increasing call for quality language education for Australian students, so that they are able to deal with the rapid changes of information successfully. Developing in Australian students’ language skills and inter-cultural understanding is considered as a considerable investment in Australian’s capability (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2005). This essay will elucidate what role does language teaching plays in Australian schools. It will also explain
Indigenous Australians have reported high levels of racism in their lives (Paradies and Cunningham, 2009, Paradies, Y., Harris, R., & Anderson, I., 2008 and Ziersch, A., Gallahera, G., Bauma & Bentleya, M, 2011) but the main focus here is on institutional racism and the effects it has on the health and wellbeing of Indigenous Australians. Institutional racism, also known as systemic racism, signifies one of the vital barricades to improving the health care of Indigenous Australians. Institutional
practice of orality and oral traditions (Bagchi 2012). This essay will firstly discuss the development of print, in particular the revolution of the printing press, and secondly explaining the impacts of the print revolution on oral traditions in The Indigenous Tribes. For each discussion medium and meaning theory will be applied which will allow for a stronger supporting argument. In the pre print revolution era, oral traditions allowed various cultures to be alive and engaged throughout the generations
the first European settler arrived Australia, there are 250 indigenous languages were used by the Indigenous peoples (Hirsh, 2013). With subsequent of European settled in this land and the popularization of English, English became the first language of Australia. according to the research, there are more than 90 percentages of Indigenous people are using English in Queensland, but the English they are using is not the Standard Australian English, on the contrary, they are using Aboriginal English
Indigenous Australians have faced many changes to their original life style, with numerous policies being brought in. These policies had an incredible affect on how the indigenous Australians lived. The policies inflicted on the indigenous Australians varied widely and had numerous impacts. The policies of assimilation, protection and integration had mainly negative impacts on the community, causing loss of identity, language and religion. The policies of self-determination and reconciliation, had
orators provoke a strengthen desire for peaceful resolution to a situation that has previously aroused hostility. Two prominent Australians who achieved this are Noel Pearson’s speech ‘An Australian history for all of us’ and Paul Keating’s ‘Redfern Speech’. Both speeches portray the lack of national identity through the unjust treatment of the history of Aboriginal Australians. They also provoke a profound desire to resolve injustice due to one’s realisation of the amounting necessity for change to
communities must become aware that Indigenous students’ learning and development link back to the three interrelated aspects: past historical Indigenous policies, Socio-Economic Status (SES) and healthy wellbeing. The institutional discrimination due to Indigenous policies resulted in generations of uneducated, or partly educated, Indigenous people (Bonney, 2018a). Educational policymakers must learn from the negative educational experiences of Indigenous Australians and make developed policies to overcome
made up of mainly indigenous Australians at the official opening of the United Nations International Year of the World’s Indigenous Peoples in Redfern Park, New South Wales. This text deals with many of the challenges that have been faced by Indigenous Australians over time, while prompting the audience to ask themselves, ‘How would I feel?’ Throughout the text, Keating challenges the views of history over time, outlines some of the outrageous crimes committed against the Indigenous community, and
about Aboriginal and Torres Strait Islander Education? 3. Indigenous literacies and Aboriginal English Overtime, the quality of education for Aboriginal and Torres trait islanders has seen much improvement, though there is yet a stagnant gap evident within the English language and literacy performances of students coming the Indigenous culture when compared to Australian students. This is supported by Dr Wendy Hanlen who asks “why do Indigenous students born in this country, many of whom speak English
status of Indigenous Australians in 2014. Australia is a developed, or ‘first world’, country with a generally high standard of living. But the health status of Indigenous Australians falls far below that of other Australians. Today, Indigenous Australians suffer the worst health status of any identifiable group in Australia: such health status that would not be tolerated if it affected all Australians (Saggers, 2007; Smith, 2007; Thomson, Burns, Hardy, Krom, & Stumpers, 2007). Indigenous infant mortality
recognition to the future ancestors of the Gadigal people of Eora Nation, the Traditional Custodians of the place which is now known as Sydney region. I am honoured to reside in the Traditional Gadigal land that continues to pay respect to Indigenous Australians, their unique culture and contributions. I would also like to dedicate my willingness to act as an active participant in reconciliation process through my teaching pedagogy as well as a proactive member of this society. Aboriginal and Torres
assessment instrument to assess all Australian students? The National Assessment Program Literacy and Numeracy (NAPLAN) is an assessment tool developed to evaluate literacy and numeracy levels of all Australian students in years 3, 5, 7 and 9. The aim of NAPLAN, since its inception in 2008, is to act as a diagnostic test to ensure all Australian students are meeting intended educational outcome (Wigglesworth, Simpson & Loakes, 2011). They are administered by the Australian Curriculum, Assessment and Reporting
The Stolen Generation is a major racial issue in Australian History, and has had a large effect on the reconciliation between white and Indigenous Australians. Some people, both Indigenous and white Australians, believe that reconciliation cannot occur between the two races, for a number of different reasons. One of the major reasons for this is the Stolen Generation, where many Indigenous Australians have had to suffer from cases such as being separated from their families, abuse, neglect, and ongoing
people are one of few indigenous people left in our world. The Aboriginals live in Australia and have, as many indigenous people/groups, been treated badly for years. However they are being treated better now than before, but as an old group with old traditions it is hard to live in the same world as people who do not live by their culture. First in this article Aboriginal history will be compared to present time, succeeded by/before a description of two issues the indigenous people of Australia has
traumatising event experienced was the forced removal of Aboriginal children which is also referred to as the Stolen Generations. Given the distressing history the impact of the laws and policies on Indigenous Australians has made it difficult for them to trust government services or White Australians. Body Due to colonisation in 1788 all life expectancies changed for Aboriginal and Torres Strait Islander children, who were forcibly removed from their families and land to institutions or other non-Aboriginal
between Indigenous Australians and federal government. There is a significant difference in cultural, language and customs between Aboriginals and other Australians. They are still need to face prejudice, ill-treatment and discrimination in their daily life. Indigenous Australians have promoted a move towards resolution since 1960 and land rights accomplishments of the 1970s and 1980s were all part of the movement (John,1999). In today’s Australian society, although Indigenous Australians are considered
in the early nineteen thirties in Western Australia. The play follows the Millimurra family, of the Nyoongah people, as they experience racism within the small town of Northam, and are forcefully moved to the Moore River Native Settlement by non-Indigenous officials. The playwright invites the audience to interrogate the central ideologies supported by these two conflicting ethnicities through the employment of theatrical devices (and staging conventions) performance piece. Davis conveys representations
just a matter of language” (Clifton). Many Australians experienced hardships during the settlement of white Europeans. They were thought to be inferior and were forced to adopted white ways. All Indigenous Australians suffered loss of culture during this time. Oodgeroo Noonuccal is an Indigenous poet who expressed this through her poems before her death in 1993. The poem “We Are Going” expresses life as an Indigenous Australian as they slowly began to lose their culture. Indigenous people in Australia
relationships and curriculum development can only be created by developing a thorough understanding of Indigenous culture through the lens of the local Indigenous community. To develop a holistic understanding of local culture relationships must extend beyond a student’s family to include community Elders, leaders, decedents and kinship of the student. Learning the importance of Indigenous Australians connection to country, cultural identity and history through these relationships ensure educators are
‘Aboriginal Australians are arguably one of the most traumatised people in the world’ (Nadew, 2012, p.2). The forcible removal of Australian Indigenous children from their families during the 1900’s became official government policy until 1969; the children who were taken away are now known as the ‘Stolen Generations’. A loss of cultural affiliation, an entrenched mistrust and anger towards non-Indigenous peoples, a loss of spirituality and connection to ancestors, substance and alcohol abuse and