8/11/2019 EDUC6912 Essay c3109550 2012 15 of 20 - D

1/5

S tu d~ n t"Name : SJ NJA

FIRST N ME F MILY L ST N ME

~ I 9 ' 5 ' 5 0 @v o n. e du a u

Course Code Course Title

Itiq ie bl J 1 2 1 I Ab 0r l i M l Cd vrn hohExampl e) Exa mple)

IAl Bl cj DI 1 j 213141 1.----ln-tro-toU-ni -vers-ity _ _ _ _

' mpus o f Study : (eg Calla ghan, Ourimbah, Port Macquar ie)

Asse ss m en t Item Title: fssaj Q e s ~ u r c e _i r ~ u ~Due Date/Time : 1 1 ~ / / 1 2 -5P1\1 I

I o:J 5 ~ ~ ~ ~ sIutori al Group (If app licable): I TiJe_ J: 4 PrYJ I Word Count (If app licable):Lecl ur er Tutor Name : Doi1 Ov an

Exte nsion G ranted: DYes [X] No Granted Until:Please attac h a copy of your e xten s ion approval

NB : STUDENTS MAY E XPECT THAT THIS ASSIGNMENT WILL BE RETURNED WITHIN 3 WEEKS OF THE DUE DATE OFSUBMISSION

P lease tick bo x if ap p li c able

DB

DATEST A MPHERE

D

S tuden ts within the Faculty of Business and aw , Facul ty of Science and Informa tion Te chnology, Fac ulty of Engine e ring and BuiltEnvironment and th e S chool o f Nursing and Midwifery:I ver ify that I have comp le ted the online Academi c Ho nesty Modul e and adher e d to its principles

Students within th e Sc hool of E ducation :"I u nd e rs ta11d lhal a mi11i111um standard o f co rrec l re fe rencing and a cad e mi c lite racy is req uire d to pass a ll writte n ass ign men ts inth e S cho o l of Edu cati on : and I have read and un de rs too d the Schoo l of Edu ca tion Course Outline Po licy Supp le m e nt , wh ich inclu desimportan l infonnat ion rela ted to a s s es smen t policies a nd pro ce dur es.

I de c lare tha t this asse s sment i tem is my ow n work un less otherwise acknowledged and rs rn accordance with th e Universily 'sa cadem ic in tegri ty policy a vailabl e from th e Poli cy Library on lhe web a t h tt p ://www.newcas t le.edu.a u p o licylibrary / 000 60B h t rnlI cert ify that this asse ssme nt it em ha s not been subm itted previous ly for acade mi c cred it in this or a ny o th er c our se. I ce rtify that Iha ve not g ive n a cop y or have show n a copy of lh is a s sessment item to an o ther s tuden t e nrolled in the cour s e .

I ackn o wled ge tha t lhe assess or of this assignmen t ma y . for the purpo se o f as s es sing thi s ass ignm e nt: R epr odu ce this assess men t item and provid e a c opy to a no th e r memb e r o f the F ac ulty: and /o r Comm un ir a le l r.0riy o f lhis assess ment il em to a rilag icirism c heck inq service lw hich may then re lair. a cory nf lhP item on 1 t ~datal;asE: for the: ur ose of future plagia rism che ck ing). Submi t the assessment i tem to o ther f orms of plag;a rrsm check ing .

I certify lhat a ny electionic vers ion of this a ssessment i tem that I have sub111ilted o r will sulJm il is iden tica l to th is pape r version

Turn itin ID:(if app lica b le )

S ig na tur e: Da te : = 1 ~(--- -+-_ 2_r I

8/11/2019 EDUC6912 Essay c3109550 2012 15 of 20 - D

2/5

c3 1 95 5 EDUC6912 Essay 1 Resource ritique

ADoriginal stud en ts continue to st rugg le across most aspects o the Austral ian educat ion sys tem

as thi s is mos tly due to infrequ ent use o educational resources that are produced and e ndorsed by

Aboriginal comm unities and indi vidual s. Such resources are va luabl e to Eng l sh and History

classrooms , where plurality o perspectives and critical ana lysis is enco uraged . They provide the

Abo rig ina l vo ices a nd perspective s during an influential period in the deve lopment o student

va lues , awareness and apprec iation o Australian histo ry and culture. The wabakal Word Finder

nd Dreaming Stories Companion is an educa tional resource with the potential to improve bot h

Eng lish and History teaching , espec ia lly in loca l contexts o Newcastle and Lake Macqua rie . t

) is the resu lt o a local Abor ig ina l community directive (Maynard, 2004) that was produced out

o an active loca l int erest in re introdu c ing th e Awabaka l language for study. (Maynard, 2004) Its

use in English classrooms w ill imp rove student literacy and acknow ledge ment o loca l Abor iginal

languages a nd sp iritu ality. Its use in History clas srooms wi ll enr ich the experien ce o local

Austra lian hi story by providing a lte rnative interpretations o loca l areas, features and Abo rig ina l

cultures. T he wabakal Word F inder a lso supports the learn ing o indigenous students , as

through its use, in partner ship w ith loca l Abor iginal commun ities , Aborigina l students w ill see

th ei r cultur e as a valued and integrated part o their c lassroom study o Austral ian cultur e and

Austra lian history .

The Eng lish sy llabus c la ims to supp ort the deve lopment[ ... ] o a system o perso na l

va lues based on students ' und erstanding o moral, eth ica l and spiritual matters. (Board o

Stud ies NSW, 200 1a) This a nd the sy llabus' consistent emphas is on cr itica l ana lysis imply that it

supp orts the d eve lopment o unprejudiced, we ll-in formed va lues. Stude nts need to be fully aware

o Austra lian society , and a ll its components, includin g the indigenou s exper ience in order to

develop such va lues. The wabakal Word Finder can faci litate stude nt deve lopme nt by provid ing

them w ith the oppo 1 uni ty to learn about the lang uage and sp iritu ality o th e Indigenous peop les

loca l to Newcastle. The reso urce was prod uced by t he Wandi ya l Abo rig ina l and To rres Strait

1

8/11/2019 EDUC6912 Essay c3109550 2012 15 of 20 - D

3/5

c 3 1 9 5 5 EDUC69 2 Essay 1 Resource ritique

Islander Hunter Koori Youth Service and is edited by a local Worimi man, Dr John Mayna rd. ,

t is specifically designed provide a resource for youth, stude nts and adults alike. (Maynard,

2004 This text offers classrooms an opportunity to intimatel y engage with the Abo rig ina l history

an d culture of the Newcastle area. Both the Awabaka l dictionary and the collection of local

dreaming stories can be used in both English literacy and Historical inquiry act iviti es tha t would

enrich student knowledge of local Aboriginal culture and langua ge. Suc h ac tiviti es could ac hieve

the Stage 4 and 5 objective of Eng lish syllabus express themselves and their re lationships w ith

others and the world. (Board of Studies NSW , 2001a) The reso urce wou ld also be patticularly

useful for Stage 4 History, Topic 3A: Australia 1788-1900. (Board of Studies NS W, 2003)

The best way for students to learn about Aboriginal histor y and c ultu re is to sten to the

experiences of Aboriginal people. (Board of Studies NSW, 2001 b The Dreaming Stories

Companion part of this r eso urce is intended to be used as a written suppo tt for the origina l oral

format of he dreaming sto ri es. The text would idea lly be used in pattner ship wi th loca l

Abo rigi nal community members , who cou ld be invited to deliver the sto ries in the text ora lly.

Students wou ld be encouraged to critically evaluate the stories in Eng lish class as an oral text and

in Hi story as a sou rce . The Aboriginal Education Training Polic y acknow ledges t he righ t of

Aboriginal students to fa ir, equitab le, cu lturall y inc lusive and s ign ificant educational

oppo rtunitie s. (Abori g inal Ed ucation and Training Directorate, 2009) Th is can only be ac hieved

through recognition of the educational needs of Aboriginal students . The I SIP resea rch

identified that a uniqu e barrier to Indigenous student learnin g was a dismissal of Aborig inal

Eng lish as a bad o r incorr ect (McRae et al., 2002) use of English. The Awabakal Word Finder

allows students to deconstruct the Standard Eng lish expected in the classroom, thu s teaching it

explicitly and accept ing dialectal differences (McRae et a l., 2002 through a compariso n to the

Awabaka l language . Teac hin g strategies that suppott the particular educational needs of

Aboriginal students are inclusively support ive . The IES IP researc h ident ified that Abor iginal

students respo nd we ll to high expectations scaffo lded with achievable steps, and gro up work.

2

)

)

8/11/2019 EDUC6912 Essay c3109550 2012 15 of 20 - D

4/5

c31 955 EDUC69 2 ssay Resource ritique

Bolh o these are effective teaching strategies for the learning o all students, (Killen, 2009) and

The ana lysis o the dream ing stories could possibly be a group activ ity. Also, a collaborative

story writing exercise using Awabakal words from the text's dictionary, or a peer-marked

Awabakal spe lling test are other opt ions for combining the Awabakal Word Finder with inclusive

teaching strategies, to maximise the learning potential o a ll students, including Aboriginal

students.

For History, this resource could be used in depth for the Stage 4 History Topic 3 Section

A, Austra lia 1788-1900: the nature and impact o colonisation and contact. (Board o Studies

) NSW, 2003) As part o this topic students learn to compare the Aboriginal and non-Abo rigina l

relationship to land and country. (Board o Stud ies NSW , 2003) This resource provides a

genu ine demonstration o the Aboriginal relationship to the land. The dreaming stories collected

in thi s volume can be exam ined as primary sources, wi ll consideration o the ora l tradition and

how they have been preserved and translated since. The advantage o the fact that they are local

stor ies means that students w ill be ab le to relate as they will be able to identify the landmarks

mentioned in the stories , increasing the significance o the learning, particular to Aboriginal

students w ho may be ab le to offe r a modern Aboriginal perspective on the stories . By this The

) Awabakal Word Finder encourages active Aboriginal participation in class and appreciates the

knowledge and experience o living Awabakal people. The resource w ill also support Abor iginal

education through recognition o the connection o the land to Aboriginal spirituality.

The Awabaka Word Finder effectively supports the increase o Aboriginal education in

c lassroom learning , as wel l as the positive education o Aborig inal students . It has been

demonstrated how this resource is app lic ab le to Engli sh and History c lass rooms , but this resource

could a lso be effectively integrated into the teaching o other s ubj ects across the curriculum. As

the text was produced by the loca l Aboriginal community, it is an authent ic representation o

Aboriginal perspectives. The acknowledgement o this in the classroom has the potential to

3

8/11/2019 EDUC6912 Essay c3109550 2012 15 of 20 - D

5/5

c31 955 EDUC6912 Essay 1 Resource ritique

great ly enric h the study of Curricu lar Eng sh and Histor y for seco ndary student s. Thi s resource i s

ab le to improve the knowledge of future Austra lian generations in Aboriginal cu ltu re , history and

language, through effect ive partnerships w ith local Aboriginal communities a nd inclu sive

teaching strategie s and learning activities. All students of the Australian education system wou ld

benefit from such an increased knowledge , and an integrated respect of the Indi ge nous cu ltur es of

Australia. This benefit of th is resource in particular i s not limited to Novocastrian classrooms

e ith er; it cou ld be exam ined as a text or so urce for a case study in any Au stralian classroom

conte xt.

ibliography

Aborig inal Educatio n and Training Directorate . 2009). Aboriginal Education and Trainin g Poli cy:

An I11troduc to1J Guide. Sydney: NSW Department of Education Training .

Board of Studie s NSW. 200 Ia). English Years 7 10 Sy llabus . 2003284). Sydney: Board of Studies

NSW.

Board of Studies NSW . 200 I b). Working with Aborigina l Co mmuniti es. Sydney: Board of Studies

NSW.

Board of Stud ies NS W. 2003 ). HistOJy Y ears 7-10 Syllabus. Sydney: Board of Studies NSW.

Killen , R. 2009). Effe ctiv e Teaching St r ategies: Lesso nsjio111 research and pr a ctice 5th ed.).

Me lbourne: Cenage Learning Au stralia .

Maynard, J . Ed.). 2004). Awabaka l Word Finder and Dreaming Stories Co mp ani on . Southport:

Keeaira Press.

McRae, D., Ain swo 1th, G ., Hughes, P., Price , K., Rowland , M., Warhurst , J ., . . . Zba r, Y. 2002).

Wha t Works . The Works r og ram . Impr ov ing Ou tco mesfo r Indi geno us Students. The

Guidebook. Canberra: Australi an Curriculum Studies Assoc iation and National Curr iculum

Services.

4

)