Upload
msxavia
View
226
Download
0
Embed Size (px)
DESCRIPTION
Flinders University presentation slides but Xavia Nou, Lee-Anne Benson and Amber Clark
Citation preview
We acknowledge the Kaurna people the traditional owners of the lands and waters that the city of
Adelaide was built on, as an expression of respect.
Tarndanyangga Kaurna Yerta
CLASSROOM RESOURCES FOR TEACHING INDIGENOUS PERSPECTIVESEDUC 2420 FLINDERS UNIVERSITY
Xavia Nou, Lee-anne Benson, Amber Clark
Outline
Introduction Indigenous perspectives vs Studies Why teach indigenous perspectives Curriculum documents
Resources R-7 Resources Indigenous perspectives in Art Indigenous perspectives in Geography Indigenous perspectives in History
Concluding discussion References
Indigenous Perspectives vs Studies
Studies- Isolated full term topic Unit within SOCE
Perspectives Across all curriculum
areas- history, maths, PE eg. APAC
Why teach Indigenous perspectives?
Engaging students?
Increase cultural awareness?
Moving towards reconciliation?
Indigenous Perspectives …
Learn about Indigenous histories, cultures, and contemporary experiences
Recognising and respecting the significant contribution of Indigenous peoples
Value of Indigenous knowledge and perspectives from the past and present
Promoting the use of culturally appropriate protocols
Source: SACE 2011 Subject outline
ACARA- cross-curriculum priorities
Year 10 ENGLISH
ACARA- cross-curriculum priorities
Year 5 SCIENCE
INDIGENOUS PERSPECTIVES R-7Books
“Aboriginal Legend Plays” “Ngarrindjeri Dreaming Stories” “Jirrbal: Rainforest Dreamtime Stories”
Centres Tandanya Visual Arts and Cultural Centre Living Kaurna Cultural Centre Museum of South Australia
Classroom environment Display indigenous maps, art, role
models, posters Include indigenous welcomes and
language into daily routinesRelationships
Invite indigenous participation in the school
Connect online with remote communities
INDIGENOUS PERSPECTIVES R-7
INDIGENOUS PERSPECTIVES IN VISUAL ART
Yuendumu Doors- Warlukurlangu Artists
Approaches could include researching:
Artworks, Jukurrpa (dreaming stories), culture
Mediums, techniques
Lives of artists
Themes e.g. reconciliation, whiteness
Self Expression- Indigenous voice
EXAMPLES
‘Muturnapardukurlu (Old Woman)’ Door 5 of the Yuendumu doors
PADDY JAPALJARRI STEWART, Walpiri
‘Dingoes’ 1989
‘Through a sense of humour and empathy, these works challenge perceptions of fear and distaste about this often maligned Australian animal’
LIN ONUS (1948 – 1996), Yorta Yorta people
Click icon to add picture
‘Fruit Bats’ 1991
Click icon to add picture
‘Sorry’ 2008
Tony Albert Girramay/Kuku Yalanji people
‘exotic OTHER’ 2009 Tony Albert, Daniel Boyd, Andrea Fisher, Helen Johnson, Jonathan Jones, Reko Rennie
Indigenous Perspectives in Geography
http://www.abc.net.au/rn/hindsight/features/holdingourtongues/
Topography- location names, dreaming stories about land forms
Resource Management
Population/demography
Cultural tourism
Land use issues- mining, hunting, sacred sites etc.
KAURNA PARK NAME & TRANSLATION
Click icon to add picture1 Piltawodli
'possum place'
2 Padipadinyilla
'swimming place’
4 Kangattilla
'kangatta berry place
5 Ngampa Yerta
'ngampa root ground'
6 Nanto Womma
'horse plain’
10 Warnpangga
'bullrush root place'
15 Ityamaiitpinna
'King Rodney'
16 Victoria Park/Bakkabakkandi
‘to trot: a term applied to horses’
22 Wikaparndo Wirra
'netball park'
23 Wirranendi
'to become wirra'
24 Tambawodli
'plain place’
25 Narnungga
'native pine place’
http://www.adelaide.edu.au/kwp/placenames/council/
Using the media as a resource
“Indigenous input essential to survival of endangered species”
Melissa Lahoud, Sydney Morning Herald, July 25, 2011
INDIGENOUS PERSPECTIVES in History
Source Analysis: A two - fold effect:
o Part of the assessment criteria for stages 1 and 2
o Develops skills in using primary resources to analyse for relevance and learn about a topic
Personal stories Gives students a sense of
identity and feeling
INDIGENOUS PERSPECTIVES in History
Sources analysis example
Exercise:Discuss in small groups in what ways the erection of the Tent Embassy was a significant step in reclaiming lost indigenous rights. Consider aspects such as its location, its construction, its purpose and its role as a unifying symbol.
Concluding Discussion
What will teaching Indigenous Perspectives mean in different educational contexts eg. Rural schools, leafy suburbs, urban lower- SES areas, remotely? Discuss and suggest implications
What considerations will need to be made to use resources appropriately, sensitively and effectively? Discuss and suggest implications
Choose resources (from the front) ... What subject areas could these be applied in and how? What considerations may be needed to use them effectively and appropriately?
References Barlow (Yarrcali), M. 2001, Jirrbal: Rainforest Dreamtime Stories, Magabala Books
Aboriginal Corporation
Conversations with Mary Mooney, SOSE Teacher (Years 7-12), Jamestown Community School, 19-30 September 2011
Haydn, Terry, Arthur, James, Hunt, Martin & Stephen, Alison, (2008), Learning to Teach History in the Secondary School: A companion to school experience (3rd ed), Routledge Falmer, UK
Lesson plans and other resources:http://www.aussieeducator.org.au/resources/teaching/indigenousresources.html.
Lesson plans and other resources:http://www.primaryschool.com.au/aboriginalresults.php?strand=Traditional&grade=General.
http://www.aboriginaleducation.sa.edu.au
Indigenous eBooks different year levels, music, charts, art, cultural knowledge, history resources. http://aboriginalart.com.au/
Living Kaurna Cultural centre, Warriparinga Way Bedford Park
Stengle, J. Ngarrindjeri Dreaming Stories, Department of Education Training and Employment
Swasbrook, E. 1997, Aboriginal Legend Plays, Prim-Ed Publishing Pty Ltd
Tandanya Visual Arts and Cultural Centre, Grenfell St Adelaide, [email protected]