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Running head: Kristy Snell EDU10005. ASS3.

Digital Portfolio Assignment 3- Portfolio Indigenous Education and Perspectives Reflection 1 I believe my attitude and values have changed dramatically regarding Indigenous

Australians, their traditional history and events such as Colonisation and the Stolen Generations. My ideologies have altered due to the education and knowledge that I have gained throughout my Indigenous education and perspectives studies. I never really viewed colonisation as an invasion until Osterhammels (2005), statement referring to colonialism as a relationship between an Indigenous majority and minority of foreign invaders leading to the establishment, exploitation, expansion and maintenance of colonies in a territory by people from another territory; resulting in unequal relationships between the colonists and the Indigenous population. The impact of learning about Colonisation has been a mind and attitude altering experience for me. The attitude of the British viewing Aborigines were to primitive to be actual owners and sovereigns and they had no readily identifiable hierarchy or political order; its these types of attitudes that had such a profound negative impact on Indigenous Australians, paving the way for various negative events to later occur. This has led to changes in my values and beliefs regarding Indigenous Australians. My views of Indigenous Australians have been able to grow and I now have a different perspective involving their history and their culture. I believed Indigenous culture to be about ceremonies, dancing, music and stories; there is so much more to Indigenous cultures. I had preconceived assumptions that all Indigenous Australians spoke the same language, until discovering that Aboriginal and Torres Straight Islanders have one of the oldest and continuous cultures in the world, with 250 language groups National Film & Sound Archive. (2012). Also issues surrounding the Stolen Generations where

Running head: Kristy Snell EDU10005. ASS3. Digital Portfolio

Indigenous children were removed from their families by government and welfare bodies and the profound repercussions for Indigenous Australians both then and now. I am now more open to the belief that Indigenous Australians were treated extremely poorly fundamentally because their culture was different to the Colonialists. Government bodies and leaders have begun to acknowledge the unfair treatment of Indigenous Australians through education and building relationships, to foster and regain Australias history and culture to be accepted within society. Reflection 2 As an educator I endeavour to teach all children to accept and value cultural diversity within their individual context and the wider community. Supporting Indigenous Australians through the use of correct terminology and retelling historical events and issues using a variety of methods to promote and support Indigenous education and perspectives. Respecting Indigenous Australians beliefs, that they are autochthonous and their life began thousands of years ago through the formation of life to the land, animals and people as a gift from the ancestors (Harrison, 2011). This view can determine whether we choose to look at ourselves as objects or as the centre of our world. Through facilitating education, understanding of Indigenous frameworks and the Australian Curriculum (2008), implementing awareness of diversity in Indigenous Cultures is necessary to teach all children about Indigenous Australians. My priority in teaching children about Indigenous Australians would be to use the right words, tell the right stories, use the right names, teaching the truth and taking a different perspective to history and position myself on the shore rather than the ship (Craven, 2011). The theories and practices used in education need to respond to acceptance of cultural diversity, social cohesion, national identity, inclusive citizenship and empowerment and equity for

Running head: Kristy Snell EDU10005. ASS3. Digital Portfolio marginalised groups (Nichol, 2011). This can be done by obtaining relevant knowledge and understanding of historical and contemporary issues through Indigenous perspectives. It is extremely detrimental to education to have this knowledge and be able to utilize it effectively with students to foster relationships, respect, diversity and awareness. Children construct their identities and attitudes through experiences with their bodies, social environment, family, role models and through an anti-bias approach children are encouraged to develop positive attitudes regarding people of different races (Derman-Sparks, 1989). Challenging prejudice through education can be a valuable tool to children and their

families in bridging the gap between stereotypical attitudes and bias in the hope of reconciliation, respect and value of Indigenous perspectives and cultures. Reflection 3 Planning and using authentic learning experiences that enable children to learn about Indigenous people and perspectives, are fundamental to the development of the concept of culturalism through attempts to reconstruct and replace the black and white divide with a new concept (McConaghy, 2000). The National Indigenous Action Plan focuses on early intervention with strong community relationships, quality in teaching and learning throughout schooling and post schooling transitions into the workforce or study (Jorgenson, Grootenboer and Sullivan, 2013). These types of frameworks are aimed at closing the gap within the levels of education, outcomes and life expectancy between Indigenous and Non-Indigenous students. The 8 ways pedagogy (Regional Aboriginal Education Team, 2012), is an effective way of implementing Indigenous perspectives within learning through story based, authentic, connected, emotional, spontaneous, kinaesthetic, holistic, modelled and reflective approaches.

Running head: Kristy Snell EDU10005. ASS3. Digital Portfolio These approaches can be used to deconstruct and reconstruct understanding of the overall concept and independent learning orientations; learning maps enable a visual way to display

shapes of structures in texts and activities that create a reference point for the learner; community links enabling Indigenous pedagogy to be group orientated, localised and connected to real life purposes and contexts; Symbols and images are utilised to build meaning and support of learning new concepts; kinaesthetic, non-verbal hands on learning through the use of body language and silence fosters the emergence of critical thinking; connecting and relating classroom learning to the land, focusing on the importance of relationships both personal and ancestral; sharing stories to actively involve learners in introspection and analysis; and a non-linear approach to indirect orientation of learning concepts and continual processes (RAET, 2012). The 8 ways of learning enable teachers to use authentic learning experiences through storytelling, planning, thinking, engaging, drawing, developing new ways to try things and to share with others. This enables all students to embrace Indigenous cultures and learning through a holistic approach developed within curriculum and pedagogical perspectives. Bicultural education in schools such as Djidi Djidi (SBS on Demand, 2011), have been running their program for two years. The program is based on individual needs and learning as a two way process resulting in children willing to learn. This enables both Indigenous and NonIndigenous students to develop a sense of pride, self-esteem and knowledge to build a sense of self. The school day begins with the playing of a didgeridoo and a ceremonial dance; this fosters respects and includes Indigenous perspectives into education.

Running head: Kristy Snell EDU10005. ASS3. Digital Portfolio Lesson Plan 1 Name of Experience Age group Description Nyoongar Seasonal Calendar Explore the Nyoongar seasons through conversation and visual representation through the creation of a calendar to display the 6 different Nyoongar seasons. 3-5 years

Design and create a calendar that children can contribute their ideas, drawings and artistic skills to be displayed within the classroom. Exploring the concept of seasons will enable children to implement their knowledge and understanding of different weather patterns and what they mean to them. This calendar promotes Indigenous culture, history and perspectives within the learning environment. Creating a calendar by drawing symbols that represent the weather patterns that occur at a particular time of the year (a sun for hot, cloud and rain for wet etc.). Rationale Creating a Nyoongar seasonal calendar will help children to learn about Indigenous history and culture by fostering awareness of diversity and the importance of inclusion of cultures and history within learning. Educators recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing (Early Years Learning Framework, 2009). Children in the pre-school years are required to broaden their understanding of the world in which they live, this can be done through experiences that enrich and support Indigenous culture. This experience enables children to explore, infer, predict and hypothesize in order to develop an increased understanding of the interdependence between land, people, plants and animals (EYLF, 2009). Resources A copy of the Nyoongar seasonal calendar that can be accessed at http://www.bom.gov.au/iwk/nyoongar/ Cardboard/paper Glue Pencils/crayons scissors further Nyoongar information (culture and education) http://www.noongarculture.org.au/ Introduction Introduce this experience through questions about what the weather is like outside, leading to different weather patterns and discovering the concept of seasons. Explaining to children about the Nyoongar seasons, and Indigenous views and beliefs of what these seasons mean; an effective way to display seasonal weather information can be through a calendar. Discovering how seasons change and are different throughout different times/months of the year. Strategies Plan experiences and provide resources that broaden ch ildrens perspectives and encourage appreciation of diversity (EYLF, 2009). Invite children to participate. Focus on positive aspects of Indigenous culture. Encourage children to explore through questions, personal thoughts, reflection.

Running head: Kristy Snell EDU10005. ASS3. Digital Portfolio Conclusion Create an understanding that language is diverse and respected. When the calendar is finished and ready to be displayed in the classroom, ensure it is displayed in an area where children and families have access to view it. This experience can extend on learning by creating awareness about particular seasons, and what clothes, food and activities are appropriate for that particular weather pattern. Explore the concept of other Indigenous perspectives and culture that may be relevant to the community and families. Lesson Plan 2 Name of Experience Age group Description Learning Luritja (An Indigenous Language). Group time story to explore Luritja language and culture. Implement the Luritja language through visual and verbal representation, creating a poster to foster childrens understanding of individual words. 9-11 years Explore and discover Luritja language and culture within the class by reading When I Was Little Like You (Mary Malbunka). Group time reading will enable children to collaboratively explore, discover and converse when reading the story together. The book explores language within the Luritja culture, which the students will use to create a poster using a variety of materials to effectively, and aesthetically display words and their meanings that they have learnt. The children will use various materials to draw representations of Luritja words and also where appropriate collect natural materials to display on the poster (leaves, grass etc.). Children in the Primary years enjoy reading stories and learning language relating to history and diverse cultures. Children will learn about the Luritja culture and its origins through Mary Malbunkas story, enabling them to understand and explore one of the many Indigenous languages in Australia. This promotes cultural diversity, awareness and acceptance of different Indigenous communities. Children construct their identities through experiences with their bodies and their social environment (Derman-Sparks, 1989). Through active participation teachers are able to incorporate Aboriginal perspectives as an integral part of learning programs (Aboriginal Education Program, 2011). Language occurs through interactions within environmental contexts, social contexts, educational contexts and experiences. These contexts foster the development of language through positive experiences (Baker and Hengeveld, 2012), enabling children to learn and create language and representations relevant to Indigenous perspectives. Teaching and learning approaches can be encouraged by providing open ended questions, and collaboration through peer learning as children begin to understand how symbol systems work (Early Years Learning Framework, 2009). When I was Little Like You, by Mary Malbunka (book). Cardboard/paper (a suitable size for a poster) Textas, pencils, crayons. Glue sticks. Scissors.

Rationale

Resources

Running head: Kristy Snell EDU10005. ASS3. Digital Portfolio Group time set up (paper for jotting notes down as children explore the story). Tables arranged into groups for children to work collaboratively. Collection of natural resources (if weather is appropriate). Map of Australia (displaying Alice Springs). Introduction Create conversation at group time to introduce the topic of languages, asking the children if they know any languages apart from English. After discovering languages in the classroom, ask the children if they have heard of the Luritja language. Enabling the children to explore where they think this language might come from, directing them to read and explore the map of Australia. I wonder if this book (When I was Little Like You) can help us to find where this language comes from. This will lead the experience to begin reading the story, where later the creation of the poster will occur. Strategies Invite children to participate. Encourage children to explore Indigenous perspectives through conversation and questions. Promote Indigenous Culture and perspectives through positive experience. Enable and encourage children to work collaboratively. Enable children to express their ideas through visual and creative representation. Foster respect and diversity through learning experiences that are age appropriate. Conclusion As the children finish exploring the story, they are encouraged to make a poster representing new words and their meanings that they have learnt. This learning can be extended by displaying the childrens posters around the room, and exploring other Indige nous languages and their meanings. When I Was Little Like you can also be used to explore history, heritage. The book also interprets recurring symbols used in traditional Aboriginal painting; this can extend the learning by inviting a local Elder of the community to explain the meaning of Indigenous artwork, or a trip to the local museum to discover Indigenous art.

Running head: Kristy Snell EDU10005. ASS3. Digital Portfolio References Aboriginal Education Plan (2011). Public Education Discover a World of Opportunities. Department of Education. The Government of Western Australia.

Australian Curriculum Assessment and reporting Authority (2008). The Australian Government. Retrieved from: http://www.acara.edu.au/default.asp Baker, A., Hengeveld, K. (2012). Linguistics. Wiley. Craven, R. (2011). Teaching Aboriginal studies a practical resource for primary and secondary teaching (2nd ed.). Crows Nest: Allen and Unwin.(Chapter 3) Derman- Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children Early Years Learning Framework (2009). Information on the Early Years Learning Framework for educators. Retrieved from: http://education.gov.au/early-years-learning-framework Harrison, N. (2011). Teaching and learning in Aboriginal education. South Melbourne, Victoria: Oxford University Press. Jorgenson, R., Grootenboer, P., & Sullivan, P. (2013). Pedagogies to enhance learning for Indigenous students. Evidence-based practice. Dordrecht: Springer. (pp. 1- 20). McConaghy, C. (2000). Rethinking Indigenous education: Culturalism, colonialism and the politics of knowling. Flaxton, Queensland: Post Pressed

Running head: Kristy Snell EDU10005. ASS3. Digital Portfolio National Film & Sound Archive. (2012). Australian History Timeline. Retrieved from http://www.aushistorytimeline.com/ Nichol, R. (2011). Growing up Indigenous: Developing Effective Pedagogy for Education and Development. Rotterdam: Sense Publishers. (pp. 1-21) Osterhammel, J. (2005). Colonialism: A Theoretical Overview. Princeton, NJ: Markus Wiener Publishers

Regional Aboriginal Education Team Western NSW. (2012). 8 Ways: Aboriginal Pedagogy from Western NSW. Dubbo. New South Wales Department of Education and Communities. SBS on Demand (2011) Djidi Djidi. Retrieved from: http://www.sbs.com.au/ondemand/video/11765315673/Djidi-Djidi

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