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Social Exclusion: Australian History and the Myths Of Aus

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MYTHS OF AUS

Promoting diversity and an inclusive learning environment

Indigenous Education

2015

Moving Forward

What do we mean by Social Exclusion.

Social exclusion or marginalisation is the relegation of individuals or entire communities and in this context entire cultures to the fringes of society.http://en.wikipedia.org/wiki/Social_exclusion

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MYTHS OF AUS

http://www.creativespirits.info/aboriginalculture/people/images/famous-David-Unaipon-on-50-dollar-note.jpg

“If we perpetuate myths without questioning them we demonstrate our

own ignorance and illiteracy of Aboriginal culture”

(http://www.creativespirits.info/aboriginalculture/busting-myths-about-aboriginal-culture-in-Australia).”

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MYTHS of AUSIndigenous Australians as the ‘Primitive or Noble Savage’

http://www.abc.net.au/reslib/200704/r137854_469493.jpg

“Australian education has to revisit terms like hunter-gatherer, nomad, savage and primitive…” (Beresford, 2012, p.9)

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MYTHS of AUS‘Gone Walkabout’ – Indigenous Australians as Nomadic wanderers

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MYTHS of AUSIndigenous culture is static and primitive

 

https://aboriginalartandculture.files.wordpress.com/2007/12/2ndlife.jpg

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MYTHS OF AUSYour skin colour defines your ethnicity

Aboriginality is a bit like tea: you can add milk and sugar but it is still tea.—First Contact, Episode One

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http://www.truthdig.com/images/made/images/cartoonuploads/edu_590_439.jpg

1976 - Commonwealth report on Aboriginal Education concludes that “the policy of assimilation promoted ethnocentric views of education that undermined the ability of ethnic and minority people from participating …” (Beresford, 2012, p.62)

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Indigenous Education 2015

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Promoting diversity and an inclusive learning environment

http://www.pwc.ch/user_content/editor/themes/careers_home/inclusion_and_diversity_270x151.gif

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www.nicholsoncartoons.com.au

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Moving Forward

The eight way learning framework in 8 Aboriginal ways of learning (http://8ways.wikispaces.com)

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1.We connect through the stories we share.2. We picture our pathways of knowledge.3. We see, think, act, make and share without words.4. We keep and share knowledge with art and objects.5. We work with lessons from land and nature.6. We put different ideas together and create new knowledge.7. We work from wholes to parts, watching and then doing.8. We bring new knowledge home to help our mob.

(http://8ways.wikispaces.com)

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Social Inclusion allows for Indigenous ways of knowing and story sharing is one of the strongest ways to engender a respectful and strong sense of cultural identity. “We connect through the stories we share.”

Be aware that non verbal communication is an important part of Indigenous interactions.

Use symbols and images

15(http://8ways.wikispaces.com) Sample learning map from Megan in Kilcoy, Qld.

LEARNING MAPS

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http://www.eurekastreet.com.au/uploads/image/fionakatauskas/29781_1.jpg

CONCLUSION

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REFERENCES:Aboriginal and Torres Strait Islander Education Action Plan, (2014), Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA), Carlton South, Vic.

Anderson, Clair, (2012), Impediments to educational success for Indigenous students (Chapter 6) in in Milgate, G., Purdie, N., & Bell, H.R. (eds), Two way learning and teaching: Toward culturally reflective, inclusive and relevant education, Melbourne, Australia: ACER Press, p.93-104.

Anderson, Clair & Walter, Maggie, (2010) Indigenous perspectives and cultural identity (Chapter 4) in Diversity and inclusion in Australian schools, edited by Mervyn Hyde, Lorelei Carpenter and Robert Conway, South Melbourne, Vic, Oxford University Press, p. 63-87

Australian Bureau of Statistics http://www.abs.gov.au/websitedbs/cashome.nsf/4a256353001af3ed4b2562bb00121564/7464946b3f41b282ca25759f00202502!OpenDocument

Beresford, Q., (2012) Separate and Unequal: An outline of Aboriginal Education 1900—1990’s, in Partington, Gary & Beresford, Quentin, 1954- & Gower, Graeme, Reform and resistance in Aboriginal education (Revised Ed) UWA Publishing, Crawley, W.A, p.41- 68,

Carrington, Victoria (2006). Rethinking middle years: early adolescents, schooling and digital culture. Crows Nest, NSW: Allen & Unwin.

Christie, M., (1991) “Aboriginal Science for the Ecologically Sustainable Future”, Australian Science Teachers Journal, March 1991, Vol. 37, No. 1, p.26-31.

DNA confirms Aboriginal culture one of Earth’s oldest, / BY AG Staff with AAP, September 23, 2011, The first Aboriginal genome sequence confirms Australia's native people left Africa 75,000 years ago, http://www.australiangeographic.com.au/news/2011/09/dna-confirms-aboriginal-culture-one-of-earths-oldest

Dr Wendy Hanlen, (2010), Aboriginal students: Cultural insights for teaching literacy, in Improving outcomes for Aboriginal students, © State of New South Wales through the NSW Department of Education and Training, p. 1 -6,

Kickett-Tucker C., and Juli Coffin, (2012), Aboriginal Self-concept and racial identity: Pracitical solutions for Teachers (Chapter 9) in Milgate, G., Purdie, N., & Bell, H.R. (eds), Two way learning and teaching: Toward culturally reflective, inclusive and relevant education, Melbourne, Australia: ACER Press, p.155 - 170.

Maddison, Sarah, (2009) A history of policy failure (Chapter 1), in Black politics : inside the complexity of aboriginal political culture .Crows Nest, N.S.W. : Allen and Unwin, p.1-23.

Pascoe, Bruce, (2012) History: The real gap between Black and White (Chapter 1) in Milgate, G., Purdie, N., & Bell, H.R. (eds), Two way learning and teaching: Toward culturally reflective, inclusive and relevant education, Melbourne, Australia: ACER Press, p.3 – 10.Price, Kaye, (2012) A Brief History (Chapter 1), in Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession, Cambridge Uni press, 2012, p.6– 17.

Purdie, N., Tripcony, P., Boulton- Lewis, G., Gunstone, A., & Fanshawe, J., (2000) Positive Self- Identity for Indigenous students and its relationship to school outcomes, Canberra: Commonwealth Department o f Education, Training and Youth Affairs.

Yunkaporta, Tyson & Melissa Kirby, (2012) Yarning up Indigenous pedagogies: A dialogue about eight Aboriginal ways of learning (Chapter 12) in Milgate, G., Purdie, N., & Bell, H.R. (ed) Two Way Teaching and Learning: toward culturally reflective and relevant education, Melbourne, Australia: ACER Press, p.205 – 213.

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Slide image reference/location:

Slide 1: Cartoon : Copyright © 2015 nicholsoncartoons.com.au, http://nicholsoncartoons.com.au/remote-and-indigenous-children-do-less-well-in-education-says-naplan-cartoon-2012-12-19.html#sthash.wGo4duxA.dpuf, Remote and indigenous children do less well in education says NAPLAN cartoon 2012-12-19, December 20, 2012Slide 2:Myths of Aus picture: Bradshaw spearman - https://www.flickr.com/photos/robinhutton/7601183704Indigenous Education Icon: http://clipart-finder.com/data/preview/aboriginal_ed.pngPromoting diversity Graphic: http://www.pwc.ch/user_content/editor/themes/careers_home/inclusion_and_diversity_270x151.gifMoving forward: The eight way learning framework in 8 Aboriginal ways of learning (http://8ways.wikispaces.com)Slide 3: Quote - http://www.creativespirits.info/aboriginalculture/busting-myths-about-aboriginal-culture-in-australia$50 note: http://www.creativespirits.info/aboriginalculture/people/images/famous-David-Unaipon-on-50-dollar-note.jpgSlide 4: Cartoon: http://www.abc.net.au/reslib/200704/r137854_469493.jpgSlide 5: FISH TRAPS photo- https://paulhumphriesriverecology.files.wordpress.com/2012/09/brewarrina-1900.jpgBUSH TOMATOES photo – http://upload.wikimedia.org/wikipedia/commons/thumb/2/2f/Bush-Tomato.jpg/220px-Bush-Tomato.jpgBUSH QUANDONG photo- http://upload.wikimedia.org/wikipedia/commons/thumb/d/d3/Santalum_acuminatum_fruit1.JPG/220px-Santalum_acuminatum_fruit1.JPGMARCH & APRIL Indigenous seasons photo- https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcRny4UC6wwj-u-c1gC1SkZsX-wWTBc629WTBEJ9yk1iY_453Uc2Slide 6: https://aboriginalartandculture.files.wordpress.com/2007/12/2ndlife.jpgSlide 7:http://static1.squarespace.com/static/513fe4a2e4b0c6bca9949d05/54d1898ae4b0c5340ae4572a/54d18fe7e4b07cf788eabbd0/1423020023389/Reconciliation+Australia+0050+Billboard.jpgSlide 8: Education stages cartoon - http://www.truthdig.com/images/made/images/cartoonuploads/edu_590_439.jpgSlide 9: Aboriginal Consultative Group 1976 Opening Mission statement quote - Beresford, Q., (2012) Separate and Unequal: An outline of Aboriginal Education 1900—1990’s, in Partington, Gary & Beresford, Quentin, 1954- & Gower, Graeme, Reform and resistance in Aboriginal education (Revised Ed) UWA Publishing, Crawley, W.A, p.63 Slide 10: http://www.pwc.ch/user_content/editor/themes/careers_home/inclusion_and_diversity_270x151.gifSlide 11: http://nicholsoncartoons.com.au/wp-content/uploads/2012-12-19-indigenous-education-350.jpg, www.nicholsoncartoons.com.au Slide 12: The eight way learning framework in 8 Aboriginal ways of learning (http://8ways.wikispaces.com)Slide 13: (http://8ways.wikispaces.com)Slide 14: (http://8ways.wikispaces.com)Slide 15:Sample learning map from Megan in Kilcoy, Qld, (http://8ways.wikispaces.com)Slide 16: http://www.eurekastreet.com.au/uploads/image/fionakatauskas/29781_1.jpg

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Slide discussion

Slide 1: This is where I see Indigenous education and Indigenous Australians in general– still thought of as a fringe subject its people marginalisedTheir knowledge made ‘invisible’ because of the differing world views and the impact of colonialisation

Slide 3 – David Unaipon was a Ngarrindjeri man. He was an inventor and writer. Unaipon's contribution to Australian society helped to break many Indigenous Australian stereotypes, and he is featured on the Australian $50 note in commemoration (http://en.wikipedia.org/wiki/David_Unaipon).

Unaipon took out provisional patents for 19 inventions but was unable to afford to get any of his inventions fully patented. His most successful invention (provisional patent 15 624), a shearing machine that converted curvilineal motion into the straight line movement which is the basis of modern mechanical shears, was introduced without Unaipon receiving any financial return and, apart from a 1910 newspaper report acknowledging him as the inventor, he received no credit.Other inventions included a centrifugal motor, a multi-radial wheel and a mechanical propulsion device. He was also known as the Australian Leonardo da Vinci for his mechanical ideas, which included pre World War I drawings for a helicopter design based on the principle of the boomerang and his research into the polarisation of light and also spent much of his life attempting to achieve perpetual motion (http://en.wikipedia.org/wiki/David_Unaipon).

Slide 4 - Indigenous innovation and creativity led them to develop many unique creations from their system of governance that precluded imperialist ideology of invasion and colonisation, to their range of tools like the woomera

Some woomeras, especially those used in the central and western Australian deserts, were multi-purpose tools. Often shaped like long narrow bowls, they could be used for carrying water-soaked vegetable matter (which would not spill and could later be sucked for its moisture) as well as small food items such as little lizards or seeds. Many woomeras had a sharp stone cutting edge attached to the end of the handle with black gum from the triodia plant. This sharp tool had many uses, such as cutting up game or other food and wood. It is supposed that the woomera could be used as a shield for protection against spears and boomerangs. The woomera is held in one hand while the other hand places the butt of the spear on the woomera's hook; the hollow curved shape facilitates this alignment without looking. The woomera doubles the length of the thrower's arm, greatly increasing the velocity of the spear. Correcting for the game animal's lateral dodging is accomplished by tilting the wing-shape woomera during the throw for last-second corrections. The extra energy gained from the woomera's use has been calculated as four times that from a compound bow (http://en.wikipedia.org/wiki/Woomera_%28spear-thrower%29).