Joy Schultz SEAQ secretary SEAA committee member Presented on behalf of SEAQ
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- Slide 1
- Joy Schultz SEAQ secretary SEAA committee member Presented on
behalf of SEAQ
- Slide 2
- The intersection between the Cross Curriculum Priority and the
General Capability Cross-curriculum priorities are embedded in all
learning areas. They will have a strong but varying presence
depending on their relevance to the learning areas. The content
descriptions that support the knowledge, understanding and skills
of the cross-curriculum priorities are tagged with icons. The
tagging brings to the attention of teachers the need and
opportunity to address the cross- curriculum priorities at this
time. Elaborations provide further advice on how this can be done,
or teachers can click on the hyperlink which will provide further
links to more detailed information on each priority. General
capabilities are also tagged with icons and can be observed at the
same time.
- Slide 3
- To see the icons go to any curriculum area on the ACARA website
and click on icons at the very beginning (before Foundation level)
http://www.australiancurriculum.edu.au/History/Cur riculum/F-10
http://www.australiancurriculum.edu.au/History/Cur
riculum/F-10
- Slide 4
- Slide 5
- Your reaction What do you know about Adam Goodes? How do you
feel about what happened to him? What are the implications for our
society?
- Slide 6
- Program for this session In this session we will: 1. Look at
the elements of the CCP 2. Look at the elements of the GC of IU 3.
How those elements interact 4. How we can make it happen in
schools
- Slide 7
- The Aboriginal and Torres Strait Islander priority provides
opportunities for all learners to deepen their knowledge of
Australia by engaging with the worlds oldest continuous living
cultures. This knowledge and understanding will enrich their
ability to participate positively in the ongoing development of
Australia. http://www.australiancurriculum.edu.au/CrossCurriculu
mPriorities/Aboriginal-and-Torres-Strait-Islander-
histories-and-cultureswww.australiancurriculum.edu.au/CrossCurriculu
mPriorities/Aboriginal-and-Torres-Strait-Islander-
histories-and-cultures
- Slide 8
- 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 Country/Place, People and Culture. Embracing these
elements enhances all areas of the curriculum.
- Slide 9
- Elements of the CCP Organising Ideas Country/Place 1. Australia
has two distinct indigenous groups, Aboriginal Peoples and Torres
Strait Islander Peoples 2. Aboriginal and Torres Strait Islander
communities maintain a special connection to and responsibility for
Country/Place throughout all of Australia 3. Aboriginal and Torres
Trait Islander Peoples have unique belief systems and are
spiritually connected to the land, sea, sky and waterways Culture
1. Aboriginal and Torres Strait Islander societies have many
Language Groups 2. Aboriginal and Torres Strait Islander Peoples
ways of life are uniquely expressed through ways of being, knowing,
thinking and doing 3. Aboriginal and Torres Strait Islander Peoples
have lived in Australia for tens of thousands of years and
experiences can be viewed through historical, social and political
lenses People 1. The broader Aboriginal and Torres Strait Islander
societies encompass a diversity of nations across Australia 2.
Aboriginal and Torres Strait Islander Peoples have sophisticated
family and kinship structures 3. Australia acknowledges the
significant contributions of Aboriginal and Torres Strait Islander
people locally and globally
- Slide 10
- In the Australian Curriculum, students develop intercultural
understanding as they learn to value their own cultures, languages
and beliefs, and those of others. They come to understand how
personal, group and national identities are shaped, and the
variable and changing nature of culture. The capability involves
students in learning about and engaging with diverse cultures in
ways that recognise commonalities and differences, create
connections with others and cultivate mutual respect.
http://www.australiancurriculum.edu.au/GeneralCapabilities/I
ntercultural-understanding/Introduction/Introductionwww.australiancurriculum.edu.au/GeneralCapabilities/I
ntercultural-understanding/Introduction/Introduction
- Slide 11
- Organising elements of IU The Intercultural Understanding
learning continuum is organised into three interrelated organising
elements: Recognising culture and developing respect Interacting
and empathizing with others Reflecting on intercultural experiences
and taking responsibility
- Slide 12
- Model of IU inter-relationships
- Slide 13
- The learning continuum for IU
http://www.australiancurriculum.edu.au/GeneralCapabilitie
s/Intercultural-understanding/Continuum#page=2 The continuum is
organised into six levels from Foundation to Year 10 At each level
there is a description of what students typically can do with each
of the three elements These descriptions, and the icons in each
curriculum area, can be used to develop programs that embed
Intercultural Understanding.
- Slide 14
- Slide 15
- How did cultures develop? What is culture? some models What is
the difference between culture and race? Aboriginal culture
- Slide 16
- How did cultures originally develop? Cultures develop as a way
of fulfilling human needs The Human Genome project has shown us
that all humans have 99.9% genes in common and we all have the same
needs. This accounts for the similarities among cultures. The
variety of ways that humans have found to fulfil their needs
depends on their environment, history, the inventiveness of
individuals, and outside factors. This accounts for the differences
among cultures. Now let us go back in time
- Slide 17
- The Journey of Mankind
http://www.bradshawfoundation.com/journeyhttp://www.bradshawfoundation.com/journey.
Consider: When people first reached Australia What climatic changes
directed the human journey and how they affect Australia Population
expansion probably urged them forward Agriculture is developed
quite late in the journey, so . NOW imagine ..
- Slide 18
- The Genographic project How do we know about the makeup and
influence of genes? Genome Project How do we know the movement of
people out of Africa? What are the implications for understanding
our differences? The Genographic Project Also, is there an elephant
in the room? ****** (Alert)
- Slide 19
- Some definitions These are often confused: Culture Culture is
transmitted in a society; it is learned as children are socialised
by their family into shared ethnic meanings; it changes and
evolves; people can learn to adapt to living in another culture.
Race Racial features are inherited biologically and cannot be
altered. Anthropologists no longer accept that there are 4-5
different races there is more variation within each of those
previous categorisations than between them. Differences relate only
to appearance (not IQ, morals or culture etc). *******
- Slide 20
- Culture is learned By enculturation socialisation into a
culture through our family, school and other institutions By
acculturation This occurs when a person goes to live in another
culture and adapts to it. The amount to be learned depends on how
similar the cultures are. Everyone has a culture that they have
been socialised into. It becomes part of our identity, and thus is
very difficult to change. It shapes how we see ourselves and the
world around us (our world view), and influences how we behave.
Some acculturate faster than others.
- Slide 21
- Maslows hierarchy of needs
- Slide 22
- Needs Elements of Culture All cultures have the same five
elements which develop as responses to specific human needs: The
need for food, shelter and clothing Economic system The need for
safety and decision-making Political-legal system The need for love
and group support Social Structure The need to communicate and to
educate Language, arts and education The need for explanation about
the world Belief system
- Slide 23
- Slide 24
- Material and Non-material culture Material /observable/visible
culture: E.g. (clothes, tools). This is the least important part of
a culture. It can change quickly (think modern communication
technology). It is developed from the ideas of relatively few
innovative individuals. ****** Non-material/ non- observable/non-
visible culture: This is the most important part of any culture. It
is based in the core values, which change very slowly (think belief
in the value of democracy), and in the shared meanings, norms,
customs and folkways which children are taught. This invisible
culture is the basis for how we see ourselves in relation to other
nations/groups and part of our identity. It is the basis of
intercultural misunderstanding because we are often unaware of its
influence in our lives, or that other cultures do not necessarily
have the same beliefs and behaviours. *********
- Slide 25
- Culture Model Iceberg (from the Asia Education Foundation
website)
- Slide 26
- Cultural lag There is a period of adjustment when non-material
culture struggles to keep up with material changes. Non-material
culture resists change and promotes ethical discussion about
perceived benefits. An example is genetically modified food. This
may have the potential to solve problems of food security in the
future, but is resisted because it seems un-natural. The
development of new cultural values, norms and beliefs usually lags
behind the available technology (social media). This term also
helps to explain the adverse effects on traditional societies when
colonisation forces them to change very quickly. ******
- Slide 27
- Varied cultural values Values about Type AType BType C? Nature
Time Aspiration Work Saving Change Explanation Competition
Individuality Mastery Future Success Hard Hoarding Rapidly
Scientific Aggression Self-realisation Harmony Present Work a
little, rest a little To satisfy present needs Sharing Tradition
Non-scientific Cooperation and humility Group identification
- Slide 28
- Do all primitive people have Type B values(?) ****** All people
belong to the human race (homo sapiens sapiens). All have the same
range of intelligence, artistic ability, inventiveness etc. There
are NO primitive people. The word primitive may be used to describe
the technology used by people, but even then the inventiveness
involved needs to be recognised. (e.g. different types of stone
tools) The cultures of people such as traditional hunters and
gatherers or subsistence agriculturalists are very complex. Their
material culture may be limited, but their non-material culture is
very rich. If there is no written language, everything has to be
remembered. If there are no law-enforcement officers, then methods
must be developed to ensure stability and harmony.
- Slide 29
- Uncle Ernie Grants model My Land My Tracks: A framework for the
holistic approach to indigenous studies was developed by Ernie
Grant, Dijirabal/Djirrabal Elder and statewide cultural Research
Officer, and published by the Innisfail and District Education
Centre. The approach to indigenous studies that it provides has
been incorporated into the Aboriginal and Torres Strait Islander
Studies syllabus, most notably in section 5, Course organisation.
The holistic approach to learning that both the syllabus and the My
Land My Tracks framework advocates is especially useful to teachers
and students when developing units of work, and individual learning
experiences.
http://learningplace.com.au/uploads/documents/store/reso
urces/res_39505_uncle-ernies-framework.pdf
http://8ways.wikispaces.com/Cultural+Analysis+Tool
- Slide 30
- Recognise culture and develop respect
- Slide 31
- To recognise culture: Students need to understand a model of
culture that can be used as a basis for comparison; that culture
develops in response to needs material and non-material culture
that core values are the most important part of culture that
culture forms the basis of our sense of identity that culture is
learned and we can learn to live in new cultures that culture is
holistic and change to one part will lead to changes in other parts
that material culture changes more quickly than non- material
culture and this can lead to culture lag and confusion
- Slide 32
- To develop respect: Students need to understand - that the
basis for cultural similarity is that all humans are trying to
fulfil the same basic needs that the reasons for cultural
difference are because of adaptations to different environments,
different history etc that as humans moved out of Africa, various
physical adaptations occurred that led groups to have a different
appearance that all humans have 99.9% genes in common and all
groups have the same range of intelligence, creativity etc that
Aborigines have been here for at least 60,000 years and have a vast
knowledge of this land and its resources. (We have been here for
less than 250 years) that the non-material culture of Aboriginal
and Torres Strait Islanders is very complex and rich and equally
valid to ours
- Slide 33
- The importance of feelings (the affective dimension) What is
empathy? Forms of interaction The historical lens Stereotyping,
prejudice and discrimination
- Slide 34
- The affective dimension If empathy is to be developed, then
students will have to develop an affective response to people or
stories. This may involve change of attitude, but attitudes are
difficult to change. Even negative interactions can be used as they
are sure to involve feelings, but would need to be handled
carefully. (e.g. Adam Goodes case)
- Slide 35
- What is empathy? Empathy involves understanding what others are
feeling because you have experienced it yourself or can put
yourself in their shoes and feel what they are feeling. It is the
experience of understanding another person's condition from their
perspective. One may need to have a certain amount of empathy
before being able to experience accurate sympathy or compassion.
Empathy goes beyond sympathy, which is a feeling of care and
understanding for the suffering of others and providing comfort and
assurance.
- Slide 36
- Forms of interaction The ideal form of interaction is
face-to-face. However, with Aborigines and Torres Strait Islanders
forming les than 3% of the population, many non-indigenous people
are unlikely to ever have close interaction with an indigenous
person Schools can invite local indigenous people to talk to
students but they must observe the required protocols. Also many
indigenous people are shy or dont have happy memories of
schools.
- Slide 37
- Forms of interaction (cont.) The suggested forms of interaction
in the IU continuum Engage with others different from themselves
Engage with texts that represent a range of cultural perspectives;
listen and ask questions Look for / describe shared perspectives
with people they see as different, and different perspectives with
people they see as similar Interpret cultural differences that are
taken for granted by us but may be considered differently by others
Look for areas of agreement and recognise the possibility of
misunderstandings; seek clarification
- Slide 38
- Understand culture shock People create and transmit meaning
through shared symbols; without these symbols, meaning is lost and
depression, anxiety, and paranoia arrive. Specifically, culture
shock occurs when one is placed into an environment with different
symbols and with different notions of types of and acceptable
levels of risk than what is 'normal' in one's own culture. Loss of
identity occurs as one becomes integrated into the new society with
its symbols and meanings. Overall, as the individual is unable to
produce and share meaning, he or she is isolated from the community
or society. Psychology treats meaning as an individual experience;
anthropology recognises it as a shared and corporate entity.
- Slide 39
- Slide 40
- Interrogate historical interpretations History is usually
written by the victorious side Much that was not admirable used to
be omitted (e.g. massacres, rape of Aboriginal women on properties,
stolen children) Look back at Ernie Grants model over periods of
Pre Contact, Contact, Post Contact and Contemporary Understand that
indigenous people within Australia have had a great variety of
different experiences over time
- Slide 41
- Interacting with difference Ethnocentrism Attitudes: Beliefs -
Stereotype Feelings - Prejudice Actions - Discrimination
- Slide 42
- Ethnocentrism People born into a particular culture that grow
up absorbing the values and behaviors of the culture will develop a
worldview that considers their culture to be the norm. [6] [6] If
people then experience other cultures that have different values
and normal behaviors, they will find that the thought patterns
appropriate to their birth culture and the meanings their birth
culture attaches to behaviors are not appropriate for the new
cultures. However, since people are accustomed to their birth
culture, it can be difficult for them to see the behaviors of
people from a different culture from the viewpoint of that culture
rather than from their own. [ [ Ethnocentrism may be overt or
subtle, and while it is considered a natural proclivity of human
psychology, it has developed a generally negative connotation
- Slide 43
- Components of attitudes Beliefs Stereotype. A widely held but
fixed and oversimplified image or idea of a particular type of
person or thing: "sexual and racial stereotypes". Feelings
Prejudice. Irrational suspicion or hatred of a particular group,
race, or religion. An adverse judgment or opinion formed beforehand
or without knowledge or examination of the facts. Actions
Discrimination. The unjust or prejudicial treatment of different
categories of people or things, esp. on the grounds of race, age,
or sex.
- Slide 44
- Interact to develop empathy
- Slide 45
- Forms of interaction With people specifically local indigenous
people if they are available With history and stories understand
the periods of interaction in Australia; fit the experiences of
peoples life-histories into the historical narrative With each
other in classroom and personal interactions, use the terminology
of cultural understanding (cultural difference, perspectives, world
view, ethnocentrism and the components of attitudes). Beliefs can
be challenged and behaviour can be changed.
- Slide 46
- To develop empathy Students can practice role-plays of
appropriate behaviours for interacting with people who are
different from them (e.g. Bafa Bafa or Rafa Rafa simulation game)
The idea of making the familiar strange and the strange familiar
can be developed by using analogies (e.g. the aliens analogy for
looking at ourselves) Encourage students from different background
to work together (e.g. as in sport or projects; get them all
together to have fun; mix them up as much as possible; give those
discriminated against something to be proud of as in a particular
skill) in order to overcome stereotypes Use attitude continuums
where students need to justify the positions that they take
- Slide 47
- Role play examples of familiar/strange Ask students if they
have ever had a sleep-over at a friends house or at a relatives Did
their hosts do things the way they are done at home? How did they
feel in that situation? Use an analogy e.g. the Aliens At home -
spaceship arrives in street- aliens with weapons What is your
immediate reaction? They take your property you find somewhere else
to live They make decisions about how you live; round you up They
take your children to acculturate them; new language What are your
feelings? Compare to initial reaction.
- Slide 48
- Reflect on own attitudes Reflect on local history Reflect on
social attitudes in your school and community Reflect on
experiences from other societies Reflect on what could be future
relations between indigenous and non-indigenous people What actions
could be taken to ensure better relations How to take
responsibility
- Slide 49
- ACARA Reflecting to take responsibility Students use reflection
to better understand the actions of individuals and groups in
specific situations and how these are shaped by culture. They are
encouraged to reflect on their own responses to intercultural
encounters and to identify cultural influences that may have
contributed to these. They learn to stand between cultures and
mediate cultural difference. To cultivate respect, students need to
reflect on and to take responsibility for their own behaviours and
their interactions with others within and across cultures. They
understand that behaviour can have unintended effects on
individuals and communities, and they identify situations requiring
intercultural understanding. In developing responsibility, students
learn to respect the human rights of others and the values of
democracy, equity and justice
- Slide 50
- Reflecting in the IU learning continuum Students are asked to
Reflect on their own intercultural experiences and what they have
learned from them (personal and vicarious) Reflect critically on
how cultural and racial groups are represented in texts and the
media Reflect on their own attitudes and values in how they respond
to other groups and their impact on others
- Slide 51
- Taking responsibility in the IU learning continuum Students are
asked to: Explain the impact of stereotypes and discrimination on
other groups Challenge the representation of groups in media and
texts Try to address issues of discrimination etc in ways that
respect cultural diversity Consider ways of reaching understanding
between groups and reconciling different cultural values Respect
the human rights of all and the right to be heard
- Slide 52
- Is race important?
- Slide 53
- Reflections by President Obama on the Trayvon Martin case
(2013) I think it's important to recognize that the
African-American community is looking at this issue through a set
of experiences and a history that doesn't go away. There are very
few African-American men who haven't had the experience of walking
across the street and hearing the locks click on the doors of cars.
That happened to me, at least before I was a senator. And that all
contributes, I think, to a sense that if a white male teen was
involved in the same kind of scenario, then from top to bottom,
both the outcome and the aftermath might have been different. It's
important for all Americans to do some soul-searching about their
biases, not through a stilted White House-sponsored conference, but
with honest conversations in homes, workplaces and churches.
- Slide 54
- Representations in texts
- Slide 55
- Reflect in order to take responsibility
- Slide 56
- To reflect Encourage students to: Know their own local history
of the impact of colonialism Understand the symbolic importance for
indigenous people of Mabo, land rights, the Apology, Constitution
Consider their own attitudes (including racism and ethnocentrism)
and their impact Give examples of stereotyping an discrimination
from the media, texts and current news Reflect on their own
intercultural encounters, including those in the school (positive
and negative) Learn more about cultures and differences within What
it means to live in a multicultural society with the ethic of a
fair go
- Slide 57
- To take responsibility Encourage students to: Challenge
simplistic interpretations of the impact of colonialism and
official policies on indigenous people Challenge stereotypes,
bullying and discrimination base on culture or race Explain to
others the importance of understanding the validity of different
cultural values Be informed and take action on public issues (e.g.
Closing the Gap, recognition in the Australian constitution,
destruction of sacred sites) join campaigns, write letters Take
action to help reconcile cultural differences within their own
school and community
- Slide 58
- Slide 59
- Make a commitment To understand more about culture and practice
IU myself Our website action learning Sharefest come and share Take
part in future webinars