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Indigenous And Non-Indigenous Australians

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In my opinion promoting reconciliation between Indigenous and non-Indigenous Australians is an important role of teachers. Teachers need to provide awareness of Aboriginal and Torres Strait Island peoples beliefs of origin, accurately teach Indigenous history and respect Indigenous culture. Aboriginal and Torres Strait Island people believe that life began with their ancestors. Stories known has dreaming or creation time are about the ancestors of Indigenous Australians giving life and form to the land, the animals and the people (Harrison & Sellwood, 20016). These stories have been passed down from generation to generation and are an important part of Indigenous Australians identity. Non-Indigenous Australians have trouble acknowledging dreaming or creation time stories, despite …show more content…

When approaching Indigenous Australian history in the classroom I believe it needs to be approached with respect and accuracy. The Macassans, French and Dutch were among some of the first people to visit Australia and doing just that, visiting. It was not till the British made their over the life as Indigenous Australians knew it would change forever. The British wanted what the Aboriginals and Torres Strait Island people had and were prepared to take it at any cost (Harrison & Sellwood, 2016). Amongst the struggles between Indigenous and non-Indigenous Australians are stories of reconciliation. These stories are an important part of Australian history as they teach us to be open-minded and friendships can stem between Indigenous and non-Indigenous Australians. The way I plan on including Indigenous Australian histories and doing it justice is to plan history lessons solely on the history of Indigenous Australians. I feel that through this approach students will develop a better understanding and a clearer picture of Australian history if there are lessons dedicated to the history of Indigenous

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Aboriginal Injustice In Verna St. Denis’ article, Silencing Aboriginal Curricular Content and Perspectives Through Multiculturalism, she is able to persuasively criticize the government’s use of multiculturalism in order to elude the significance of Aboriginal history – both in public education and national politics. The contents of this paper will include: The author’s main argument and the strengths of her evidence, my own personal opinions of the article, the implications and relevance to the current education system, my own personal philosophies regarding the author’s argument, the incorporation of aboriginal studies in technology education, and finally, the movement forward in recognition and reconciliation of Aboriginal history. The purpose of this paper is to analyze Verna St. Denis’ article and to respond with my own personal philosophies in regards to

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The speech was made as the prime minister had some concerns about the daily challenges that the Indigenous people had to tackle. It was made to capture the harsh truths about Australian history, and to use them as a beginning for building trust in the government’s motives among Indigenous Australians. The speech was created not only to help those Indigenous to help the civil rights movement but also to challenge what it would be like if those average white Australians experienced such injustices. It had been an historical event because it was the first time an Australian Prime minister had widely spoken about Indigenous discriminations that they have or had been experiencing. “Recognition that it was we who did the dispossessing.

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Lastly, it is necessary to look at aboriginals as people, and not a foreign

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THE MONTHLY Nowra’s leap “Into that Forest”: Representing Indigenous Perspectives in Australian Literature Do non-Indigenous authours have the authority to write from Indigenous perspectives? Joshua D’Souza evaluates Nowra’s empowering tale ‘Into that Forest’ and his courageous leap into the world of realism. What is it like to witness your culture, your heritage, your native identity misrepresented for Australia to see? Ask Aboriginal Australians, and they will tell you a thing, or two about being ignored.

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Week ones study was focused on the Aboriginal Acknowledgement of Country and the Indigenous terms of reference. These are two very important topics as they focus on the interaction between Indigenous and Non-Indigenous Australians, fostering a relationship a relationship of trust, respect and understanding. A proper understanding of the Aboriginal Terms of Reference is an integral tool for an aspiring teacher such as myself. They encompass the cultural knowledge, understanding and experiences that are at the center of the Indigenous culture (Oxenham, 1999).

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Australia Day is one of the most unique national day’s in the world throughout history, celebrating the day of when our ancestors first arrived on the borders of Australia, in 1788. Rather than unite people as one whole though, the spirited outcome of this event isn’t what as anticipated by everyone and has divided the Australian society for good. And so it should be held at an alternative date, where Australian citizens feel worthy of their identity and not cheated by it. However, the celebration shouldn’t be adapted to like that of other commemorations like ANZAC day. Essentially, this day will always be a tragic memory for the indigenous and be viewed as the invasion of their homeland.

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The most significant experiences that impacted Australian Indigenous people was the discrimination on a daily basis and the affect that fighting in World War 1 (1914-1918) had on them. World War 1, often referred to as the Great War, stands as one of the most climactic moments in history. Amongst the trenches, battles, and sacrifices — the contributions of the often-overlooked Indigenous Australians are a notable fact as to why the War was a success. The Indigenous Australians in WW1 were a community comprised of around 1,200 people (State Library of QLD). Within the Aboriginal community, their experiences serve as an attestation towards their determination, courage, and resilience in the face of their hardships.

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As a result of colonisation Aboriginal peoples today still face or deal with issues such as ‘stolen generation’, loss of land and culture, poor health and life expectancy and deaths in custody. As an educator, I would continue to increase knowledge to enrich all children’s development in the area of cultural awareness by developing programs that support an understanding in the below major events: o The tent Embassy o National Apology Day o National Sorry Day o Mabo Day o NAIDOC I would also involving children and their families to reflect on their own experiences and creating learning opportunities through games and resources within the centre. Another important element is to access resources from organisations such as local land councils, Aboriginal cultural and community

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Abstract Being an aborigine in a white dominated society is a complicated identity. Australia, one of the white governed nations, also owns many aboriginal tribes. They lived harmonious lives in the early period. But European colonization has made a profound effect on the lives of Aboriginals in Australia, which led to the total demolition of their native culture, identity and history. As a result the new generation Aboriginals have lost their Aboriginal heritage and have been accepted neither by Aboriginals nor by whites.

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One Australian minority group that has been effected drastically is that of Indigenous Australians. Indigenous Australians are the traditional custodians of the land and have living in Australia for over 40,000 years. Since the arrival of white settlers in the late 18th century, their culture has been subject to a high degree scrutiny. Using the Australian ethnocentrism scale, it has been concluded that white Australians held negative attitudes towards Indigenous Australians (Beswick, Hills 1972). A popular negative attitude that can be viewed in today’s society is that

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A large majority of Australians have been presented with a version of Australian history that has minimised and ignored important events regarding Aboriginal people that include many violent and painful deaths that until recently have been hidden quietly. History is extremely important in forming cultural identity which in turn leads to an increased sense of security and belonging. Therefore a need for shared history is required in Australia for recognising the history of both Aboriginal and non-aboriginal people (Gore, 2008). When studying the history of Australia it is important to recognise that it is a shared history. The shared history of Australia acknowledges that the history of Australia began long before the British started to

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Indigenous Australian youth still face numerous difficulties growing up in a modern Australian society, even though they are living in a time of ‘equality’ for all religions, races and genders. This paper examines the main cultural influences for indigenous youth, and challenges they face growing up. In particular, it will explore the ways in which Indigenous youth today continue to be affected, connected and interdependent to both a dominant white culture and indigenous culture. It also includes the reasons why the indigenous youth of Australia continue to be marginalized, oppressed and stereotyped while growing up in a society that claims to be an egalitarian democratic country. Examples of Indigenous youth from the film ‘Yolngu Boy’ are used to explore this topic.

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William Shakespeare 's, The tragedy of Hamlet, prince of Denmark" (1603) contains the renowned "to be or not to be" soliloquy. This portion of the play is ridden with remnants of existentialist views and concepts. Existentialism is a philosophical theory that emphasizes the existence of the individual person as having free and total control in developing themselves through sheer acts of will. Shakespeare (1603) made this way of thinking the main focus of his masterpiece. Prince Hamlet utters the phrase, “Thus conscience does make cowards of us all; And thus the native hue of resolution is sicklied o 'er with the pale cast of thought” (p. 63).

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Recently a controversy was being raised about changing the date of Australian Day, as it is considered the day when aboriginal lost their land and freedom. The issue is being discussed by the Yarra Council Mayor Cr Amanda Stone, who took the initiative to not only commemorate the British invasion of Aboriginal and Torres Straits Islanders land. Her main point in that article is to basically identify the Australian Day as a date which symbolizes loss of culture, language and the identity of ingenious people. This makes sense to us that the people affected by this issue are mainly Australian citizens (Aboriginals). Following this response, another article was published called, ‘Changing the date of Australian Day won’t change our past’ by Joe

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I particularly agreed with the authors’ argument about blending cultural and academic knowledge (McKinley & Brayboy, 2005, p. 435). I think it is institution’s responsibility to respect their cultural knowledge but also provide appropriate academic knowledge, relative to Indigenous students to be able to actively engage in reciprocal learning with their cultural knowledge, which, then, adds value to their survivance practice. I find that this piece opened up a new way of looking at the challenges which Indigenous students encounter and the ways to move forward with the situation through changing the perception of education not only from Indigenous students, but also from the perspectives of non-Aboriginal members in institutions by providing a way to

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