We acknowledge the Kaurna people the traditional owners of the lands and waters that the city of

Adelaide was built on, as an expression of respect.

Tarndanyangga Kaurna Yerta

CLASSROOM RESOURCES FOR TEACHING INDIGENOUS PERSPECTIVESEDUC 2420 FLINDERS UNIVERSITY

Xavia Nou, Lee-anne Benson, Amber Clark

Outline

Introduction Indigenous perspectives vs Studies Why teach indigenous perspectives Curriculum documents

Resources R-7 Resources Indigenous perspectives in Art Indigenous perspectives in Geography Indigenous perspectives in History

Concluding discussion References

Indigenous Perspectives vs Studies

Studies- Isolated full term topic Unit within SOCE

Perspectives Across all curriculum

areas- history, maths, PE eg. APAC

Why teach Indigenous perspectives?

Engaging students?

Increase cultural awareness?

Moving towards reconciliation?

Indigenous Perspectives …

Learn about Indigenous histories, cultures, and contemporary experiences

Recognising and respecting the significant contribution of Indigenous peoples

Value of Indigenous knowledge and perspectives from the past and present

Promoting the use of culturally appropriate protocols

Source: SACE 2011 Subject outline

ACARA- cross-curriculum priorities

Year 10 ENGLISH

ACARA- cross-curriculum priorities

Year 5 SCIENCE

INDIGENOUS PERSPECTIVES R-7Books

“Aboriginal Legend Plays” “Ngarrindjeri Dreaming Stories” “Jirrbal: Rainforest Dreamtime Stories”

Centres Tandanya Visual Arts and Cultural Centre Living Kaurna Cultural Centre Museum of South Australia

Classroom environment Display indigenous maps, art, role

models, posters Include indigenous welcomes and

language into daily routinesRelationships

Invite indigenous participation in the school

Connect online with remote communities

INDIGENOUS PERSPECTIVES R-7

INDIGENOUS PERSPECTIVES IN VISUAL ART

Yuendumu Doors- Warlukurlangu Artists

Approaches could include researching:

Artworks, Jukurrpa (dreaming stories), culture

Mediums, techniques

Lives of artists

Themes e.g. reconciliation, whiteness

Self Expression- Indigenous voice

EXAMPLES

‘Muturnapardukurlu (Old Woman)’ Door 5 of the Yuendumu doors

PADDY JAPALJARRI STEWART, Walpiri

‘Dingoes’ 1989

‘Through a sense of humour and empathy, these works challenge perceptions of fear and distaste about this often maligned Australian animal’

LIN ONUS (1948 – 1996), Yorta Yorta people

Click icon to add picture

‘Fruit Bats’ 1991

Click icon to add picture

‘Sorry’ 2008

Tony Albert Girramay/Kuku Yalanji people

‘exotic OTHER’ 2009 Tony Albert, Daniel Boyd, Andrea Fisher, Helen Johnson, Jonathan Jones, Reko Rennie

Indigenous Perspectives in Geography

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

Topography- location names, dreaming stories about land forms

Resource Management

Population/demography

Cultural tourism

Land use issues- mining, hunting, sacred sites etc.

KAURNA PARK NAME & TRANSLATION

Click icon to add picture1 Piltawodli

'possum place'

2 Padipadinyilla

'swimming place’

4 Kangattilla

'kangatta berry place

5 Ngampa Yerta

'ngampa root ground'

6 Nanto Womma

'horse plain’

10 Warnpangga

'bullrush root place'

15 Ityamaiitpinna

'King Rodney'

16 Victoria Park/Bakkabakkandi

‘to trot: a term applied to horses’

22 Wikaparndo Wirra

'netball park'

23 Wirranendi

'to become wirra'

24 Tambawodli

'plain place’

25 Narnungga

'native pine place’

http://www.adelaide.edu.au/kwp/placenames/council/

Using the media as a resource

“Indigenous input essential to survival of endangered species”

Melissa Lahoud, Sydney Morning Herald, July 25, 2011

INDIGENOUS PERSPECTIVES in History

Source Analysis: A two - fold effect:

o Part of the assessment criteria for stages 1 and 2

o Develops skills in using primary resources to analyse for relevance and learn about a topic

Personal stories Gives students a sense of

identity and feeling

INDIGENOUS PERSPECTIVES in History

Sources analysis example

Exercise:Discuss in small groups in what ways the erection of the Tent Embassy was a significant step in reclaiming lost indigenous rights. Consider aspects such as its location, its construction, its purpose and its role as a unifying symbol.

Concluding Discussion

What will teaching Indigenous Perspectives mean in different educational contexts eg. Rural schools, leafy suburbs, urban lower- SES areas, remotely? Discuss and suggest implications

What considerations will need to be made to use resources appropriately, sensitively and effectively? Discuss and suggest implications

Choose resources (from the front) ... What subject areas could these be applied in and how? What considerations may be needed to use them effectively and appropriately?

References Barlow (Yarrcali), M. 2001, Jirrbal: Rainforest Dreamtime Stories, Magabala Books

Aboriginal Corporation

Conversations with Mary Mooney, SOSE Teacher (Years 7-12), Jamestown Community School, 19-30 September 2011

Haydn, Terry, Arthur, James, Hunt, Martin & Stephen, Alison, (2008), Learning to Teach History in the Secondary School: A companion to school experience (3rd ed), Routledge Falmer, UK

Lesson plans and other resources:http://www.aussieeducator.org.au/resources/teaching/indigenousresources.html.

Lesson plans and other resources:http://www.primaryschool.com.au/aboriginalresults.php?strand=Traditional&grade=General.

http://www.aboriginaleducation.sa.edu.au

Indigenous eBooks different year levels, music, charts, art, cultural knowledge, history resources. http://aboriginalart.com.au/

Living Kaurna Cultural centre, Warriparinga Way Bedford Park

Stengle, J. Ngarrindjeri Dreaming Stories, Department of Education Training and Employment

Swasbrook, E. 1997, Aboriginal Legend Plays, Prim-Ed Publishing Pty Ltd

Tandanya Visual Arts and Cultural Centre, Grenfell St Adelaide, tandanya@tandanya.com.au