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