Wominjeka Welcome

to Nikara’s Journey

VAC.0001.003.0393

Nikara’s Journey Modules

Module 1

Understanding

Nikara’s History

Module 2

Understanding

Nikara’s Culture

Module 3

Supporting the best

interests of Nikara

Module 4

Celebrating your

commitment to

care for an

Aboriginal child

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Your tribe has:

The lands of tribes were vast, so there were areas designated for different purposes. Your tribe is to designate a: Women’s area Men’s area Burial ground Ceremonial ground Meeting places for group No go zone

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Connection to Dreamtime and

Ancestors

Dreamtime refers to your experience and beliefs as an Aboriginal person. There are at least 4 aspects to Dreamtime: The beginning of all things; the life and influence of the Ancestors; the way of life and death; sources of power in life.

The Dreamtime is the beginning of life. It is a time when Great Spirit beings awoke from their sleep and came out of a flat, grey earth. As they travelled across the land in search of food they shaped mountains, created rivers and formed all the other features and wonders of the natural world. Aboriginal people believe they are their Ancestors. Tales of the past are told through songs, dances, stories and paintings. The Ancestors lie at the centre of all connectedness and form the basis for your relationship with all of life.

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Traditional diet or bush food

A typical traditional diet is low kilojoule and high in carbohydrate, fibre, protein and nutrients. As hunter-gatherers, the daily diet varies according to the type of plants and animals available in the particular location and season. Examples of food are: Large game, smaller marsupials like wallaby or bandicoot, bats, goannas, lizards, frogs, snakes, emus, turkeys, swans, ducks, parrots and cockatoos, eggs, witchety grubs, moth larva, insects, fish, shellfish, yams, fern roots, legumes, nuts, seeds and fruits such as figs and berries. Most foods are eaten raw, but some are roasted or baked. Children are typically breastfed until three years of age, and introduced to solid foods once their teeth have come through. The hunter-gatherer lifestyle also means plenty of physical activity. Some people from your tribe will have to hunt for food.

VAC.0001.003.0398

Traditional medicines and healing

A range of healing methods and remedies are used such as wild herbs, animal products, steam baths, clay pits, charcoal and mud massages, secret chants. Plants are prepared in a range of ways, using fires of burning leafy branches, infusions, crushed seed paste, fruit pulp and animal oils. One person from your tribe will be responsible for healing.

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Aboriginal Male and Female Elders

A Male Elder is wise in the knowledge of the tribe and worldly matters driving the decisions about when to move camp, when boys should be initiated, when people should be married. He also settles disputes. Female Elders play important roles in tribal matters such as when girls undergo rituals in preparation for marriage. They conduct and organise ceremonies that males and children participate in. They also act as midwives and storytellers. One person will be a male and female Elder in your tribe.

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Marriage

A man may not marry until he has undergone a significant part of the lengthy initiation process, so a man will be in his twenties or even thirties by the time he marries. A marriage may be signalled by the simple act of a couple living together and being accepted as married by their kin. You will designate one female that will marry.

VAC.0001.003.0401

The Kinship System

In your tribe you have a Kinship System. Fathers and uncles, mothers and aunties and grandparents all share responsibilities of parenting children. Cousins are considered brothers and sisters. It is an extended family system that focuses on sharing the responsibilities of caring for and nurturing a child. You will need to allocate a mother, uncle, aunty, grandparents and children in your tribe.

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Traditional Tribe Activity

In your tribe people will have the following responsibilities.

• Male and femal Elder to ensure that all members of the tribe are fulfilling their responsibilities

• Two people from your tribe to hunt for food • One person to practice medicine • One female from the Looka Looka tribe to get married • One male from the Wella Wella tribe to get married • Mother, father, uncle, aunty, grandparents and children in

your tribe We have cue cards to assist you in your roles.

VAC.0001.003.0403

Stolen Generations

In 1869 the Board for the Protection of Aborigines was established and became responsible for controlling Aboriginal people through the Aborigines Protection Act, which, in part sought to separate Aboriginal children from their families and communities in order to 'educate' them within a European system.

VAC.0001.003.0404

Stolen Generations

These removals led to generations of separation of

Aboriginal individuals, families and communities which has

had devastating effects on Aboriginal families.

Thousands of children were removed from their families

and placed in homes where they not only had to deal with

the separation from their families but were subjected to

many forms of abuse.

These people are referred to as the Stolen Generations.

VAC.0001.003.0405

3 Key effects of Stolen Generations on Aboriginal families today

1.Separation from the primary carer:

The inquiry found that when there was separation

from the primary carer it lead to insecurity and lack

of self esteem. People experienced feelings of

worthlessness, depression, suicide, delinquency,

violence, imprisonment, drug abuse, lack of trust

and intimacy.

VAC.0001.003.0406

3 Key effects of Stolen Generations on Aboriginal families today

2. Aboriginal parenting skills are undermined and their children are at risk of being removed:

The Inquiry found that people brought up in institutions or passed around different foster families didn't learn about good parenting, nurturing and attachment. As a result their children are at risk of being removed on the grounds of neglect or abuse.

VAC.0001.003.0407

3 Key effects of Stolen Generations on Aboriginal families today

3. Loss of cultural heritage:

The inquiry found that many forcibly removed

children, and their children, have lost their

cultures, their languages, their heritage and their

lands. For many of those removed, this lack of

cultural heritage and knowledge continued

through their adult lives and affected their

wellbeing and sense of self.

VAC.0001.003.0408

STOLEN GENERATIONS

Why do you think it is

important for you to

know about the

Stolen Generations

and understand its

effects on Aboriginal

people and children

today?

VAC.0001.003.0409

Grief, Loss and Trauma

Many Aboriginal people experience grief, loss and trauma as part of their everyday lives such as:

• Loss of spirituality, land, language, culture due to colonisation and being removed through the Stolen Generations

• Loss of traditional Aboriginal roles and responsibilities to their families

• Inability to pass on culture from generation to generation

• Personal experiences of incarceration, drug and alcohol abuse, domestic violence, sexual, emotional or physical abuse and neglect

• Loss of Aboriginal children, family members, community members and Elders through early death or long term separation

• Trans-generational trauma – continual effects of separation being

passed from generation to generation

VAC.0001.003.0410

Resilience of Aboriginal people

For example you may have heard of Cathy Freeman, Yothi Yindi band, Debra Mailman, Ernie Dingo, Jessica Mauboy and the many Aboriginal AFL footballers, plus oather well known Aboriginal people, for example Mick Dodson, who was named Australian of the Year in 2009. We also have the not so publicised Aboriginal leaders in our communities, who, despite their own struggles, experiences of racism and disadvantage have achieved so much for Aboriginal people. We have many Aboriginal artists, with Indigenous art being at the forefront in Australia, producing paintings, screen printed clothing, leather goods, woodwork, et cetera.

VAC.0001.003.0411

Many of our people work in the media, in law, in social work, in hospitality and in the armed forces. Our families who still suffer the effects of colonisation through racism and disadvantage, are resilient and continue to provide loving, culturally strong and nurturing environments for their children, with 80% of our children living with their families. In Victoria, 35% of Aboriginal people own their own homes. Over 70% of Aboriginal students from grades 7 to 10 are attending school, 80% of males and 84% of females who seek employment gain work. We have many cultural centres, keeping places and cultural trails that promote our culture throughout Victoria.

Resilience of Aboriginal

people

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Answers to Quiz

• Q1 – Wominjeka

• Q2 – Wurundjeri People

• Q3 – Nearly 40 tribes in Victoria, some of

these are Gunai-Kurnai, Wurundjeri, Yorta

Yorta, Latje Latje, Taungurong,

Gunditjmara, Wemba Wemba,

Wathaurong, Djabwurung, Waveroo

VAC.0001.003.0413

Answers to Quiz

• Q4 – Australia day

• Q5 – First Welcome to Country performed

in Federal Parliament

• Q6- Referendum recognising Aboriginal

people in the census

• Q7 – High Court ‘Mabo’ decision which

gives legal recognition of Aboriginal

people’s occupation of Australia.

VAC.0001.003.0414

Answers to Quiz

• Q8 – National Aboriginal and Torres Strait

Islander Children’s day

• Q9 – Celebration by Aboriginal people

across Australia to commemorate

Aboriginal history and celebrate our rich

cultures ( refer month of July)

• Q10 – 29 May, 1992

• Q11 – 13 July, 1971

VAC.0001.003.0415

Answers to Quiz

• Q12 – William Cooper in 1938

• Q13 – First Aboriginal footballer to win an

AFL Brownlow medal in 1993

• Q14 – Inventor, preacher, musician and

writer born in South Australia. Celebrated

on our $50 note

VAC.0001.003.0416

Answers to Quiz

• Q15 – Hyllus Maris ( 1934-1986), refer page 2 of Diary

• Q16 – Lionel Rose (1968)

– Yvonne Goolagong (1972)

– Galarrwuy Yunupingu (1978)

– Lowitja O’Donoghue (1984)

– Mandawuy Yunupingu (1992)

– Cathy Freeman (1998)

– Mick Dodson (2009)

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Promoting Aboriginal Culture

What are the ways

you would promote

the strength and

vibrancy of Aboriginal

culture and the

achievements of

Aboriginal people?

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My culture

• What is your cultural

background – where

have your ancestors

come from?

• What is one unique way

your family celebrates an

event? This may be a

birthday, anniversary,

religious or school event.

VAC.0001.003.0419

What is culture?

“Patterns of human activity” – source: en.wikipedia.org/wiki/Culture

“A set of learned beliefs, values and behaviours the way of life shared by the members of a society” Source:www.saa.org/publications/sampler/terms.html

“The values, traditions, norms, customs, arts, history, folklore, and institutions that a group of people, who are unified by race, ethnicity, language, nationality, or religion, share” Source: wind.uwyo.edu/sig/definition.asp

“The way of life of a group of people. This includes what they wear, how they govern themselves, their religious belief, other rituals, etc” source: http://www.dakotapathways.org/5/glossary.htm

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What’s Important to Me?

What is it that the

group shares in

common and what

are some of our

differences?

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What’s Important to Me?

How does your

culture keep you safe

and protect your

wellbeing?

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Aboriginal cultures exist within one VAC.0001.003.0423

The Aboriginal flag VAC.0001.003.0424

The Torres Strait Islander flag (Refer inside cover of Diary)

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Cultural Identity VAC.0001.003.0426

Cultural Identity

“Being Aboriginal is not

the colour of your skin or

how broad your nose is.

It is a spiritual feeling, an

identity you know in your

heart. It is a unique

feeling that is difficult for

a non-Aboriginal to fully

understand”

(Linda Burney, “AECG State Rally at

Yarra Bay” press relese 1990)

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Who is Koorie? VAC.0001.003.0428

Where do Koories live?

•Urban

•Rural

•Missions/Reserves

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What is important to us? VAC.0001.003.0430

Land & Spirituality

Keeping culture alive in the past VAC.0001.003.0431

Keeping culture alive today VAC.0001.003.0432

Respect for Elders in the past VAC.0001.003.0433

Respect for Elders today VAC.0001.003.0434

Family life in the past VAC.0001.003.0435

Family life today VAC.0001.003.0436

Aboriginal children in the past VAC.0001.003.0437

Aboriginal children today VAC.0001.003.0438

“Children need to know who they are and where they fit in

with their families and communities. Even though a child

may never live with their community they should know

how they fit in there, what their totem is, where their land

is, who their family is. Children need to know that they are

part of a journey that began 40,000 years ago; they need

to know what the journey tracks were and where they fit

into that journey. We are part of the rocks and the river; no

Aboriginal child should have that taken away from them.”

As stated by an Executive Members of the Secretariat of National Aboriginal

and Islander Child Care:

Aboriginal children today

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Aboriginal children VAC.0001.003.0440

Totem

Clan

Moiety Siblings

Source: Based on NSW Office of the Children's Guardian Aboriginal material www.kidsguard ian. nsw. gov. aw·accreditationlpolicieslpol icy

CHILD

Aboriginal Culture

How will an

understanding of

Aboriginal culture

help you care for an

Aboriginal child?

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Section 10: 3a

Children, Youth and Families Act 2005

The need, in relation to an Aboriginal

child, to protect and promote his or her

Aboriginal cultural and spiritual identity

and development by, wherever possible,

maintaining and building their

connections to their Aboriginal family

and community.

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The Best Interests Lens

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Stability 1 Development I I

Age & :stage, /'-

cu ltu-Fe /Si gender / ......

/ ...... / ......

Safety

Aboriginal Child Placement Principle

(ACCP)

Hierarchy of Placement Options:

1. Wherever possible the child must be placed within their Aboriginal extended family or relatives

2. Where this is not possible with other extended family or relatives

After consultation with the relevant Aboriginal agency:

3. An Aboriginal family from the local community within close geographical proximity to the child’s natural family

4. An Aboriginal family from another Aboriginal community

5. As a last resort, a non-Aboriginal family living in close proximity to the child’s natural family

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Cultural Plans

Cultural Plans include the following key areas:

• Children/young person’s details: cultural identity, community group the children identify with & Aboriginal tribal/family group

• Contacts to support cultural links: Elder or significant person to provide knowledge & cultural information, children/young person extended family support system

• Contact Plan: who the child will have contact with, how often and the type of contact

• Connecting to community: ways the child connects to their community – through sport, cultural events etc

• Review & signing of Cultural Plans: this is to ensure they are being used and are up to date.

VAC.0001.003.0445

Situation One

When Nikara came into Jo and Jim’s care,

she was already wary of non-Aboriginal

people because of her past experience

with her mum’s boyfriend and the previous

2 placements that didn’t work out. We also

know she has suffered a lot and would be

experiencing her own loss and grief. She

spent a lot of time in her room and was

very quiet.

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Situation One

Imagine you are Jo

and Jim, what do you

need to consider

when responding to

and communicating

with Nikara when she

first comes to live with

you?

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Situation Two

One day Jo had to discipline Nikara. When Jo was doing this Nikara didn’t look her in the eye. Jo asked Nikara if she understood why she was disciplining her and checked that she understood the consequences. Nikara said yes both times. Jo was surprised to find that later the same day she had to discipline Nikara for the same thing. Nikara still didn’t look Jo in the eye.

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Situation Two

What might Jo have

assumed when

Nikara said yes?

What might she need

to check culturally

about saying ‘yes’?

What might be some

of the reasons for

Nikara not looking at

Jo when she is talking

to her?

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Situation Three

Nikara and Jim were at the shopping centre

picking up some groceries for lunch. While they

were in the shopping queue, they heard

someone say about them: “Hey look at how

white her father is maybe he’s part Aboriginal?”

Jim was pretty shocked by this and was ready to

say something, when all of a sudden Nikara

turned to the person and said “Yeh only his left

side is Aboriginal” and then laughed. Jim looked

at Nikara and then laughed too.

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Situation Three

Why do you think

Nikara responded

with humour?

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Supporting Nikara

If you were Jo and

Jim what would be

the questions you

would want to ask

Nikara’s teacher?

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Supporting Nikara

What do you need to

be able to advocate

effectively for Nikara?

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