Teaching Aboriginal Perspectives through an integrated inquiry approach Catherine Henbest Catholic Education Office 14 th August 2009

Why inquiry? Not just about filling them up with information or facts… Enabling students to grapple with big ideas, ask questions, constructing and challenging their views about the world in which they live.

Big ideas Identity; personal, cultural, Australian identity Time, continuity and change; understanding their place in the world The earth; sustainability and conservation Justice, inclusion and equity Tolerance; living together with respect and harmony

First Finding Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information they are being taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.

A starting point… Gathering prior knowledge What do they already know… About the topic About Aboriginal perspectives What attitudes and beliefs What are their misconceptions

Common misconceptions Aboriginal people lived in the past- they are not around today Physical stereotyping Aboriginal culture was/is simple and basic The only reason the Aboriginal population declined drastically after European settlement is due to introduced diseases Negative views promoted by the media All Aborigines play the didjeridoo and do dot painting Collective idea that there is one Aboriginal nation and one culture.

Second Finding To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application.

Sample Understandings There are many cultures that make up the Australian nation. (1/2) Koorie people still have links to the local areas. (1/2) Understanding of the beliefs, values and symbols of different groups can lead to respect and tolerance. (3/4) Aboriginal people have lived in Australia for more than 40,000 years and their culture is strongly connected to the land. (3/4)

Aboriginal people saw themselves as part of the environment; they believed Mother Nature provided for them and they had a responsibility to care for her. (5/6) European settlement caused conflict and violence and Indigenous people did not give up their land passively or easily. (5/6)

A process for inquiry BUILDING INVESTIGATING PERSONALISING 1 2 3

Building Immersing students in the topic Finding out prior knowledge Engaging students Introducing shared vocabulary and concepts Sharing common experiences Building knowledge, understandings and skills that are essential for building deeper understanding More teacher directed

Building What is culture? What makes up our local community? Who is an Australian? What is a celebration? Why did the British come? What was life like in Australia prior to 1770? How did the Aboriginal people care for the earth? What are some of the issues around sustainability affecting our world now?

Investigating Generating bigger questions- now you know that what are you wondering about? Deeper investigation of an aspect of the topic students feel strongly about. Investigation becomes more independent and more student directed.

Investigating What was our local community like in the past; what has changed and what has stayed the same? What’s my cultural story? How have people from different backgrounds helped to make a difference? Why and how do different people celebrate? How did European settlement impact on the lives of people? Why do we need to be sustainable?

Personalising Reflecting on the learning What do I know now that I didn’t know before? What do I know about myself as a learner? How has my thinking changed? Applying new ideas and understandings into real life contexts Transferring understandings to everyday lives Taking action on their learning. Now that you know this how will it make a difference?

Personalising Demonstrating understandings Personal reflections Evaluating the learning journey (pre and post) Celebrating ideas and learning Participating in projects and events Developing action plans Sharing their learning

Third Finding A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.

Celebrating Culture Wurundjeri Wandering Signs of Celebration We Are One Sacred Land Changing Lives Changing Ways Melbourne Dreaming Closing The Gap

Celebrating Culture (1/2) Rich Question How do we celebrate our culture? Indigenous Perspectives How Aboriginals express their beliefs and values through art, music, dance and story. Explore similarities and differences between cultures Investigation of Aboriginal myths and legends

Wurundjeri Wandering (1/2) Rich Question How has life changed for the people in our local community? Indigenous Perspectives Explore what the community looked like long ago (when it was first settled by Europeans and long, long ago (before European settlement.) education, food, family, transport, shelter, traditions Learning about local Aboriginal people in Gisborne (Gunung Willam Ballack)

Year 1/2s Walking With the Wurundjeri

Signs of Celebration (3/4) Rich Question How do symbols and celebrations reveal what people value? Indigenous Perspectives The importance of celebrations in all communities Identifying Aboriginal symbols and their significance in Aboriginal culture Compare different celebrations such as Eucharist, Aboriginal smoking celebrations and Anzac Day

We Are One (3/4) Rich Question What inspires ordinary Australians to do extraordinary things? Indigenous Perspectives ‘Who are Australians?’ recognising that Aboriginal people have lived in Australia for more than 40,000 years Very strong focus on identity in relation to multiculturalism. Study the contribution made by a variety of individuals, including Aboriginals

Melbourne Dreaming (3/4) Rich Question How have changes in Melbourne affected the lives of people? Indigenous Perspectives Investigate the people who make up the Kulin Nation and their role as traditional owners The importance of preserving stories and artefacts from the past Gaining an understanding of what Melbourne looked like prior to white settlement

Sacred Land (5/6) Rich Question Will continuing the practices of the Aboriginal people allow us to have a sustainable future? Indigenous Perspectives How Aboriginal and Torres Strait Islanders cared for the land and their spiritual connection between the people and their land Make links about what they have learned between the sustainable practices and conservation practised by Aboriginal and Torres Strait Islanders with current environmental issues

Changing lives, changing ways (5/6) Rich Question How does an accurate knowledge of events in Australia’s past help us to understand Australia today? Indigenous Perspectives The arrival of the First Fleet and its impact on the Aboriginal people The changes to their lives as a result of this event View a range of sources with a critical lens questioning the perspectives of the authors

Closing the Gap Rich Question How can we work to a more ‘equitable’ world?’ Indigenous Perspectives Comparison of the living conditions and health related issues round the world, including Aboriginal people Close examination of ‘Close the Gap’ campaign in addressing these inequities.

Ancient Civilisations Year 7 During the unit the students learn about Ancient Aboriginal society, and how it is the world’s oldest surviving culture. They will also investigate other Ancient civilisations: Sumer, Egypt, Rome, Greece and China. They analyse change and continuity over time and compare key aspects of these past societies. Students also make links to today and examine the influences of ancient societies on contemporary societies.

Ancient Civilisations Essential Understandings The organisation and lifestyle of ancient Australian Aboriginal communities, the world’s oldest enduring culture. Essential Questions  Why has the Aboriginal culture endured when many other ancient cultures didn’t?

Environment & Sustainability Year 8 During this unit students investigate ways of maintaining a sustainable planet for the future. They examine the cause and effect of people’s use of the earth’s resources and human impact on the environment. They explore the Aboriginal and Torres Strait Islander philosophy and connection to the land, and question how their sustainable practices can be used to contribute to a healthier sustainable environment for all Australians.

Environment & Sustainability Year 8 Essential understandings How Aboriginal people have always assumed stewardship of the earth. Aboriginal people saw themselves as part of the environment; they believed Mother Nature provided for them and they had a responsibility to care for her. Aboriginal people’s beliefs about and approaches to sustainable land management, which can continue to contribute to a healthier sustainable environment for all Australians. Essential Questions Can Aboriginal beliefs and practices in particular, enable us to have a sustainable future?

Questions/concerns of teachers Not being an expert Resources Language/terminology Political correctness Family/parent attitudes Coverage of VELS

Key learnings Imperative to find out prior knowledge It is essential to incorporate authentic experiences Use understandings to keep you focussed Need to dig below the surface when finding information Be critical when selecting resources -Some of the older resources are still good

Key Learnings Make links to today and students’ lives Flexible planning Perspectives can sometimes be subtle and at other times be very explicit Passion Teacher as learner Build partnerships within the local and wider community Victorian Aboriginal Education Association Incorporated