboriginal Australia since the first non-Aboriginal settlement. The following table will provide you with a brief review of this history.

Key events in the history of Aboriginal Australia

Before we discuss our role in supporting Aboriginal families and children in Children’s Services, it is important to recap critical events in Aboriginal Australia since the first non-Aboriginal settlement. The following table will provide you with a brief review of this history.

Let’s start at our beginning—with the Dreaming.

The DreamingThe Dreaming is the dimension of sacred, eternal time when Ancestral Spirits came up out of the earth and down from the sky to shape the land, rocks, rivers, mountains, forests and deserts. Spirit Ancestors created all the people, animals and plants that were to live in the country and laid down the laws, customs and codes of conduct their lives were to follow – that is, the Law.

Source: Introducing Indigenous Australia, Department of Aboriginal Affairs


http://www.daa.nsw.gov.au/publications/Fact%20Sheets.pdf

Key events in the history of Aboriginal Australia since colonisation1770 Lieutenant Cook claims ‘Australia’

Doctrine of terra nullius.

Aboriginal population estimated at between 750 000 – 1 million.*

1778 First non-Aboriginal settlement in Sydney Cove

1789 Smallpox devastates Aboriginal population of Port Jackson, Botany Bay and Broken Bay

Half the Aboriginal population is reported to have died.

Resistance of Pemulwuy up until his death in 1802.* Parramatta ‘settled’

1795 Soldiers ordered to destroy as many Aboriginal people as possible.

1804 One year after British flag raised in Tasmainia, Settlers authorised to shoot unarmed Aboriginal people. Beginning of Black War*

1814 School for Aboriginal children – Parramatta.

1823 Government policy to convert Aboriginal people to Christianity.

1838 Myall Creek trial – the first and last time 7 non-Aboriginal people were hung for killing Aboriginal people.

1838 Royal Society for the Protection of Aborigines established.

Reports of poisonings of Aboriginals

1838 Australia Day massacre of Gamiliroi at Snodgrass Lagoon near Moree.

1883 NSW Aboriginal Protection Board established to remove Aboriginal people from hostile white and place them in reserves or missions for their own protection.

1888 Centenial celebrations-Aboriginal people boycott the celebrations. Bulletin magazine is “Australia for the white man.”*

1901 White Australia Policy formed: Aboriginal people excluded from the census and lawmaking powers of the Commonwealth. Exclusions include; the right to vote, pensions, employment at post offices, enlistment in the Armed Forces.*

1909 Aboriginal people barred from armed forces until 1951.

1909 Protection Act amended to allow legal removal children from the care of their families.

1911 Cootamundra Girls Home is established

1915 Amendment to Protection Act enabling Board to remove children. There was no court hearing and a manager or police officer could order the removal

1928 Coniston Massacre – Alice Springs.

1924 Kinsella Boys Home is established in Kempsey



1937 Assimilation Policy introduced – amended 1951.

1940 Aborigines Welfare Board replaced Protection Board.

1943 Exemption certificates for Aboriginal people who had assimilated well.

1953 Atomic Test, codename Totem are conducted at Eum, South Australia. Aboriginal people suffered radiation sickness.

1957

1958

Another atomic blast at Maralinga, SA

Atomic testing in S.A Aboriginal people documented being on test site.*

1962 Aboriginal people given the right to vote in Commonwealth elections—but it is illegal to encourage Indigenous people to vote.

1965 Freedom Rides: Sydney University students’ bus tour of country NSW: to expose the living conditions and discrimination against Aboriginal people.*

1966 Gurindji people went on strike at Wave Hill for pay. They were awarded pay but it was delayed three years re hardship to employers so the strike developed into a land claim.

1967 Referendum to count Aboriginal people in the census as Australian citizens. 91% of Australian vote yes.

1969 Aborigines Welfare Board abolished.

1972 Ministry of Aboriginal Affairs established by Labour Government Aboriginal Land Fund established.

1972 School principals no longer allowed excluding Aboriginal children from school.

Last children taken into Bomaderry Children’s Home.

The Tent Embassy is established in Canberra with the raising of the Aboriginal Flag, when it became to the official flag.

1975 Northern Territory Land Rights.

Racial Discrimination Act passed in the federal parliament.

1976 Aboriginal evidence first accepted in court.

1980 Link-up established to re-unite families of the Stolen Generations.*

1983 NSW Aboriginal Land Rights Act.

1985 Uluru ( Ayers Rock) is handed back to traditional owners

1987 Child Care and Protection Act giving first rights of care of child to Aboriginal families.

1988 Bicentennial Celebrations and protest. Tens of thousands march on Australia Day. Signals an increase in awareness of Aboriginal history and issues.*

1989 Royal Commission into deaths in custody.

1990 ATSIC legislation enacted.

1991 Council for Reconciliation established.

Recommendation from The Royal Commission into deaths in custody. Report recommends 339 points to change Australian systems.*

1992 Mabo Decision – High Court recognises native title.

Torres Strait Islander flag is designed


1993 Native Title Act.

1995 Inquiry into Stolen Children by HREOC.

1996 High Court Wik decision – pastoral leases and native title co-exist.

Pauline Hanson and her ‘One Nation Party’ campaign against ‘special treatment ‘, for Aboriginal people

1997 Bringing Them Home Report released.

1998 First national Sorry Day- over 1 million signatures are collected in thousands of Sorry Books.*

1999 Commonwealth Parliament Statement of Regret to Aboriginal People.*

2000 May – Corroboree 2000 handover of Document for Reconciliation at Sydney Opera House; over 300,000 people join the walk over the harbour bridge.*

Sydney 2000 Olympics.*

2001 The Pope officially apologises to the Stolen Generations.

2004 The Federal Government announces its intention to abolish the ATSIC Board of Commissioners in favour of national Indigenous Council.

2008 Prime Minister Kevin Rudd- Commonwealth of Australia formal Apology to the Stolen Generation, for past Government racists and discriminator policies. The removal of Aboriginal children from their families

For more details, see: http://www.daa.nsw.gov.au/publications/Fact%20Sheets.pdf

Activity 2

Invasion and the concept of terra nullius

Non-Aboriginal Australians had a self interest in declaring Australia ‘terra nullius’ (‘land belonging to no-one’) and there were some issues between Aboriginal and non-Aboriginal Australians that encouraged and fostered this belief.

In order to colonise Australia, the colonising people had to take land away from Aboriginal people and they had to control any resistance to this dispossession from Aboriginal people.

There was a huge amount of evidence that Aboriginal people were in possession of the land prior to colonisation. A number of Governors, administrators and settlers acknowledged this in their journals and reports. Even so, Australian law insisted that Australia was a barren, uninhabited, unpeopled, unoccupied land. They declared it 'terra nullius' or ‘empty land’ which means a land without a recognisable sovereign and a land without a recognisable system of tenure.

A second reason used by the colonising people for the dispossession and control of Aboriginal people was their attitude to Aboriginal people and their belief in



their own racial superiority. According to the philosophies of the colonising people at the time, if Aboriginal people did no recognisable work and had no recognisable form of economy or industry, then they had no property rights.

Early misconceptions

One of the widely accepted philosophies of this time was the notion of ‘Social Darwinism’. People believed that there was a chain of human evolution, that white people were at the top of the chain and that the black races were at the bottom.

These same views about Aboriginal people were built on over the years to excuse the measures taken to control Aboriginal people. Aboriginal people were seen as being in need of protection. Then Aboriginal people were seen as being deviant and in need of punishment and control.

First contact—1788 to 1890sThe first Europeans who settled at Sydney Cove brought with them various diseases that devastated the Aboriginal population. Here is a guided ‘imagination’ experience to help you understand how devastating the effects of disease were on Aboriginal people.

Who would get your lunch?

Imagine you are an Aboriginal child out fishing with your older brothers and sisters and cousins by the creek. When you arrive home you find your parents, aunts and uncles sick with an unknown illness. They have a rash, red flushed complexions and are burning up with a fever.

What do you think the unknown illness is?

The answer is small pox.

Days later you are sitting around your home surrounded by their dead bodies, mourning the loss of your family group.

Where would you go for help and what would you do? Who would get you food and how would you feel?

Small pox wiped out entire family groups in the Sydney area in those very early settlement times and left the survivors without carers, hunters, gatherers, healers and decision makers.

The waves of settlement

Imagine Aboriginal Australia looking like this (below) before colonisation.


Each shape is the home country of a particular Aboriginal culture. The passages created by the borders of these areas are the highways that allow people of different Aboriginal cultures to travel around without having to cross through other people’s land. The borders would be marked by natural formations like rivers, and mountain ranges. Groups near to each other would travel to share celebrations.

The circle on your right is Sydney Cove. An arc has been drawn through it to mark off the first Sydney settlement.

From 1791 and 1794 land was granted to convicts, the military and civil officers. Free settlers were encouraged to take up land grants. By 1794 there were seventy colonial families farming in the Hawkesbury. In 1801 Governor King ordered


Aboriginal people to be driven from Parramatta, Georges River and Prospect. This wave of settlement/invasion continued as colonialists explored New South Wales for themselves and opened it up to settlement. Aboriginal people were fenced off from their lands. If you keep drawing the waves of settlement/invasion over the land of all those Aboriginal cultures it would look like this.

Reflect

Write some comments about this experience, as you would imagine it was for Aboriginal people.

• What impact would this wave of settlement have on the daily lives of Aboriginal people?

• How would you respond to coming home one day to find a fence around your home and someone on the other side firing a gun at you as you approach.

• What would it be like to have no acknowledgement that your home might have some meaning for you? All your things are still inside – special possessions, your tools for earning a living, you children’s toys, your family pet.

A famous New South Wales meeting of different Aboriginal cultures is the Bogong Moth ceremony. Aboriginal people from a few different groups would meet to feast on the Bogong Moth on the slopes of the Snowy Mountains. This moth migrates from up the north coast of New South Wales and so is part of the


dreaming story of a number of cultures as it makes its way to the Snowy Mountains.

As the country was colonised and fenced off, basic rights to land were removed from Aboriginal communities.

Imagine the fences going up in your local Coles. First you are denied access to the meat section, then the fruit and vegetable section, then the hardware, then they lock the taps so you have little or no access to water. Then the fence goes up around your church and your children’s school. You find yourself pushed onto another culture’s land and then another’s land and another’s. They don’t even speak the same language as you do. Imagine you were pushed to there and had all the money in the world to buy anything you wanted except no one would sell to you. No explanation. No acknowledgment.

As the country became more and more settled, Aboriginal cultures were pushed together. Sometimes a group of people would remain in the corner of a paddock or on the edge of a settlement. Sometimes people tried to stay close to a special place or near where they were born, fearing they would never find a place to return to if they left their homeland.

If the land they were on was not wanted, many of these groups stayed there, living on the fringes of settlements or homesteads. In one country NSW town, one of these camps became known as the Blacks’ Camp. The camp and the people on it were moved off, as the land became wanted. In this town the Aboriginal people were moved on nineteen times in just a few years.

Diversity of Aboriginal cultures prior to colonisation

Aboriginal Australia, prior to colonisation, was multicultural with many commonalities between cultures. Even so, each had its own distinctive cultural identity. The easiest way to think of this is to think about European countries. They are similar in the way they set up their governments, the structure of their families, the education systems and religious instruction of their people and yet we would never say the people of France and the people of Germany come from the same culture.

Prior to colonisation, Aboriginal Australia consisted of about 500 separate language groups each group having sovereign rights over their own ancestral territory. There were similarities between cultures in beliefs about the Dreaming, the structure of families and kinship networks and the power of Aboriginal lore. Diversity between Aboriginal cultures related to a number of things including ancestry and Dreaming Stories as well as the usual things that we easily recognise as making up a culture; , geographical issues like climate and then all importantly


spiritual practices that affected the use of food, dress, tools, art, music, dance and men and women’s politics

Aboriginal Australians are from hundreds of different Aboriginal cultures, with each having its own spiritual relationship with its own territory. These differences are reflected in laws, language, songs, stories, ceremonies, art and social structure.

There was no separation between the sacred and the secular as there is in Australia. In traditional culture every action in your day was dictated by the law.

Don, an Aboriginal Elder from country NSW, tells a story of his Grandmother and what happened when he visited other area—when he returned she would make him up a big bath in a tin with plenty of soap and tell him to wash himself from head to toe and she would take the clothes he had worn and burn them. She would say always wash the dust of another person’s country from your body and get rid of your clothes as they can bring in spirits which can become bad here because they won’t belong’.

The Dreaming is often talked about as a time when the world was created. The ancestral spirits walked all over the earth, creating everything that exists. The Dreaming is also eternal. It is then and now an integral part of who you are and the acts and lore of the Dreaming are with us today. There is Aboriginal lore that tells Aboriginal people how to maintain and refurbish the sacred Dreaming places so the spirit of the Dreaming is kept alive for future generations to follow. Different cultures will have different ceremonies they have to perform, depending on their Dreaming stories. Some cultures may have parts of the one Dreaming story such as most Aboriginal cultures will have a creation serpent and many include the seven sisters (a star constellation)

In traditional Aboriginal society the spirits or totems of all children that will ever be born were created in the Dreaming and they live in special places in pools and waterways waiting to be caught.

When each child is born they are born with reciprocal totemic affiliations, which means that they have obligations toward that totem be it a fish, animal bird or plant that they must carry out based on the cultural beliefs of their language group. In Arnhem Land a child’s totem is determined by the Dreaming story of the land their mother was in at the time of conception. In some New South Wales cultures, the woman will see her baby in a dream. The baby is seen to be ‘singing’ to her mother to let her know she is ready for her.

Children are born into an extended family group. Sometimes these groups are referred to as clans or bands. In belonging to a clan each child will be able to trace their family ties to a common ancestor either through their mothers of their father’s line. In many Aboriginal cultures a mother’s


sisters or a father’s brothers and sisters would be considered to be parents of the child. The children of a child’s mother and father’s sisters and brothers would be considered the brothers and sisters of that child.

Children are quickly taught their obligations they have to other members of their family. Particular members of extended families have prescribed roles and responsibilities depending on whom they are relating to. Mothers and fathers often have distinct roles in relation to children. Grandmothers and aunts or uncles and grandfathers might have an equal say with parents in making decisions about a child’s well being. A child will also be taught her ties and obligations to her country.

In most Aboriginal cultures birthing was only for women and men were not part of the process sometimes until a month after the baby was born. In others, the baby’s father might be kept away but the mother’s father might have a role to play after the baby is born.

In most cultures boys and girls go through some sort of initiating ceremony, which marks their passage from childhood to adulthood. These ceremonies differ from culture to culture but most included some form of scarring to visually advertise their status in the clan.

Activity 3

The Stolen Generations—child stealing and genocideIn 1996 the report of the accounts of Aboriginal people stolen from their parents as children, solely because of their Aboriginality, with the acknowledged purpose of genocide, was released. The report recorded that Aboriginal children had been forcibly removed from their families and communities since the early days of colonisation and concluded that between the years of 1910 to 1970 between one in three and one in ten Aboriginal children had been removed.

Children were put into institutions or mission dormitories, fostered or adopted. More than half the Aboriginal people included in the report experienced multiple placements and in the light of what we know today all of these experiences would have breeched every code of conduct on how children should be treated and cared for


These children:

were discouraged from having family contact. Some were even told their parents were dead or that their parents didn’t want them

were taught to reject their Aboriginality. Those who knew their own heritage transferred that contempt onto themselves

lived in harsh conditions often with little food and with severe punishments for breaking the rules.

Aboriginal people have had their children removed from them since the very beginnings of colonisation. The National Inquiry into stolen Aboriginal children conducted by the Human Rights and Equal Opportunity Commission in 1995 found that the truth of the past is still with us today, in the continued devastation of the lives of Aboriginal people.

Activity 4

Activity 5

The Stolen Generations—the facts

Some of the issues associated with the ‘stolen generations’ are immense and unresolved grief and trauma that crosses generations. Remember that these events are in the living memory of Aboriginal people today. There is a link between forced separation and the violence, suicide, alcoholism, mental and physical health and family problems experienced by Aboriginal people today.

There is a lot of talk that goes around about Aboriginal children being removed because that was in their ‘best interests’ but here are a few facts that undo those myths.

People forcibly removed in childhood are:

TWICE as likely to assess their health status as poor or only fair than people who were not removed.

NOT better educated.

NOT more likely to be employed.

NOT receiving significantly higher incomes than people raised in their communities.

TWICE as likely to have been arrested more than once in the past five years.


Explore the Bring Them home Report (1997) for more information as well as personal stories: http://www.humanrights.gov.au/social_justice/bth_report/index.html

Here is the link to the section that addresses frequently-asked questions: http://www.humanrights.gov.au/social_justice/bth_report/about/faqs.html#ques4

Here are more resources to look up for more about what was done and not done to serve the ‘best’ interests of Aboriginal children:

Gungil Jindibah (1993) Learning From the Past: Aboriginal perspectives on the effects and implications of welfare policies and practices on Aboriginal families in New South Wales, Department of Community Services, NSW.

Wilson J T and Link Up (NSW) Aboriginal Corporation (1997) In the best interest of the child? : Stolen children: Aboriginal pain/white shame, Aboriginal History, Canberra, ACT.

Link-Up (NSW) Aboriginal Corporation works with Aboriginal people who have been separated from their families. If you are an Aboriginal adult who was removed or separated under government policies and you would like assistance please contact:

Link-Up5 Wallis StPO Box 93Lawson NSW 2783

[email protected] : (02) 4759 1911

The apology to the Stolen GenerationsWhere were you when this significant day in Australian history took place?

On the 13th of February 2008, Prime Minster Kevin Rudd fulfilled his election promise and made this historic speech to the nation. This significant event in Australian history finally and formally acknowledges that the past Governments polices and laws towards the Aboriginal and Torres Strait Islander people, were discriminator, against basic human rights and have had an inter- generational affect on all families who suffered.

The people affected by these government policies are known as the Stolen Generation.

Activity 6


mailto:[email protected]

Suggested resources

Australian Bureau of Statistics (2007) Statistics on Aboriginal Usage patterns: The Health and Welfare of Australia's Aboriginal and Torres Strait Islander People, Australian Government Publishing Service, Canberra.

Australian Government of Education, Employment and Workplace Relations FOR THE COUNCIL OF Australian Governments (2009) Belonging, Being & Becoming: The Early years learning framework for Australia. http://www.deewr.gov.au/

Australia. Human Rights and Equal Opportunity Commission (2007) Bringing Them Home (videorecording), HREOC, Sydney.

Cavaggion R (2007) Why me? (videorecording) Light Image, South Australia.

Connor J. (2007) Dreaming Stories: A springboard for learning, Research in practice series, v14, no2, Australian Early Childhood Association, Watson, ACT.

Darkinyung Language Group (2007) Darkinyung yada gudjagang = Strong healthy kids, Author, West Gosford, N.S.W.

Dau E (ed) (2001) The Anti-Bias Approach in Early Childhood (2nd edn), Pearson Education, Australia

Elder B (2000) Blood on the Wattle: Massacres and Maltreatment of Aboriginal AustraliansSince 1788, New Holland Publishers, Sydney.

Ellis T (2001) Building Bridges (videorecording), Australian Early Childhood Association, Watson, ACT.

Gungil, Jindibah (1994) Learning From the Past, Department of Community Services, NSW.

Human Rights and Equal Opportunity Commission (1997) Bringing Them Home: Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families, HREOC, Sydney.

Jones K and Barnes S (2001) How Children View Aboriginality, Every Child, vol. 7, no. 1, pp 10-11.


http://www.deewr.gov.au/

McClay D (1999) Talking Early Childhood: A resource book, Batchelor College, Batchelor, NT.

Morgan S (1999) My Place, Fremantle Press, Fremantle, WA.

Network SA Resource, Advisory and Management Services (2003) Aboriginal Arts and Crafts: Information and ideas to use in a program for children, Aboriginal Resource and Management Support Unit, Angle Park, SA.

Nowland S (2003) Including Cultural Experiences in your Program, Aboriginal Resource and Management Support Unit, Regency Park, SA

Nowland S (2003) Outdoor Aboriginal Games and Activities for Children, Aboriginal Resource and Management Support Unit, Regency Park, SA.

NSW Department of Aboriginal Affairs (Fact sheets) (c2004), Aboriginal Affairs Media Kit: Background briefing. 10 titles available. Available from: http://www.daa.nsw.gov.au/publications/31.html

Olsen C (2002) Rabbit-proof Fence (videorecording and study guide), Rumbalara Films, Olsen Levy Production in association with Showtime Australia

Panckhurst H (2008) First Australians (videorecording), SBS, Screen Australia, NSW Film and Television Office, South Australian Film Corporation, Screen West and Blackfella Films/First Nation Films. http://www.sbs.com.au/firstaustralians/

Perkins R (2008) First Australians: An illustrated history, Melbourne University Publishing, Carlton, Vic.

Robinson G (2008) Contexts of Child Development: Culture, policy and intervention, Charles Darwin University Press, Darwin, NT.

Secretariat of National Aboriginal and Islander Child Care (2005), Achieving Stable and Culturally Strong Out of Home Care for Aboriginal and Torres Strait Islander Children, North Fitzroy, Vic. This can be downloaded from: http://www.snaicc.asn.au/news/view_article.cfm?id=25&loadref=8

Willsher M (2001) Good Ideas, Happy Kids, Batchelor Press, Batchelor, NT.

Wilson J T and Link Up (NSW) Aboriginal Corporation (1997) In the Best Interest of the Child? Stolen Children: Aboriginal Pain/White Shame, Aboriginal History, Canberra, ACT.

Other useful websites and resources

Aboriginal history: http://aso.gov.au/education/indigenous/


http://aso.gov.au/education/indigenous/

The history of the Cadital and Wangal people , around the Marrickville area of Sydney. http://www.marrickville.nsw.gov.au/cadigalwangal/main.htm

Family support services

Australian Government Department of Families, Housing, Community Services and Indigenous Affairs: http://www.facsia.gov.au/sa/indigenous/progserv/families/icp/Pages/icp_services_directory.aspx

Secretariat of National Aboriginal and Islander Child Care: http://www.snaicc.asn.au/index.cfm

Raising Children Network – Indigenous Parents: http://raisingchildren.net.au/articles/indigenous_parents.html

Aboriginal culture

Aboriginal Institute of Family Studies: http://www.aiatsis.gov.au/

Indigenous flags: http://www.aiatsis.gov.au/

ABC Message Sticks: http://www.abc.net.au/tv/messagestick/

Creative Spirits: http://www.creativespirits.info/aboriginalculture/index.html

Lore of the Land: http://www.loreoftheland.com.au/

Little Red, Yellow, Black Site: http://lryb.aiatsis.gov.au/resources.html

Time line of Indigenous films: http://www.creativespirits.info/resources/movies/indigenous-film-timeline.html

NSW Department of Aboriginal Affairs (fact sheets).(c2004)—10 titles- Health, Overview of history, Education: http://www.daa.nsw.gov.au/publications/31.html

Aboriginal lands / language group

Horton’s map of Aboriginal Australia. David R Horton is the creator of the Indigenous Language Map. This map is based on language data gathered by Aboriginal Studies Press, AIATSIS and Auslig/Sinclair, Knight, Merz, (1996). The map attempts to represent all of the language or tribal or nation groups of Indigenous people of Australia. http://www.abc.net.au/indigenous/map/default.htm


http://www.abc.net.au/indigenous/map/default.htm

http://www.daa.nsw.gov.au/publications/31.html

http://www.creativespirits.info/resources/movies/indigenous-film-timeline.html

http://lryb.aiatsis.gov.au/resources.html

http://www.loreoftheland.com.au/

http://www.creativespirits.info/aboriginalculture/index.html

http://www.abc.net.au/tv/messagestick/

http://www.aiatsis.gov.au/


http://raisingchildren.net.au/articles/indigenous_parents.html

http://www.snaicc.asn.au/index.cfm

http://www.facsia.gov.au/sa/indigenous/progserv/families/icp/Pages/icp_services_directory.aspx

http://www.facsia.gov.au/sa/indigenous/progserv/families/icp/Pages/icp_services_directory.aspx

http://www.marrickville.nsw.gov.au/cadigalwangal/main.htm

Map from Norman.B.Tindale’s Aboriginal Tribes of Australia (1974) http://www.samuseum.sa.gov.au/page/default.asp?site=2&page=TIN_Tribal&level=1

NSW Aboriginal Lands Council: http://www.alc.org.au/

Loss of Land Mabo Decision: http://aso.gov.au/titles/documentaries/after-mabo/clip2/

Language

Aboriginal Institute of family studies: http://www.aiatsis.gov.au/

http://www.abc.net.au/rn/hindsight/features/holdingourtongues/

http://www.ards.com.au/language.htm

Media

National Indigenous Times: http://www.nit.com.au/links/LinkList.aspx?CategoryID=33

Resources

Indigenous Children’s Books: http://www.creativespirits.info/resources/store.html

List of titles and open book opportunities

State Library of Queensland: http://www.slq.qld.gov.au/find/virtualbooks/aboriginal_and_torres_strait_islanders_books

Connor J( 2007) Dreaming Stories: A springboard for learning, Research in practice series, v14, no2, Australian Early Childhood Association, Watson, ACT.

Pascoe B (2008) The Little Red, Yellow, Black Book: An introduction to Indigenous Australia. AIATSIS, Aboriginal Press. http://lryb.aiatsis.gov.au/

Yarn Strong Sista Korri Educational Consultant. http://www.yarnstrongsista.com/Frameset_Services.htm

Stolen Generations

Australian screen


http://www.yarnstrongsista.com/Frameset_Services.htm

http://lryb.aiatsis.gov.au/

http://www.slq.qld.gov.au/find/virtualbooks/aboriginal_and_torres_strait_islanders_books

http://www.slq.qld.gov.au/find/virtualbooks/aboriginal_and_torres_strait_islanders_books

http://www.creativespirits.info/resources/store.html

http://www.nit.com.au/links/LinkList.aspx?CategoryID=33

http://www.nit.com.au/links/LinkList.aspx?CategoryID=33

http://www.ards.com.au/language.htm

http://www.abc.net.au/rn/hindsight/features/holdingourtongues/


http://aso.gov.au/titles/documentaries/after-mabo/clip2/

http://www.alc.org.au/

http://www.samuseum.sa.gov.au/page/default.asp?site=2&page=TIN_Tribal&level=1

http://www.samuseum.sa.gov.au/page/default.asp?site=2&page=TIN_Tribal&level=1

http://aso.gov.au/education/indigenous/families-and-communities/

Excerpt from the documentary Stolen Generations (PG). http://aso.gov.au/titles/documentaries/stolen-generations/clip1/

Rosie’s Story.http://aso.gov.au/titles/documentaries/rosie/clip1/

References

Australian Bureau of Statistics 2007, Statistics on Aboriginal Usage patterns: The Health and Welfare of Australia's Aboriginal and Torres Strait Islander People, Australian Government Publishing Service, Canberra.

Australian Indigenous Healthinfonet (c2009) Indigenous Health (online). http://healthinfonet.ecu.edu.au/

Dau E (ed) (2001) The Anti-Bias Approach in Early Childhood (2nd edn) Pearson education, Australia

Early Childhood Australia Code of Ethics http://www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html

Nixon D and Aldwinckle M (1999) Exploring: Child development—Three to six years, Social Science Press, Katoomba.

NSW Board of Studies, Working with Aboriginal Communities (revised 2008) A Guide to Community Consultation Protocols, Sydney

NSW Department of Aboriginal Affairs (fact sheets) (c2004) Aboriginal Affairs Media Kit: Back ground Briefing. 10 titles available. Available from: http://www.daa.nsw.gov.au/publications/31.html

Rudd K (2008) The Apology to the Stolen Generations of Australia (videorecording) Australian Broadcasting Corporation, Canberra.

Pascoe B and AIATSIS (2008) The Little Red, Yellow and Black Book, Aboriginal Press, Canberra

Parbury N (1998) Survival: A history of Aboriginal life in NSW, Ministry of Aboriginal Affairs, Sydney

Partington G and McCudden (1992) Ethnicity and Education, Thomson Press, Australia

Network SA Resource, Advisory and Management Services (2003) Aboriginal Arts and Crafts: Information and ideas to use in a program for children, Aboriginal Resource & Management Support Unit, Angle Park, SA.


http://www.daa.nsw.gov.au/publications/31.html

http://www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html

http://www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html

http://aso.gov.au/titles/documentaries/rosie/clip1/

http://aso.gov.au/titles/documentaries/stolen-generations/clip1/


Wilson J T and Link Up (NSW) Aboriginal Corporation (1997) In the Best Interest of the child? Stolen children: Aboriginal pain/White shame, Aboriginal History, Canberra, ACT

Van Dieman V and Johns V (1995) From the Flat Earth: A guide for childcare staff caring for Aboriginal children, Children’s Services Resources and Advisory Program, NT.

Infection control and personal hygiene in child care settings

Staying Healthy in Child Care (4h edn) http://www.nhmrc.gov.au/publications/synopses/ch43syn.htm

Queensland Health Departments Germ Busters program at www.health.qld.gov.au/germbusters/resources_ec.asp

Green cleaning

www.sasiclean.com.au

www.freshgreenclean.com.au

www.tec.org.au

Food safety

HACCP Based Food Safety Programmes and Endorsements: http://www.haccp.com.au/

NCAC (2006) Food Safety: Quality improvement and accreditation system principle 6.2. Surry Hills, NCAC. http://www.ncac.gov.au/factsheets/qias_factsheet_3.pdf

NSW Food Authority (2008) Food Service in NSW Childcare Centres: Preliminary evaluation findings. Newington, NSW http://www.foodauthority.nsw.gov.au/_Documents/industry_pdf/food_service_in_nsw_preliminary_evaluation.pdf

Lady Gowrie Child Centre, A Guide to Documenting Food Safety Plans. http://www.gowrie- sydney.com.au/userdata/downloads/s//Resource%20Form%20Current%2008.pdf

DVD/videos/ screen

Cowden A (1994) Growing up Koori, Equality Videos, Drysdale, Vic.


http://www.ncac.gov.au/factsheets/qias_factsheet_3.pdf

http://www.tec.org.au/

http://www.freshgreenclean.com.au/

http://www.sasiclean.com.au/

http://www.health.qld.gov.au/germbusters/resources_ec.asp

http://www.nhmrc.gov.au/publications/synopses/ch43syn.htm

Featherstone D (1986) Babakiueria: What do you call this place? Australian Film Commission.

First Australians (DVD)(2008) Blackfella Films, SBS. You can view this at: http://www.sbs.com.au/firstaustralians

Heiss G (book and video) (1995) Poopajyn Boori Noorta Noorta Boola - Little Children Learning Together: An Aboriginal resource book for early childhood services, Aboriginal Early Childhood Services Support Unit, Sydney.

Rudd K (2008) The Apology to the Stolen Generations of Australia (videorecording] Australian Broadcasting Corporation, Canberra.

Excerpt from the documentary Stolen Generations (PG): http://aso.gov.au/education/indigenous/families-and-communities/


Rosie’s Story: http://aso.gov.au/titles/documentaries/rosie/clip1/


http://aso.gov.au/titles/documentaries/rosie/clip1/

