Engaging with Aboriginal and Torres Strait Islander Perspectives

Engaging with Aboriginal and Torres Strait Islander Perspectives Cara Shipp Wanniassa School, ACT cara-jane. shipp@ed. act. edu. au http: //missshipp. wordpress. com/

Larrakia people: custodians of Darwin region land waters http: //www. larrakia. csiro. au/#/calendar/dalay We are on Larrakia land.

About me BA Hons (ANU): Thesis on Indigenous characters in adolescent novels n 9 yrs teaching in Canberra, mostly low SES schools (& ‘large’ Indigenous populations) n Master of Education, 2011, Literacy and Aboriginal Education (Deakin) n

Timeline activity – good PD Are ‘mainstream’ and ‘Aboriginal and Torres Strait Islander’ cultures parallel universes? n Is your culture ‘neutral’? (status quo, just there, just the way it is) n

Identity activity – spider map

Identity questions Which area do you favour or see as central? Is this ever decided for you? n Does anyone ever ask you for ‘proof’? n http: //www. nma. gov. au/exhibitions/from_little_things_big_things_grow/behind_the_ scenes/programmed_to_be_white

Identity questions Does anyone ever discount, dismiss or qualify your identity/ies? n Were your identities reflected in your (Australian) education? www. joeltarling. com n

Resources for personal development ‘Am I Black Enough For You? ’ Anita Heiss, 2012. ‘Riding the Black Cockatoo’, John Danalis, 2009.

Indigenous students generally… Like anyone, want their voice represented; like anyone, don’t want to be singled out n Worldview/communication differences in any setting (Sharifian et al 2004). n

My personal opinion Have a go n Commonplace: Indigenous people/topics mentioned in class – not always because of their Indigeneity (e. g. Gods of Wheat Street) n Be positive and look for positives n

Let’s talk about texts On my blog: 2014 Conference page n Yarning Strong series: Jali Boy lesson plans n Aboriginal Connections to Water lessons – Yr 7 Geography n See booklet for information on Austlit database n Book sharing http: //missshipp. wordpress. com/

n http: //missshipp. wordpress. com/

n http: //lisahillschoolstuff. wordpress. com/

No excuses (with apologies to Michelle Bridges) Excuse n “I can’t teach Aboriginal perspectives because I don’t understand anything about Aboriginal culture. I’ve never met an Aboriginal person. ” Counter n We’re teachers, we’re lifelong learners, active citizens and we know how to conduct research. We also know how to socialise.

No excuses (with apologies to Michelle Bridges) Excuse n “What if I give misinformation? ” Counter n This could apply to any topic we teach. Crosscheck your sources, ask local Aboriginal people, reference your sources on class materials.

No excuses (with apologies to Michelle Bridges) Excuse n “It’s not my place to teach about Aboriginal culture” Counter You’re teaching what is public domain – it’s culture that Indigenous people want taught… http: //yubulyawandreamingproject. com/ n Can you teach a novel about Japan if you’re not Japanese? n Can you teach a poem about the Holocaust if you’re not German/Jewish? n

No excuses (with apologies to Michelle Bridges) Excuse n “What if I expose something sacred? ” Counter n Minimal risk. Systems have protected secret/sacred knowledge for over 60, 000 years; it’s highly unlikely you’ll stumble upon such information.

No excuses (with apologies to Michelle Bridges) Excuse n “What if an Indigenous person comes in angry and questions me? ” Counter n n Listen, learn, provide your explanation/rationale, show your sources, apologise if necessary. Schools deal with complaints and questions all the time – there is always some disgruntled parent around – you can handle it!

Discussions Work with a partner or in a group to discuss the statement/idea provided to you n Report back n

Questions Fears/anxieties? n Confusion/uncertainty? n