BANGAMALANHA ~ SHARE. Built in not bolted on Aboriginal Perspectives Thelmerie Rudd DEC

Transcription

1 BANGAMALANHA ~ SHARE Built in not bolted on Aboriginal Perspectives Thelmerie Rudd DEC

2 ACKNOWLEDGMENT OF COUNTRY I would like to acknowledge the Traditional Custodians of the country that we are meeting on today and pay my respects to Elders past and present. I extend that respect to Aboriginal colleagues and Aboriginal Community members and guests.

3 ABORIGINAL EDUCATION Cultural Connections and Educational Success with the Aboriginal Education & Training Policy provides ALL participants with an understanding of: the link between the past and present how they influence teaching and learning in schools now, and in the future.

4 ABORIGINAL EDUCATION NSW Department of Education and Communities Aboriginal Education and Training Policy 3 continuing focus areas The following areas for action in Aboriginal education and training identified in previous policies and related plans will continue in this Policy: improving the educational outcomes of Aboriginal and Torres Strait Islander students building increased knowledge and understanding of Aboriginal Australia for all staff and students strengthening collaborative decision making with Aboriginal people and communities. Aboriginal Education and Training Directorate, 2009

5 ABORIGINAL EDUCATION Accelerating progress for aboriginal students in NSW in government schools Priority Domain 1: Readiness for School Priority Domain 2: Engagement and Connections Priority Domain 3: Attendance Priority Domain 4: Literacy and Numeracy Priority Domain 5: Leadership, Quality Teaching and Workforce Development Priority Domain 6: Pathways to Real Post-School Options The Aboriginal and Torres Strait Islander Education Action Plan

6 PROFESSIONAL LEARNING For all schools Aboriginal Education embraces the social, emotional, physical and academic ways of learning that is taken into account when teaching Aboriginal students.

7 PROFESSIONAL LEARNING The Department of Education and Communities acknowledges: Aboriginal and Torres Strait Islander people as the First Peoples of Australia. The NSW Aboriginal Education Consultative Group Incorporated (AECG) as the peak Community advisory body to the Department on Aboriginal education and training at all levels and in all stages of planning and decision making.

8 PROFESSIONAL LEARNING Things to think about: Working with and liaising with Aboriginal students, families, and communities can be a complex task. Social problems are often deeply entrenched, and need to be approached with consideration of historical, social, community, family and individual factors. Aboriginal communities can differ considerably...working with (rather than working on ) Aboriginal families or communities; Starting within as a leader culturally competencies- learning more about Aboriginal Australia networks and relationships; acknowledging local Aboriginal history and culture know the Aboriginal Nations that Aboriginal students belong to

9 PROFESSIONAL LEARNING Aboriginal Content in the Curriculum-built in not bolted on. Content As a teacher what is my role in embedding Aboriginal content into the curriculum? What role does Aboriginal content play in the curriculum for all students? How do I include local Aboriginal content in my units of learning? How do I consult with the local Aboriginal community and AECG when embedding Aboriginal viewpoints in to the curriculum? Touch their spirits softly with the feather of encouragement, whispering, You can, you will, you must, your people need you, Wilson in Gilliland 1999

10 PROFESSIONAL LEARNING Aboriginal Content in the Curriculum-built in not bolted on. Students What does it mean to an Aboriginal student in your classroom or school? What does it mean to ALL students in your classroom or school?

11 EDUCATIONAL OUTCOMES What does this mean for my school? Have strong commitment to improving student outcomes Improving outcomes for Aboriginal students Improving home, school and community relationships Sensitivity, persistence and belief in ability to make a difference Continue to explore own feelings of racism, social justice and equity Improving what teachers and support staff know about Aboriginal history, heritage and culture Value and acknowledge Aboriginal culture

12 EMBEDDING CURRICULUM Embedding local Aboriginal history and culture into the curriculum Built in not, bolted on.

13 ABORIGINAL HISTORY What do you already know about the local Aboriginal history and culture where you work and live?

14 DILLY BAG The Dilly Bag is for teachers and schools to use to help them to build long lasting, meaningful, respectful relationships with Aboriginal people to improve Aboriginal student learning outcomes, and to provide all Australian students with an understanding of, and respect for, Aboriginal traditional and contemporary cultures. Including local Aboriginal history and culture of the lands on which you live and teach. The dilly bag uses a framework that: Promotes local Aboriginal views that is challenging and supports building relationships with local Aboriginal people and organisations Focuses professional reflection, planning and practices Involving local Aboriginal people in curriculum planning and pedagogy Defines Aboriginal perspectives

15 CHILDREN CULTURE FUTURE EMPOWER Aboriginal students and parents IMMERSE students in the richness and diversity of Aboriginal cultures LEARN from and about the community RELATIONSHIPS with local Aboriginal communities: Elders, parents, carers and support groups QUESTION own beliefs and attitudes REFLECT on current teaching and directions LEAD the way in teaching and pedagogy ENGAGE with regional and or local AECGs DILLY BAG ACT Putting your plans into action

16 ADVOCATE OF CHANGE QUESTION YOU ARE AN IMPORTANT PIECE OF THE PUZZLE Teachers have huge power to affect culture Embedding Aboriginal content and perspectives as part of the implementation of the Closing the Gap Quality teaching High expectations for Aboriginal students Value and acknowledge Aboriginal culture Engage and actively participate with Aboriginal community members in a meaningful way.

17 ABORIGINAL CONTENT and PERSPECTIVES LEAD Write an explanation for the following questions As a teacher what is my role in embedding Aboriginal content into the curriculum? Why build in local Aboriginal content into the curriculum? Is content different from Aboriginal perspectives? Is there one definition?

18 CONTENT Refers to: Historical content Content contained in syllabus units of learning Cultural content such as art, stories, photo galleries, etc. PERSPECTIVES Refers to; Aboriginal points of view on particular issues and events. The interests, perceptions and expectations of Aboriginal people are considered in lesson design. IMMERSE Syllabus Units of learning in KLAs Self sourcing your own information about your own unit Utilising Aboriginal websites to strengthen your understanding Specific Local knowledge Using Aboriginal perspectives from Australian Curriculum Consulting with Aboriginal communities Building relationships with school community

19 ABORIGINAL CONTENT LEAD Why are there Aboriginal statements in the syllabuses? Learning across the curriculum content, (including the cross-curriculum priorities and general capabilities), assists students to achieve the broad learning outcomes defined in the: Board of Studies K 10 Curriculum Framework and Statement of Equity Principles Melbourne Declaration on Educational Goals for Young Australians (December 2008). BOSTES t-of-equity-principle.html

20 ABORIGINAL PERSPECTIVES The term Aboriginal perspectives refers to Aboriginal points of view on particular issues and events. IMMERSE Where possible Aboriginal subject matter and perspectives should be explored in consultation with Aboriginal people in the local school community. Refer to Working with Aboriginal Communities: A Guide to Community Consultation and Protocols (BOS 2008). The incorporation of Aboriginal perspectives into classroom practice includes Aboriginal students through the important recognition of their identity, history and culture and also promotes reconciliation between Aboriginal and non-aboriginal Australians. Is there a difference between perspective and content?

21 ABORIGINAL PERSPECTIVES IMMERSE The New South Wales Department of Education and Communities and New South Wales Government have responded to the strong Recommendation 290 of the Royal Commission into Aboriginal deaths in custody through legislation, policy and curriculum inclusion. curricula of schools at all levels should reflect the fact that Australia has an Aboriginal history and Aboriginal viewpoints on social, cultural and historical matters. It is essential that Aboriginal viewpoints, interests, perceptions and expectations are reflected in curricula, teaching and administration of schools

22 ABORIGINAL PERSPECTIVES IMMERSE is meeting the needs of ALL students by delivering a relevant, contemporary and engaging culturally appropriate content. Providing opportunities for students to gain a deeper understanding of Aboriginal and Torres Strait Islander Peoples ways: Being Knowing Thinking Doing Connection to Country/Place by Aboriginal and Torres Strait Islander Peoples and celebrates the unique belief systems that connect people physically and spiritually to Country/Place. Diversity of Aboriginal and Torres Strait Islander Peoples culture through language, ways of life and experiences as expressed through historical, social and political lenses. Diversity of Aboriginal and Torres Strait Islander societies. It examines kinship structures and the significant contributions of Aboriginal and Torres Strait Islander people on a local, national and global scale.

23 ABORIGINAL PERSPECTIVES A conceptual framework based on Aboriginal and Torres Strait Islander Peoples unique sense of Identity has been developed as a structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of Identity is approached through the interconnected aspects of IMMERSE Country/Place, Culture People. edu.au/crosscurriculumpriorities/ Aboriginal-and-Torres-Strait- Islander-histories-and-cultures

24 COMPONENTS FOR PROGRAMMING Learn about my local Aboriginal culture and history LEAD Identify the local Aboriginal Community, Elders, organisations and DEC staff including AEOs at your school or neighbouring school Understanding local protocols Develop strong community partnerships and relationships Know your Aboriginal students in your class and school

25 COMPONENTS FOR PROGRAMMING Curriculum There is nothing wrong in doing your own research prior to consulting with members of your local Aboriginal community. (websites at end) LEAD Plan and develop in consultation with local Aboriginal community members and Local AECG. Ensure resources are culturally appropriate Assessment and reporting. How will you check to see if they have learned what has been taught?

26 HISTORY CULTURE LEARN Local Aboriginal history and culture through cultural landscaping and mapping.

27 HISTORICAL EXPERIENCES Terra Nullius/Invasion Colonisation Dispossession Survival Resistance Missions Land Rights Sea, Water, Air Rights Discrimination/Racism Massacre/Genocide Assimilation Integration Language Cultural Identity Stolen Generation LEARN

28 COMPETENCIES SKILLS ENHANCE ~ KNOWLEDGE ~ COMPETENCIES ~ SKILLS RELATIONSHIPS REFLECT ACT Understanding and applying culturally appropriate practices with diverse Aboriginal communities, groups, and organisations. Examining the dynamic and complex environment in which Aboriginal people are positioned. Examining the principles of social justice issues of Aboriginal peoples in a contemporary society. Cootamundra Girls Home

29 CONSULTING COMMUNITIES ENGAGE Consulting With Local AECG And Aboriginal Community And Organisations. WHO is the Aboriginal community? WHY is consultation with Aboriginal communities important? WHAT is Aboriginal community consultation? HOW do we engage with the Aboriginal community? Aboriginal Education Consultative Group (AECG)

30 CURRICULUM UNITS OF LEARNING Consultation does not mean asking for permission to teach aspects of Aboriginal history and culture. It involves seeking and listening to the views and knowledge of Aboriginal people in order to develop, implement and evaluate the way Aboriginal content and perspectives are taught at the school. When Learning units are dynamic and engaging They encompass: The learning environment Use of resources Quality Teaching practices Quality Learning practices Assessment for, of and ass learning Developing relationships Knowledge of local Aboriginal culture Aboriginal Studies Association

31 STUDENT OUTCOMES School Aboriginal Education Committees Personalised learning pathways ACT EMPOWER

32 CULTURAL EXCURSIONS LEARN Working in partnership with local Aboriginal community and Aboriginal Education Consultative Group (AECG) To develop an appropriate local Aboriginal cultural experience.

33 CULTURAL KNOWLEDGE LEARN The inclusion of Aboriginal cultural knowledge in teaching and learning strengthens the substance of the lesson and develop students understanding, valuing and acceptance of cultural diversity. Quality Teaching in NSW Public School: A classroom practice guide DET, 2003

34 RELATIONSHIPS The local Aboriginal community is the care taker of Aboriginal cultural knowledge and engaging the Aboriginal community in the process is vital. RELATIONSHIPS Who in the Aboriginal community has the Cultural knowledge? How will you engage the local Aboriginal community in the development, teaching and evaluation of the unit of learning? How can other Aboriginal people and organisations be engaged and assist? What are the local Aboriginal protocols which need to be considered when liaising and engaging the Aboriginal community?

35 WORKING WITH ABORIGINAL PARENTS, ELDERS AND COMMUNITY MEMBERS RELATIONSHIPS Use local people to tell local stories- The best way for students to learn about Aboriginal history and culture is to listen to the experiences of Aboriginal people. Wherever possible local Aboriginal people should be invited to share their experiences with the students. Within each community there are Aboriginal people of all ages who have had diverse life experiences. Many of these people are willing to talk about their family, their community and their history, but teachers need to make them feel welcome at the school and respected. Flexible meeting arrangements- In many cases it will also be possible to meet with Aboriginal people outside the school at community centres and at other sites. Discussing a location where Aboriginal people feel most comfortable talking to students about their experiences should be part of your negotiations.

36 HELPFUL STRATEGIES 10 tips to use in schools 1. Know your local community 2. Planning for success 3. Know your data 4. PLPs for every Aboriginal student 5. The whole school team is engaged 6. Embedding Aboriginal content into curriculum 7. Develop cultural competence with your staff ACT 8. Working with Aboriginal parents and communities 9. Be prepared to manage differently when the wheels fall off 10.Celebrate success

37 DILLY BAG EMPOWER Aboriginal students and parents IMMERSE students in the richness and diversity of Aboriginal cultures LEARN from and about the community RELATIONSHIPS with local Aboriginal communities: Elders, parents, carers and support groups QUESTION own beliefs and attitudes REFLECT on current teaching and directions LEAD the way in teaching and pedagogy ENGAGE with regional and or local AECGs ACT Putting your plans into action

38 LIFELONG EDUCATION Without a doubt: Aboriginal and Torres Strait Islander parents, like all parents, want the best for their children and that includes a quality lifelong education. Their education must lead to vocational choices and employment opportunities that are available to all Australians.

39 RESOURCES Research the following resources Online interactive Aboriginal and Torres Strait Islander resources for teachers, parents and educators. Dust Echoes is a series of twelve beautifully animated dreamtime stories from Central Arnhem Land, telling stories of love, loyalty, duty to country and aboriginal custom and law. Living Black is Australia s premier Indigenous current affairs program. Strait Islander lifestyles, culture and issues. Message Stick is a half hour TV program about Aboriginal and Torres data/assets/pdf_file/0017/402191/sp_31864_tig_resource_final.pdf Traditional Indigenous Games outlined in this resource is for Kindergarten to Year 12 (K 12). It is recommended that local elders are consulted and invited to be involved in some way prior to undertaking any unit of work or special event using the Traditional Indigenous Games. This is Us Mob, a 7-part 'choose your own adventure' series set in the central desert of Australia! The Little Red Yellow Black Website an introduction to Indigenous Australia. This is a site for anyone wanting an introduction to the rich history and contemporary culture of Indigenous Australia Dare to Lead has a focus on improving educational outcomes for Indigenous students. Dare to Lead began in 2000 when representatives of the four peak principals associations met at a national forum and agreed that Indigenous education would be their highest priority.

40 RESOURCES Produced fortnightly, the Koori Mail is distributed Australia-wide, providing news, views, advertisements and other material of vital interest to Aboriginal and Torres Strait Islander Australians and Australians interested in Indigenous affairs. The Secretariat of National Aboriginal and Islander Child Care (SNAICC) is the national non-government peak body in Australia representing the interests of Aboriginal and Torres Strait Islander children and families. Dare to Lead has a focus on improving educational outcomes for Indigenous students. Produced fortnightly, the Koori Mail is distributed Australia-wide, providing news, views, advertisements and other material of vital interest to Aboriginal and Torres Strait Islander Australians and Australians interested in Indigenous affairs. The Secretariat of National Aboriginal and Islander Child Care (SNAICC) is the national non-government peak body in Australia representing the interests of Aboriginal and Torres Strait Islander children and families. The world's most comprehensive collection of print, moving image, sound recordings and photographic materials relating to Australian Aboriginal and Torres Strait Islander cultures and histories. This document was developed to support teachers in their implementation of the Aboriginal perspectives included across the curriculum, and was written in consultation with communities, Aboriginal Education Workers, consultants and teachers. The NSW Aboriginal Education Consultative Group Inc. is a non for profit Aboriginal organisation that provides advice on all matters relevant to education and training with the mandate that this advice represents the Aboriginal community viewpoint.

41 RESOURCES "Acknowledging the traditional custodians Protocols for "Welcome to Country" and Policy Aboriginal Education and Training To support strong Aboriginal communities in which Aboriginal people actively influence and fully participate in social, economic and cultural life Welcome to the intranet site of the Aboriginal Education and Community Engagement. Here you will find out what our directorate is all about, what we have responsibility for, what we do and who we are; for example NORTA NORTA, programs, NSW gateway to teaching and learning resources for Primary and Secondary teachers A series of video interviews with seven Aboriginal Elders about their use of Aboriginal languages Learn, teach and collaborate using digital resources to support the Australian Curriculum

42 QUESTIONS For Further information Aboriginal Education Learning and Engagement Advisors Alan Hall Dubbo Alan.hall@det.nsw.edu.au Thelmerie Rudd Wagga Wagga Thelmerie.rudd@det.nsw.edu.au Jenny Tillett Warilla Jenni.tillett2@det.nsw.edu.au

43 ABORIGINAL EDUCATION LEARNING AND ENGAGEMENT Department of Education & Communities