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Indigenous Education and Perspectives


Assessment 3


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By Maria Alessi

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Reflection 1
Prior to commencing this unit my knowledge of Indigenous Australians and their
treatment by past governments, was extremely limited. Unfortunately, I believed many
Indigenous Australians were lazy and did not want to work, relied heavily on government
welfare and always seemed to be complaining. But after reading about The Stolen Generation
and Colonisation, and the treatment of Indigenous communities, I feel ashamed of past
opinions, and actually find it quite incredulous, that such events happened in our wonderful
country. Having the British people invade your country and force you to relinquish your land
rights and discard you as a community, would of course create issues (Banner, 2005). And
then to make matters worse, forcibly taking children away from their families and
communities, and making them assimilate to western ways and forget about their family,
culture and language (Price, 2012). Personally if I was an Indigenous Australian, I would also
feel anger and hatred toward the government and would expect some sort of compensation.
Although the Australian Government issued a formal apology in February, 2010 and this was
the first step in reconciliation, so much more needs to be done (Reconciliation Australia,
2010).
I believe knowledge is power and if Indigenous Australian studies plays an important
and ongoing part of childrens education, then changes will occur. Indigenous Australians
need to be respected and accepted, and their different cultures and diversities need to be
celebrated. Further changes are required, such as providing relevant education, real job
training, assistance with health and housing and building better relationships that generate
better outcomes for all (Reconciliation Australia, 2010, p 6). All Australians should be
educated on Indigenous Australian issues and until the community as a whole, accepts the
problems, Indigenous Australians will continue to be disadvantaged. My role is to ensure
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Indigenous studies is part of my everyday teaching and is not treated as just a subject and
continue to discuss with others the ongoing battle Indigenous Australians face.

Reflection 2
Learning about Indigenous perspectives and past events in Australian history is
imperative for me as an educator as I believe children need to learn the truths about
Colonisation and The Stolen Generation. When we discuss Captain Cook and the discovery
of Australia, the plight of Indigenous Australians is forgotten and most of the discussions
revolve around the British people building towns, working hard and creating Australia
(Harrison, 2011). Ensuring children understand Indigenous Australians have been here for
thousands of years is important, and when discussing history, a timeline can be created
ensuring the start date is before 1788, and reflects the inhabitancy of Indigenous Australians,
prior to English settlement (Harrison, 2011). Children need to also understand the negative
impacts on Indigenous Australians and think about how they would feel if their land and
home was taken away from them. The truths of past events need to be openly discussed and
consideration should now be on the ongoing effect on Indigenous Australians. As an educator
I need to encourage acceptance of different cultures, appearances and traditions and help
children understand that the western way of living is not the only way of living. Some
Indigenous Australians continue to live off the land and enjoy their own traditions and
languages and they should not be disadvantaged because of this.



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Reflection 3
When creating a learning plan to teach Indigenous Australian perspectives, it is vital
that the educator seeks help from the local Indigenous Elders as each region has different
traditions and varied cultures (Nichol, 2012). Ensuring the activity is authentic, is also
important and it should not just relate to things like drawing boomerangs or doing dot
paintings. Providing children with an activity such as learning about bush food, and how
Indigenous Australians have lived off the land for thousands of years, allows children to
actively become involved and understand the relationship between the land and Indigenous
communities. Another activity could be learning about Dreamtime and the importance of
storytelling in Aboriginal communities. This encourages children to use their imagination and
create stories that are relevant to them, whilst learning about the importance of storytelling
and passing on information from Elders (Harrison & Greenfield, 2013).
Another effective way of learning is dialogue circles, which has been used by
Indigenous Australians for thousands of years. It helps build respectful relationships, learn
from a collective group and preserves and passes on cultural knowledge (Dialogue circles,
2010, p 1). It allows children to discuss and learn through open communication and it also
encourages respect, teamwork and helps build trusting relationships. Indigenous Australians
also use an effective way of teaching called 8Ways of learning. It involves storytelling,
sharing knowledge, learning from the land, visual learning and creating new knowledge and
passing it onto others (Tangient, 2012).This concept encourages the use of objects and art and
using interactive learning that is relevant to their daily life. It can be compared to
Bronfenbrenners theory that children learn via their interactions with their family and
environment, as most of the concepts of 8 way learning revolve around knowledge that is
relevant and produced through interactions with the land and others.
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Learning Plan for children prior to school age

Student
Name
Maria Alessi
Name of
Experience
This learning plan will be based around the book called Kangaroos Hop,
and the main aim is to discuss the importance of the land in Aboriginal
culture, and how animals play a vital role in their lives. The book is
colourful, lively and has simple words, and it incorporates the dot pattern
seen in many Indigenous paintings.
Age group 4 year old children.
Description The book will be read to the children, and as it has simple verbs and bright
coloured pictures of animals, the repetition and rhyming will help the
children join in. The educator has prepared large pictures of crocodiles,
echidnas, frogs and emus that have been placed around the room. The
children will decorate the animals and make the pond and then return to the
book, and read along whilst placing animals around the pond. Once this has
been completed the children can paint some stones and place them around the
pond also.
Rationale As Vygotsky (1978) suggests, children learn through interactions with others,
and the educator providing instructions also help the children with their
learning experience (McLean, 2013). Bandura (1977) also believes children
learn through imitation, and by copying the actions of the educator and other
children (McLean, 2013), this makes the learning interactive and fun. By
allowing the children to dance and move this also encourages kinesthetic
learning, which Piaget believes is an important aspect of childrens learning.
It is important that educators understand the effect of Colonisation on
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Indigenous Australians and continue to teach and pass on knowledge about
Aboriginal and Torres Strait Islander cultures to all children in a meaningful
and informed way (Maguire & associates, n.d, p 3). Discussing animals and
the land, help children understand the different ways some Indigenous
Australian children live, and the role animals and the land play in their life.
As the Early Years Learning Framework suggests, educators must understand
cultural differences and ensure children understand Indigenous Australian
history, and the teachings are relevant and inclusive (EYLF, 2011).

Resources The Book- Kangaroos Hop by Ros Moriarty
Outlines of the animals from the story on large pieces of paper.
Small flowers, seeds, nuts, leaves, sticks, grass, glue and sticky tape
Blue felt for the pond
Stones
Paint
A section in the room needs to be set up to place this activity
Introduction The plan will begin with the educator introducing the book, Kangaroos Hop
and discussing how important the animals are to Indigenous Australians and
their way of life. The book will be interactive, incorporating song, dance and
movements and bright colours and dot inspired pictures can lead to
discussions about Indigenous art.

Strategies The images from the book will help imaginal learners, as they learn more
effectively using images and symbols (Nichol, 2012) and allowing them to
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physically make the animals and re-create the scene at the water hole. This
activity also encourages co-operative learning as children work together and
it creates good self- esteem and helps build strong relationships within the
classroom (Doherty &Hughes, 2009).
Discussing animals will help children understand, as children have an innate
tendency to affiliate with natural things (Louv, 2005, p23), and tend to learn
effectively when animals are involved. The Indigenous Australian style
artwork can lead to discussions about different languages and traditions. This
allows them to accept Indigenous Australians as part of our community, as
Sapon- Shevin (1983) suggests educators should ensure mainstreaming
should not be viewed as an effort to teach children to minimize or ignore
difference, but as an effort to teach them positive, appropriate responses to
these differences (Derman-Sparks, 2011,p 5).

Conclusion Once the children have completed the activity, they can discuss bush animals
and Indigenous Australians with their families and they can draw a picture of
their favourite animal. The children can share these pictures with their
friends, and this will lead into discussions about different Indigenous
Australian art. An Aboriginal Elder can be invited into the kindergarten to
then continue on about different art and languages.




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Learning Plan for Primary School Age
Student
Name
Maria Alessi
Name of
Experience
This activity shows a YouTube clip, The First Fleet Arrives and introduces
to the children how Australia was colonised. Worksheets are provided asking
the children to place the events relating to Colonisation, in chronological
order. Children will then work in small groups and have choices between
making an IMovie, creating a diorama, play or book to display their
understanding of Colonisation.
Age group 8-9 years old
Description After showing the You tube video, the class will have a group discussion and
ask questions. They will then need to think about the order of the events of
Colonisation and place them on their worksheets. Then each group will
recreate the events by either acting out a play, creating a picture book, an
IMovie or diorama. This activity will be continued within school hours and at
home, and will be presented within 2 weeks. Children will also need to
explain the consequences of Colonisation on Indigenous Australians.
Rationale You Tube videos are a contemporary and effective way to teach children, as
they are interesting and enjoyable to watch (Gee, 2003), and effectively
engage children. Showing them a quick and fascinating clip, provides the
basis for the learning and encourages children to do further research. Also,
providing children different methods of learning is effective and as Gardners
theory of multiple intelligences suggests, children learn differently, and their
learning is based on different spheres (Lane, n.d). In this instance, children
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are encouraged to research their projects and present their learning, in their
preferred method, i.e. diorama or IMovie.
As so many people in our community are unaware of the unfair treatment of
Indigenous Australians, it is vital the future generation understands the past
injustices, so they can play an active role in stamping out racial issues and
learn to respect and accept cultural differences. By allowing the children to
do their own research makes them understand the injustices more effectively
and by ensuring they present their findings to their classmates is also
beneficial. This creates conversation, debate and reflections, and highlights
all the challenges Indigenous Australians face.
Resources You Tube video-The First Fleet Arrives
Internet access closely supervised
Paper, cardboard box, pens, pictures, glue
Colonisation worksheet
Video recorder
Introduction The You Tube clip will introduce the learning plan to the children, and
further group discussions will be held. Children will be encouraged to ask
questions about the clip and then allowing them to further research the topic
within small groups.
Strategies A group discussion will be held with the educator probing the children and
asking the questions. The educator must ensure the information provided is
non-bias and true, and this will increase cultural competence and teach
children how to accept and understand different cultures (Department of
Education and Training, 2010). Bronfenbrenner also suggests children learn
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from their environment (Doherty & Hughes, 2009), and as some children
may not have the opportunity to attend school with Indigenous children, their
learning will primarily be from their teacher. Providing interactive learning is
also important as Piaget suggests, children learn via their interactions with
others. Kolb also believes children learn via experiential learning is (Cherry,
n.d), and this activity allows them to research the subject via their preferred
method.

Conclusion Once the activities have concluded, children will be asked to reflect on what
they have learnt, and consider Australia Day celebrations and why some
Indigenous Australians may feel differently about celebrating. Also consider
the ongoing effects on Indigenous Australians and how we can make changes
to our perceptions and ideas of Australian history.









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REFERENCES
Banner, S. (2005). Why Terra Nullius? Anthropology and Property Law in Early Australia.
Law and History Review 23(1), 95-131
Cherry, K (N.D) David Kolbs theory of learning. Experiential learning.
http://psychology.about.com/od/educationalpsychology/a/experiential-learning.htm
Department of Education and Training. (2010). Embedding Aboriginal and Torres Strait
Islander Perspectives in schools: A guide for school learning communities. Retrieved
from http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf
Doherty, J., & Hughes, M. (2009). Child development. England: Longman / Pearson
First Fleet Arrives. 2009. Retrieved 28 January 2014 from
http://www.youtube.com/watch?v=4bD933tBZvQ
Harrison, N. (2011). Teaching and learning in Aboriginal education. South Melbourne, Vic:
Oxford University Press
Harrison, N., & Greenfield, M. (2011). Relationship to place: positioning Aboriginal
knowledge and perspectives in classroom pedagogies. Critical studies in education,
52(1), 65-76
Kangaroos Hop By Ros Moriarty n.d Retrieved January 22, 2014 from
https://www.allenandunwin.com/_uploads/BookPdf/TeachersReview/9781742379159
.pdf
Lane, C (n.d) Multiple Intelligences from "The Distance Learning Technology Resource
Guide," by Carla Lane http://www.tecweb.org/styles/gardner.html
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Mc Lean, S. (2013) Lev Vygotsky Retrieved January 22, 2014 from
http://www.simplypsychology.org/vygotsky.html
Mc Lean, S. (2013) Albert Bandura Retrieved January 22, 2014 from
http://www.simplypsychology.org/bandura.html
Maguire and associates.(n.d) Including Aboriginal Australia in your service
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-
content/uploads/2012/05/including_aboriginal_australia.pdf
Price, K. (2012). Aboriginal and Torrest Strait Islander education: An introduction for the
teaching profession. (pp. 21-33). Port Melbourne, Victoria: Cambridge University
Press
Tangient LLC. (2012). 8 Ways of Learning. Retrieved January 30, 2014, from
http://8ways.wikispaces.com/
Understanding Cultural Competence,2011. Retrieved January 30, 2014 from
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-
content/uploads/2012/05/EYLFPLP_E-Newsletter_No7.pdf DEER, Early Years
Learning Framework