Engaging with Aboriginal and Torres Strait Islander

Perspectives

Cara Shipp

Wanniassa School, ACT

cara-jane.shipp@ed.act.edu.au

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?