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Indigenous education and its merits and limitations
Indigenous practices in education
Indigenous education and its merits and limitations
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In 1982 Shepparton Arts group in collaboration with the Bangerang community built the first cultural “keeping place/museum’ called Bangerang Cultural Centre. The Bangerang people who run this centre are also part of the Yorta Yorta language in the Murray Goulburn region. Furthermore, the Bangerang centre houses a collection of Aboriginal artefacts and artworks from different Aboriginal communities from across Australia mainly focusing on the Murray Goulburn region. The centre still offers tours and dreamtime yarns to the public and schools (Bangerang, 2009). A guided tour of the centre allows for experience of discovery of Aboriginal history for children and adults to explore and be able to visualise history through life size diorama displays. Each one of the displays depicts different aspects of Aboriginal people participating in trade, Family gatherings’, hunting as well as many other communal activities to discover. With the assistance of a guided tour, by a member from the Bangerang community, the children and adults, will be taken on a journey throughout the building yarning about each of dioramas and their …show more content…
By exploring the culture, heritage, backgrounds, and traditions of the Aboriginal people within their community (DEEWR, 2010, p. 27), the EYLF supports children in making connections and provides continuity between the learning experiences in different settings such as the Bangerang Cultural Centre. The children are provided with the opportunity to make connections with the past and the present, with the emphasis on learning in a more meaningful way, increasing their feeling belonging and deepening their connection within their wider community (DEEWR, 2010, p.
Dr. Marcia Langton, an anthropologist from Australia of Australian Aborigines descent, spoke at the Berndt’s lecture in 2011. Her article, Anthropology, Politics and the Changing World of Aboriginal Australians, focuses primarily on the works of an anthropologist couple Robert and Catherine Berndt. They had completed many ethnographic studies in various areas around Australia. Langton states that their work has been crucial in order to have a complete understanding of the Australian Aborigines’ society. The indigenous Australian’s society has been thoroughly researched by many social sciences through the decades. Artworks, religion, rituals, economy, politics, and even claims of UFO sightings have been recorded by a multitude of scholars. It could be argued that the Australian Aborigines’ culture has been better documented than any other non-western society. I would like to capture the movement of Australian Aboriginal tradition to a more modern society by incorporating Dr.Langton’s works as well as the work of National Geographic Journalist, Michael Finkel. By researching the society as it is today in the 21st century, I will to analyze how they relate to Australians of European descent.
Within the Hornsby Shire there are more than 900 landmarks and indicators of the occurrence of an Aboriginal settlement as a result from the local tribe, the Guringai people. A major place of significance is through the up keeping and findings within the ‘Ku-ring-gai Chase National Park.’ “Sir Henry Copeland (Australian Politician) named this location after the Aboriginal tribe whilst chase is an English word meaning an enclose land where animals were kept for hunting” (Hornsby Shire Council, n.d.) Throughout the landmark Aboriginal paintings, carvings, engravings, middens...
Ronald, M, Catherine, H, 1988, The World of the First Australians Aboriginal Traditional Life: Past and Present, Aboriginal Studies Press, Canberra
Students participate in activities that further their understanding of life prior to contact with Europeans, traditional longhouses, economics and spirituality. A second program, Builder, Gatherer, Medicine Walk, takes students on a walk into the woods to identify plants, trees, and flowers still used as medicine, survival food, and for building. Students will learn ways in which traditional Aboriginal knowledge of the land influenced how Aboriginal peoples interacted with the land, and how the environment influences health and community today. Students are encouraged to bring a paperless picnic lunch to enhance their understanding of Aboriginal peoples respect for the land, adding to the Ska-Nah-Doht
(Australian Institute of Family Studies, 2016). As a Pre-Service Teacher specialising in Early Childhood Education, it is imperative to understand how Aboriginal and Torres Strait Islander communities were treated in the past and the impact that this may have on Indigenous families in the
2002 The Post-Colonial Virtue of Aboriginal Art Zeitschrift für Ethnologie , Bd. 127, H. 2, pp. 223-240 http://www.jstor.org/stable/25842867
Bourke, E and Edwards, B. 1994. Aboriginal Australia. St Lucia, Queensland: University of Queensland Press.
This essay will discuss the Aboriginal Education policies in Victoria and Federally and how these policies impacted upon the children of the Aboriginal and Torres Strait Islanders. This essay will further analyse the impact these past policies had on the Aboriginal and Torres strait Islanders’ families and children’s education and how current policies were put in place to assist indigenous students’ access to education. Further to this an analysis of how teachers can implement these changes in the curriculum and classroom.
This strategy of developing a relationship with Aboriginal communities can be seen as one of the most important strategies in the regards to the realisation of meeting 1.1.2 (NSW DET 2008). These learning partnerships have been proven to be beneficial to the community on the whole, not only “giving credibility and integrity to the teaching of Aboriginal students and syllabus content related to Aboriginal issues” (NSW BOS 2008, p. 2) but also builds pride and confidence within the Indigenous parents and therefore their community. The NSW BOS (2008, p. 2) goes on to say that for a school to provide authentic experiences, skills and knowledge in context to Aboriginal studies; they must consult Aboriginal people. The AETP (NSW DET 2008) believe that consultation with Aboriginal communities will provide the support and knowledge teachers need to develop engaging and motivating learning environments and scenarios, demonstrate high expectations and work with Aboriginal students in their pursuit of ‘personal
The indigenous Australian culture is one of the world’s oldest living cultures. Despite the negligence and the misunderstanding from the Europeans, Aboriginals were able to keep their culture alive by passing their knowledge by arts, rituals, performances and stories from one generation to another. Each tribe has its own language and way of using certain tools; however the sharing of knowledge with other tribes helps them survive with a bit easier with the usage of efficient yet primitive tools which helps a culture stay alive. Speaking and teaching the language as well as the protection of sacred sites and objects helps the culture stay...
For First Nations youngsters, relevant education should include education about their heritage. Where Aboriginal children are in school with other Canadians, this part of the curriculum needs to be shared generally, as self-esteem grows when an appreciation of one’s background is shared by others.
Mathinna, choreographed by Stephen Page and performed by Bangarra Dance Theatre, tells the story of a young Aboriginal girl who has been adopted into a traditional western society. Inspired by the ‘stolen generation’, this story illustrates the personal journey of a lost soul caught between two cultures. Throughout this essay, three excerpts, titled Exile 1, Adoption and Nursery will be analysed in relation to how the dance work communicates the true story of how “British settlers relocated the Aboriginal people from their home lands and intervened in their cultural practices”(Mathinna Bangarra Dance Theater). Both movement and non-movement components will be analysed to reveal how Stephen Page’s choreography informed and engaged the audience.
To the indigenous community, country and story creates a strong cultural identity and is the starting point to their education. The second outcome; connected with and contribute to their world, is shown through the experience and learning of the indigenous culture and the history of the country and land they live in. Outcome three; strong sense of wellbeing is shown through enhancing indigenous children’s wellbeing socially, culturally, mentally and emotionally through learning about their heritage, country and history through the stories passed down through generations and gaining a sense of belonging and self identity. Both outcome four and five; confident and involved learners and effective communicators are important as they show a unity and understanding between the indigenous culture through learning about the country and stories together about the indigenous
CAFCA. (2011). Working with Indigenous children, families and communities Lessons from. Melbourne: Australian Institute of Family
India is located in the largest continent of the world which is Asia. Indian is the seventh largest country in the world after Russia, Canada, Us, China, Australia and Brazil extending over 32,87,263 sq.km and also India is the second largest population country, around 16 percent of world’s population (indian geography, 2016). According to Indian geography, India accounts for 2.42 percent of total world area (indian geography, 2016). The mainland extends from latitude 8º4’ north to 37º6’ north and from longitude 68º7’ east to 97º25’ east (indian geography, 2016). India stretches 3,214km from north to south and 2,933km from east to west (indian geography, 2016).