1. How are oral Indigenous knowledge systems different from written Western science traditions? Indigenous knowledge is local experience, the knowledge that is unique to a particular culture or society. It is the information base for a society that enables communication and decision making in aboriginal communities. In today’s global knowledge economy a country’s ability to progress is not only dependant on financial capital but equally involves skills, insights and experiences of indigenous populations. There are some distinct differences between Aboriginal and Torres Strait Islander knowledge and Western knowledge also known as ‘Western science’. Aboriginal and Torres Strait Islander knowledge is based on oral practice and is passed around …show more content…
This detailed understanding of how people in the community are related and the roles and responsibilities they have within the community is an important way of linking Aboriginal and Torres Strait Islander and Western knowledge for collaborative projects. Another difference between Aboriginal and Torres Strait Islander knowledge and Western knowledge is that Aboriginal and Torres Strait Islander knowledge is a system in which everything is connected, and is not made into separate ‘boxes’ or ‘compartments’. This means that there is not separate knowledge about the environment, separate knowledge about health, family and so on. Aboriginal and Torres Strait Islander knowledge is often spoken of as ‘holistic’, in that all aspects of Aboriginal and Torres Strait Islander life relate to and influence each other. 2. Compare and contrast how Indigenous communities classify, identify and name natural resources with that of how Western scientists undertake these …show more content…
This refers to the recognition of plants, animals and natural phenomena as belonging to particular social groups or moieties. Aboriginal communities are divided in complex ways, with all individuals belonging to one or more social groups as determined by descent from either their mother or father. These moieties also include animals and plants, and they guide people in all aspects of their social life, especially their roles, responsibilities and obligations. Maintaining knowledge about the plants and animals, and the ceremonies associated with them, is the responsibility of the people of the social group to which the plants or animals
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
Secondly, the customary health beliefs of the aboriginal populace are interrelated with numerous characteristics of their customs such as kinship obligations, land policies, and religion (Boulton-Lewis, Pillay, Wilss, & Lewis, 2002). The socio-medical structure of health beliefs, which the aboriginal people...
ties that Aboriginal people have with the land. Thus insuring that The Dreaming is not separated from the physical world or hinged on the past, but existent in the present. It is not only believed that the Ancestral beings gave Aboriginals their physical surroundings but were also responsible for establishing the social and cultural patterns to be emulated. Demonstrating human qualities the Ancestor Spirits established the Aboriginal way of life. including kinship systems, customs and moral lessons represented by both good and bad behaviour.
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 terms Aboriginal peoples, American Indian, Indian, Indigenous Peoples, First Nations and Native American are used to describe the original habitants in North America and South America. These people have a proud history and heritage and it seems that most of the professors, collegiate and scientists try their best to use terminology that best represents their heritage, “The National Aboriginal Health Organization Terminology Guidelines
Advanced knowledge of Aboriginal Health policy and issues at the level and national level including understanding successful measures around Closing the Gap in Aboriginal Health inequality. My desire to work in the aboriginal field begins since I was very young. That is why at 16 years of my age I started to be even more interested in understanding all the issues related to the aborigines of this country. Over time, I looked that all my knowledge be trained at health level basis to help to improve the Aboriginal quality of life standards.
The needs of Aboriginal youth are not being met in mainstream systems. Undoubtedly, with the high dropout rate of “7 out of 10 first nation youth drop out of school” (Donovan, 128), the school system is failing them. Across Canada only “23 percent of the Aboriginal population has their high school diploma” (Donovan, 129). Aboriginal people make up the youngest and fastest growing segment of our population, and yet many still have significantly less education than the general population.
The authors describe Indigenous perspectives on health and well-being based on Aboriginal and Torres Strait Islander people’s historical and cultural backgrounds. In the Indigenous culture, health comprises not just physical and mental health, but emotional well-being, social and environmental factors as well. Moreover, this holistic approach to health is most associated with their cultural and spiritual dimension. For instance, it is important to maintain their physical and cultural connection to traditional lands as well
Australia’s Indigenous people are thought to have reached the continent between 60 000 and 80 000 years ago. Over the thousands of years since then, a complex customary legal system have developed, strongly linked to the notion of kinship and based on oral tradition. The indigenous people were not seen as have a political culture or system for law. They were denied the access to basic human right e.g., the right to land ownership. Their cultural values of indigenous people became lost. They lost their traditional lifestyle and became disconnected socially. This means that they were unable to pass down their heritage and also were disconnected from the new occupants of the land.
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
Throughout the past 3 weeks I have been on ethnobotanical journey that has fueled a greater appreciation for land, knowledge, usages of species and the plants themselves. With little insight I was unsure of the importance of ethnobotany, which has now shifted into a spark to continue learning the extensive amount of knowledge surrounding ethnobotanical practices. We, as a common society, have separated from the natural world. We view uncultivated landscapes as waste, focus nature to change instead of us being proactive and modifying it with traditional ecological knowledge (TEK) and we do not participate in our ecosystems. It is evident that through conversations, interactions, stewardship and development with traditional ecological knowledge, we will be able to have a collective society practicing as citizens and not consumers.
The Western culture has evolved over a span of several years with various civilizations specializing in specific aspects of life or nature. In essence, Western civilization dates back to the BCE periods when Ancient Greece, Mesopotamia, and Ancient Rome reigned. Each of the Western civilizations came with a clear lineage that portrayed such attributes as property rights, free market economy, competition, personal freedoms, and innovation (Perry, 2013). Besides, the western civilizations came at different periods with some of the attributes evolving or remaining unchanged throughout the lineage. However, the non-western civilizations contributed towards such attributes to a given extent, primarily because of the interactions among
Indigenous Knowledge (IK) can be broadly defined as the knowledge and skills that an indigenous (local) community accumulates over generations of living in a particular environment. IK is unique to given cultures, localities and societies and is acquired through daily experience. It is embedded in community practices, institutions, relationships and rituals. Because IK is based on, and is deeply embedded in local experience and historic reality, it is therefore unique to that specific culture; it also plays an important role in defining the identity of the community. Similarly, since IK has developed over the centuries of experimentation on how to adapt to local conditions. That is Indigenous ways of knowing informs their ways of being. Accordingly IK is integrated and driven from multiple sources; traditional teachings, empirical observations and revelations handed down generations. Under IK, language, gestures and cultural codes are in harmony. Similarly, language, symbols and family structure are interrelated. For example, First Nation had a