Evidence Set 5:
Embedding Aboriginal and Torres Strait Islander perspectives
Overview
Evidence Set Five illustrates the ways in which I am embedding the perspectives of Aboriginal and Torres Strait Islander peoples into the classroom, and actively working to establish a culturally sensitive and respectful environment in which children and families of First Nations heritage will feel an equal sense of belonging alongside their non-indigenous peers.
Descriptors identified
1.1 Physical, social and intellectual development and characteristics of children
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
5-A Reconciliation Week
5-B Professional Development
5-C Developing a culturally sensitive and respectful environment
Annotation of evidence
Artefact 5-A Reconciliation Week offers an opportunity to draw attention to the shared histories, cultures, and achievements of all Australians, and to begin a conversation with the children about how each of us can contribute to achieving reconciliation between Indigenous and non-indigenous Australians. For young children, growing their understanding of Aboriginal culture through exploring artefacts and the stories surrounding them, is an engaging and non-confrontational way to begin a conversation about the history of Aboriginal people and pave the way for a truthful telling of Australian history. During Reconciliation Week in 2021, we were fortunate enough to have local indigenous archeologist, Dave Johnston, visit our class and talk to the children about his job as an archaeologist and his role in finding and protecting Aboriginal artefacts. This gave children the opportunity hold and explore artefacts and to ask questions and engage in discussion around Aboriginal culture. Importantly, this has paved the way for many conversations that are still ongoing around indigenous history, languages and knowledge (1.1, 1.2, 2.4).
Artefact 5-B I engaged in several professional development opportunities to gain greater knowledge and confidence to teach Aboriginal and Torres Strait Islander history and culture, and effectively embed these into classroom practice.
Through these PD courses, I gained a better understanding of the different ways of knowing and learning and the importance of ensuring that I include teaching strategies that are responsive to the cultural practices, histories and languages of any children that I teach from Aboriginal and Torres Strait Islander heritage, as well as practical ways to integrate Aboriginal and Torres Strait Islander knowledge across the curriculum (1.4, 6.1, 6.2).
Artefact 5-C The photos in this artefact illustrate some of the ways that I am continuing to build greater awareness and respect for Aboriginal and Torres Strait Islander histories, cultures and achievements. This work is ongoing, and children have engaged positively to the Aboriginal and Torres Strait Islander cultural opportunities within the class. Through our work with developing our own class acknowledgement of country, the children are heading towards an understanding that they have a critical role to play in progressing reconciliation (1.1, 1.2, 1.3, 2.4).
Reflections
As a non-indigenous person teaching children about Aboriginal and Torres Strait Islander history and perspectives, the fear of misrepresenting or offending Aboriginal and Torres Strait Islander people can be daunting and can inhibit effective teaching of this important content. I have gained a lot of confidence and practical knowledge from the cultural visits from Aboriginal and Torres Strait Islander people as well as the professional development I have undertaken in this area. I am pleased that certain practices, such as reading the acknowledgment of country every week during our community meetings, have become a normal and natural part of our regular activity and I am excited to continue this work as I expand the inclusion of Aboriginal and Torres Strait Islander perspectives into all of my presentations across the curriculum.