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Engaging with Aboriginal and Torres Strait Islander Perspectives. Cara Shipp Wanniassa School, ACT [email protected] http://missshipp.wordpress.com/. Intro. - PowerPoint PPT Presentation
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Engaging with Aboriginal and Torres Strait Islander
Perspectives
Cara Shipp
Wanniassa School, ACT
http://missshipp.wordpress.com/
Intro
As a Wiradjuri woman from Dubbo, NSW, I acknowledge the Larrakia people as the Traditional Owners of this land and thank them for welcoming us here. I hear and respect the voice of Larrakia ancestors, and extend that respect to fellow Aboriginal and Torres Strait Islander people present
About me BA Hons (ANU): Anthropology, Indigenous
Studies & English Lit. Thesis on Indigenous characters in adolescent novels
9 yrs teaching in Canberra, mostly low SES schools (& ‘large’ Indigenous populations)
Master of Education, 2011, Literacy and Aboriginal Education (Deakin)
Timeline activity – good PD Are ‘mainstream’ and ‘Aboriginal and
Torres Strait Islander’ cultures parallel universes?
Is your culture ‘neutral’? (status quo, just there, just the way it is)
Identity activity – spider map
Identity questions Which area do you favour or see as
central? Is this ever decided for you? Does anyone ever ask you for ‘proof’? Does anyone ever discount, dismiss or
qualify your identity/ies? Were your identities reflected in your
(Australian) education?
Indigenous students generally… Bring a particular worldview to the
classroom (Sharifian, 2004) Like anyone, want their voice represented;
like anyone, don’t want to be singled out In metropolitan contexts, there are still
communication differences (Sharifian et al 2004).
My personal opinion Have a go Commonplace: Indigenous people/topics
mentioned in class – not always because of their Indigeneity (e.g. Gods of Wheat Street)
Be positive and look for positives
Let’s talk about texts Yarning Strong series: Jali Boy lesson plans
included in your booklet Aboriginal Connections to Water lessons –
Yr 7 Geography – on my USB Book sharing See booklet for information on Austlit
database My blog: http://missshipp.wordpress.com/
http://missshipp.wordpress.com/
http://lisahillschoolstuff.wordpress.com/
No excuses (with apologies to Michelle Bridges)
Excuse “I can’t teach Aboriginal
perspectives because I don’t understand anything about Aboriginal culture. I’ve never met an Aboriginal person.”
Counter We’re teachers, we’re
lifelong learners, active citizens and we know how to conduct research. We also know how to socialise.
No excuses (with apologies to Michelle Bridges)
Excuse “What if I give
misinformation?”
Counter This could apply to any
topic we teach. Cross-check your sources, ask local Aboriginal people, reference your sources on class materials.
No excuses (with apologies to Michelle Bridges)
Excuse “It’s not my
place to teach about Aboriginal culture”
Counter You’re teaching what is public
domain – it’s culture that Indigenous people want taught…
http://yubulyawandreamingproject.com/ Can you teach a novel about Japan
if you’re not Japanese? Can you teach a poem about the
Holocaust if you’re not German/Jewish?
No excuses (with apologies to Michelle Bridges)
Excuse “What if I expose
something sacred?”
Counter Minimal risk. Systems have
protected secret/sacred knowledge for over 60,000 years; it’s highly unlikely you’ll stumble upon such information.
No excuses (with apologies to Michelle Bridges)
Excuse “What if an
Indigenous person comes in angry and questions me?”
Counter Listen, learn, provide your
explanation/rationale, show your sources, apologise if necessary.
Schools deal with complaints and questions all the time – there is always some disgruntled parent around – you can handle it!
Discussions Work with a partner or in a group to discuss
the statement/idea provided to you Report back
Questions Fears/anxieties? Confusion/uncertainty?