CHCIC302A: Support Aboriginal and/or Torres Strait Islander families to participate in children’s services Support the cultural identity of Aboriginal and/or Torres Strait Islander children and families 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.
Transcript
CHCIC302A: Support Aboriginal and/or Torres Strait Islander families to participate in children’s services
Support the cultural identity of Aboriginal and/or Torres Strait Islander children and families
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 NSWSigrid Herring/ Jenny Khan, Teachers, Children’s Services, TAFE NSW Mary Jacobs, Teacher, Child Studies, TAFE NSW
Contents
Support the cultural identity of Aboriginal and Torres Strait Islander children and families 3
Identify culturally-sensitive ways to process information with appropriate relevant people 3
Process information in a culturally-sensitive way, including identification of how and with whom information can be shared 8
Demonstrate respect for Aboriginal and Torres Strait Islander languages in the workplace context 9
Support the cultural identity of Aboriginal and Torres Strait Islander children and families
Identify culturally-sensitive ways to process information with appropriate relevant people
Understanding diversity of culture and language
It’s important to remember that while we can compare cultures we can’t judge 'a society of people adapts its culture to changing environments. Remember that the diversity of Aboriginal people today will mean that Aboriginal people will identify the values and norms expressed here in a variety of ways, as will non-Aboriginal families.
It’s important to remember that Aboriginal culture had completely different norms and values to the invading colonialists who did not believe that Aboriginal culture had anything to offer them, neither culturally, materially, economically, nor politically.
Source: Australian Dept Education, Science and Training Interactive ochre (2006)
Cultural components Following is a series of tables showing a comparison between Aboriginal and British/Australian cultures. Listed beneath each cultural component is a strategy for:
• working with Aboriginal children in a way that enables them to achieve their potential
• supporting Aboriginal children to value and maintain their culture and language
• increasing the understanding of staff and others about issues that affect Aboriginal families
• things that you can put into place that might resolve issues that arise due to differing attitudes to child care and child rearing.
Cultural component: Language
Aboriginal British / Australian
At least 500 separate language groups.
Language is present and past oriented.
Each language maintains a huge non-verbal vocabulary – signing. signalling, gesturing, facial expressions.
Language—Oral and symbolic through representation in art and dance.
English, Gaelic (though we can note here that the English banned the use of Gaelic in countries like Wales and Ireland and demanded that British subjects only speak English. The Irish established ‘hedge schools’ and would sneak their children into the countryside and teach them their Gaelic language and culture behind hedges).
Language is oral and written.
Strategy
Consult with the local Aboriginal community or Aboriginal families coming to your centre and see if you can use some of their language words for things like body parts and to play ‘Simon says’. See if those language words will fit into popular songs such as ‘Where is thumkin?’. Change the names of characters in stories/names of dolls etc to Aboriginal names. Accept children’s use of Aboriginal English.
Subsistence culture; communal living from the land; hunting and gathering; obligations to care for all community.
Survival of the fittest, capitalism, new technology, trade, moral obligation to care for others.
Strategy
Take children/mob out for a ‘walkabout’ with ‘dilly bags ‘ to discover /collect bush foods.
Cultural component: Education
Aboriginal British / Australia
Imitation, oral culture, children taught according to kinship place and level of maturity, everyone responsible for teaching to young people; young people go through a process of initiation to determine readiness for new knowledge, informal relationship between teacher and learner.
Formal, structured, opportunity based on social class and sex though more equity recently, formal relationships between teacher and learner.
Strategy
Let parents know education in Aboriginal culture can be characterised by non-directive play with real tools, teachers and children both modelling play behaviour and playing alongside and that you will be organising play time with limited props and concentrating on getting children to interact appropriately with other in wide age range situations.
Cultural component: Sacred aspects
Aboriginal British / Australia
Ancestral spirits live in special places on the land, food sources, animals, birth and burial places and mourning places. The Land holds the spirit of the ancestors, food sources, and birth and burial places. Sacred/secret sites are vital to the maintenance of traditions, central to the knowledge of creation; destruction means a denial of passage to a person’s rightful home in the hereafter.
Research to find out the totems, important symbols and ceremonial markings
Cultural component: Social organisation
Aboriginal British / Australia
Based on land /territory; kinship; family; age and sex; and collective and reciprocal obligations which are in turn based on family, kinship, age, and your sex.
Based on private ownership, individual rights; competition and capitalism.
Strategy
To recognise that for many Aboriginal families the kinship obligations still play a very important role with their extended families who are often spread throughout the state.
Cultural component: Religion
Aboriginal British / Australia
Inseparable from every other aspect of life. Christian
Strategy
Talk to parents and staff about inter-dependence between cultural components in Aboriginal cultures. In non-Aboriginal you can have an identity and be part of the social structure whether or not you can paint, dance, sing, be political, or believe in God, whereas in Aboriginal these components are all integral to everyday life.
Cultural component: Society overall
Aboriginal British / Australia
Egalitarian – social stratification based on age and sex so older people have more power than younger people and perform very different roles.
Hierarchical – social stratification based on income, education and employment, people up or down according to economic circumstances.
You will probably find that in your local community that there are several well respected ‘Uncles or Aunties’ who will often perform ‘welcome to or acknowledgements of country’
Strategy
You will probably find that in your local community that there are several well respected ‘Uncles or Aunties’ who will often perform ‘welcome to or acknowledgements of country’
Activity 1
It’s important to remember that when you look for difference in child rearing practices in people of other cultures, they may find it hard to verbalise their parenting techniques. Parenting is often something we do from our subconscious minds and a conscious awareness is difficult. For many Aboriginal families it is also important to remember that one of the most serious effects of 200 years of systematic separation of children from their families has resulted in the creation
of fragmented families who have not had the opportunity to absorb good parenting skills. Parents who grew up in institutions may not know how to parent, how to attach to their children and be emotionally supportive.
The values that can cause conflict in child care environments include differences in breastfeeding techniques, toilet training and the establishment of structured rules, as well as expectations that a baby might be held in someone’s arms all day. If this is happening with a baby at home, child care staff may want to get the baby into a routine that suits their work environment.
Case study
Consider the following case study.
When Jarra’s Grandmother learned that at his day care the children were disciplined with ‘time out’ and were taken away from other children she was very upset. ‘They take him away, away from everyone she said’. Ostracism from the group was seen by her to be an extreme punishment whereas by the caregivers at day care it’s seen as appropriate non-violent response that allows a child time to reflect and change their behaviour.
If you want to read more about child rearing read:
Hamilton A (1981) Nature and Nurture, Australian Institute of Aboriginal Studies, Canberra.
Activity 2
NADOC Week
NADOC Week is a celebration of Aboriginal and Torres Strait Islander culture and heritage
NADOC WEEK: clink on link
To see list of cultural events celebrated all over Australia: http://www.naidoc.org.au/
Your Local Government in your area support NADOC Week and provide local celebration at the local level.
Process information in a culturally-sensitive way, including identification of how and with whom information can be shared
Strategies for resolving issues regarding different attitudes to child rearing
It is inevitable that whenever people with differing sets of values have interactions with each other, issues will emerge. It is important to respect the differing child rearing and childcare practices of Aboriginal people.
As carers in a centre, we need to consider the following statements from the AECA Code of Ethics that will give us direction to assist us in setting up strategies to resolve issues.
Web resources
AECA Code of Ethics: http://www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html
In relation to families, have a look at:
• Item 5: Acknowledge the uniqueness of each family and the significance of its culture, customs, language and beliefs.
• Item 8: Consider situations from each family’s perspective, especially if differences or tensions arise.
The satisfactory resolution of issues doesn’t only depend on how we deal with them at the time. It also depends on the kind of environment we establish at our centre and the attitudes of the staff.
If a relationship based on trust, acceptance, tolerance and especially communication is slowly developed between staff and families then issues will be resolved in a positive manner.
When working with Aboriginal families be aware that many people may have daily responsibility for the children. A family unit may consist of mother, father children grandparents, aunties, uncles and cousins.
We all have a culture and when we work with children we do it from our own cultural framework. This framework will have in it the way we think we should
relate to children, the way we talk to them, care for them, feed them, hold them and so on. The way we behave is driven by our cultural values.
We take into account the culture of the child we are caring for when we have an understanding of how what we think is good for children lines up to what parents think is good for children.
Meeting a child’s needs is meeting a child’s needs. Cultural conflict comes into play in the way we go about meeting a child’s needs
Strategies for dealing with cultural conflict• Allow time to build relationships with parents and children so there is
time to swap understandings and expectations.• Learn as much as you can about the cultures of Aboriginal children
attending your centre and remember to consider age, family origins, family history, income level, employment status, and ethnicity. Don’t make one person a representative for their whole culture. Listen to individuals and clarify your understanding.
• Find out what parents want for their children and about how they care for their children. Observe parents interactions with their children. Understand that they may be talking about cultural differences or just individual and family differences.
• Share decisions.
Activity 3
Demonstrate respect for Aboriginal and Torres Strait Islander languages in the workplace context
Sharing by encouraging and recognising the importance of languageWeb resources
Creative Spirits website has a general overview of Aboriginal languages. Take a look! http://www.creativespirits.info/aboriginalculture/language/index.html
According to the NSW Board of Studies (2009) revival of Indigenous language is complex and different for every community. The Aboriginal languages in NSW are not all at the same stage of revival—each language is at a different stage. Each Aboriginal community has a different approach and opinions, and each school language program is at a different level of development. Each situation is, therefore, individual and sensitive.
One of the important lessons that’s been learnt over the years, however, is that if experiences, resources and successful teaching techniques are shared, then Aboriginal language courses can continually improve to benefit everyone, but particularly our Aboriginal students.
Promote the maintenance of language and culture
We must not only acknowledge and respect the Aboriginal children’s views of themselves but also ensure we foster a positive programme which meets the children’s individual needs.
Traditional Aboriginal culture is often described as an ‘oral culture’. This means that information and knowledge is passed on by older people to the younger ones in a variety of language, dance, drama and art forms. Information was considered sacred and therefore not to be recorded where it may be accessed by some one not permitted to have this information. Knowledge has a very personal dimension, concerned more with the relationship between teacher and learner than the information itself.
As with child rearing values, language is crucial to an understanding of how and why children think and act.
Features of Aboriginal language
Some features of Aboriginal language are:
• Language is present and past orientated.• Language expresses basic values of the culture, eg, little verbal discipline
towards children, use of personal, individual names avoided, very little direct question and answer technique for finding out information.
• Often you waited to be spoken to by your Elders.• Non verbal, gesture language often used.• Taboos may apply in relation to who may associate with whom, or in
speaking the personal name of a recently deceased person.• It may be seen as rude behaviour to engage in constant eye contact while
• Long silences, in which to reflect, are appropriate.• Talk occurs when the person is ready, and has something to say.• There is no pressure to stay and listen to someone who is talking, just to
be ‘polite’.
Languages used by Aboriginal children
The languages Aboriginal children may use are:
• Aboriginal English• Standard English• A Creole or Pidgin• Traditional Aboriginal language or languages.
These are all ‘proper’ languages—logical, rule-based and structured.
As a staff member in a children’s service we can:
• understand that the children’s language is part of their developing self concepts
• respect the validity of the children’s language which may mean that you learn to appreciate different pronunciation and the meanings of gesture
• build on the bilingualism of the children• extend the children’s language skills.
Staff who are not Indigenous are not expected to speak Aboriginal English. They will use ‘standard English’.
Web resource
Go to the NSW Board of Studies and watch what two teachers in the Walgett NSW area who are from the local Aboriginal community and who teach traditional in the classroom.
Knowledge about the cultural identity of Aboriginal and Torres Strait Islander children and families currently involved in or receiving services from the children’s services organisation.
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.
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.
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/
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
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
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.
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.
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/
