Engaging with Aboriginal and Torres Strait Islander Perspectives

1. Engaging with Aboriginal and Torres Strait Islander Perspectives Cara Shipp Wanniassa School, ACT cara-jane.shipp@ed.act.edu.au http://missshipp.wordpress.com/

2. 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

3. 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)

4. 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)

5. Identity activity – spider map

6. 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?

7. 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).

8. 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

9. 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/

10. http://missshipp.wordpress.com/

11. http://lisahillschoolstuff.wordpress.com/

12. No excuses (with apologies to Michelle Bridges) Excuse Counter We’re teachers, we’re lifelong learners, active citizens and we know how to conduct research. We also know how to socialise. • “I can’t teach Aboriginal perspectives because I don’t understand anything about Aboriginal culture. I’ve never met an Aboriginal person.”

13. No excuses (with apologies to Michelle Bridges) Excuse Counter This could apply to any topic we teach. Cross-check your sources, ask local Aboriginal people, reference your sources on class materials. • “What if I give misinformation?”

14. No excuses (with apologies to Michelle Bridges) Excuse 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? • “It’s not my place to teach about Aboriginal culture”

15. No excuses (with apologies to Michelle Bridges) Excuse Counter Minimal risk. Systems have protected secret/sacred knowledge for over 60,000 years; it’s highly unlikely you’ll stumble upon such information. • “What if I expose something sacred?”

16. No excuses (with apologies to Michelle Bridges) Excuse 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! • “What if an Indigenous person comes in angry and questions me?”

17. Discussions • Work with a partner or in a group to discuss the statement/idea provided to you • Report back

18. Questions • Fears/anxieties? • Confusion/uncertainty?