PROGRAM VISION “to provide support for Aboriginal communities, through a culturally inclusive learning environment”

1. Aboriginal Cultural Education PROGRAM VISION“to provide support for Aboriginal communities, through a culturally inclusive learning environment”

2. Welcome to Country Uncle Des Dyer of the Darug Nation Secretary of the Darug Tribal Aboriginal Corporation

3. Aboriginal Cultural EducationCourse Overview Unit 1 -Demonstrate a general understanding of traditional Aboriginal cultures and cultural diversity Unit 2 -Identify impacts of colonisation on current issues of service delivery to Aboriginal people Unit 3 -Demonstrate protocols and processes to collaborate in genuine partnerships

4. Unit 1 Demonstrate a general understanding of traditional Aboriginal cultures and cultural diversity Outcomes: • Describe the Dreaming and its central importance to the • creation of Aboriginal culture • Explain the importance of the relationship between Aboriginal • people and the land • Describe the role ceremonies and rituals have in linking people • to the land and each other. • Assessment: • Portfolio containing at least one item for each of the three topic areas • Examples of portfolio items: • Artwork, Music, Photos and Article

5. Unit 2 • Identify impacts of colonisation on issues of service delivery to Aboriginal people Outcomes: • Describe a range of Aboriginal issues that has derived from • European colonisation of Australia • Indentify culturally inclusive strategies in work practices that • value Aboriginal peoples and their culture. • Assessment: - 500 Word Report • Choose one past or present issue that has impacted Aboriginal peoples and how does this effect your service delivery. • Examples of issues: • Access to education, Employment and health services

6. Unit 3 • Demonstrate protocols and processes to collaborate in genuine partnerships Outcomes: • Establish and maintain genuine partnerships with Aboriginal people • Identity key components of genuine collaborative relationships • Demonstrate appropriate protocols and processes required to work in genuine partnership with Aboriginal organisations and/or communities • Assessment: - Written Action Plan or Flowchart • You are to choose one of the following Scenario’s: • Scenario 1 • You’re planning an event which involves Aboriginal Elders and community members. List the process you would follow to create a collaborative partnership. • Scenario 2 • The local Aboriginal Community wants to establish a training program. List the process you would follow to create a collaborative partnership.

7. Assessment Task Due Date: 18th June 08 Aboriginal Education & Training Unit Miller College, South Western Sydney Institute TAFE Cnr Banks & Hoxton Park Rd, NSW 2168 Phone: (02) 9825 7429 Fax: (02) 9825 7458 Mob: 0430 040 144 E-mail: david.john.roberts@tafensw.edu.au

8. Section 1 - Living and Lifestyle

9. Building your Community Activity 1 In your groups briefly discuss; • What is needed in your community to maintain your current living standards? Then draw an ideal community map on the paper provided. Examples of services you may need in your community • Houses • Shopping Centres • Water Catchments • Education Centres • Cathedral

10. Diversity of Regions Activity 2.1 In your group’s folder ; Region of Australia On the opponent side of your community drawing List the unique attributes to this area prior to 1788 (First Fleet) Four topic areas to cover ; • Climate – What is the weather like? • Landscape – What is the terrain like? • Vegetation /Animals – What plant and animal live here? • Technology – What resources do we need to survive here? • (Please only use half the page)

11. Diversity of Regions continued Activity 2.2 Region of Australia With the other half of the page List what do you think consisted in the day to day life for Aboriginal people in that environment? Three topic areas to cover ; • Male • Female • Children

12. Diversity of Regions continued Activity 2.3 Region of Australia On the side of your community drawing • Place your region name on top of your community map • Each group member; • Write your first name in your favourite location in your community; followed by a plant or animal distinctive to your region • As a group present your community to the other participants • Presentation to include; • Describe attributes and life in your community prior to 1788 • Outline your current community • State you full community name (first name followed by plant or animal) • Say why is this your preferred location in your community

13. Morning Tea

14. Aboriginal Nations Aboriginal Australia ; There are 500 different Aboriginal language groups and nations. General characteristics: • Own language and/or dialect. • Have distinct name eg Darug, Bundjalung and Wiradjuri • Have customs and laws, cultural practices and protocols • which often vary from neighbouring groups. • Have their own beliefs, stories, ceremonies and totems • Have unique ways of expressing, demonstrating and • sharing their culture.

15. Aboriginal Nations South Western Sydney Institute Three Nations in the Southeast region: • Darug (Dharug) • Gundungurra • Dharawal (Tharawal)

16. WARNINGINVASION - NEW COMMUNITY Evolution Activity – Aboriginal English

17. Aboriginal English Hey! Bra see the goldfish? Them no goldfish Yes they are! I see their Beady eyes ABR, C DA Goldfish M NO Goldfish YESAR IC, D BD I’s

18. Welcome To Country • A “Welcome to Country” is where the Aboriginal Custodians welcome people to their land. • The performing of a “Welcome to Country” ceremonies are wide and diverse and can vary according to the region. • It is important that the Aboriginal Custodians are comfortable with the event arrangements. “Welcome to Country ceremonies is a right of the local Aboriginal Custodians not a privilege”

19. Knowing the Protocol In the past, It’s been common practice to acknowledge the Aboriginal Local Land Councils as the custodians of the land. However, Aboriginal Local Land Councils are organisations setup to aide with capacity building for Aboriginal people and in most cases are NOT THE CUSTODIANS OF THE LAND Aboriginal Local Land Councils can be used as a gateway to get in contact with the custodians of the land

20. Acknowledgement of Country “Acknowledgement of Country” is a way that the wider community can demonstrate respect for Aboriginal protocols and can be performed by anyone that is participating in any event Examples of “Acknowledgment of Country” could be: Example 1: I would like to show my respect and acknowledge the traditional custodians of the land, of elders past and present, on which this meeting takes place. Example 2: I would like to acknowledge the _____________ people who are the traditional custodians of this land. I would also like to pay respect to the elders both past and present of the _______________ nation and extend that respect to other Aboriginal people present. Source: Welcome to Country and Acknowledgement of Country: Guidelines and Protocols for NSW Public Schools and TAFE NSW Institutes.

21. WARNING:New GovernmentFINGERNAIL POLICY Removal of community members with fingernails

22. Getting it Right - Referencing • The term “Aboriginal” refers to the original inhabitants of thisCountry. (does not include Torres Strait Islanders or people who are born in Australian) • The term “Indigenous” is used to incorporate both Aboriginal and Torres Strait Islanders. • In most cases “Indigenous” is used for national issues/programs, whereas “Aboriginal” is used for state issues/programs. • It’s favourable to say ‘Aboriginal person’ rather than ‘Aborigine’ • Some Aboriginal peoples dislike being described by the term "Indigenous” (flora and fauna) • Some Aboriginal peoples dislike being described by the term “Aboriginal”

23. Getting it Right - Referencing Terms Aboriginal peoples use, • “Koori” is generally used in NSW and the ACT • “Goori” is used in North Eastern NSW • “Murri” is used in Queensland and North inland NSW • “Koorie” is generally used in Victoria • “Nunga” is used in parts of South Australia • “Palawa” is used in Tasmania • Some Aboriginal peoples do not like to use these terms

24. What Do You Use? If unsure, Use generic terms such as “Aboriginal” until you confirm what’s most appropriate. There is no harm in asking! People are generally happy to respond to questions if they are asked respectfully and genuinely. ‘As a general rule’ – only use the terms you have personally checked out with people that you know and have a relationship with.

25. Role of Elders and Darug History

26. Role of Elders and Darug History Uncle Des Dyer of the Darug Nation Secretary of the Darug Tribal Aboriginal Corporation

27. WARNING:New GovernmentHAIR POLICY Removal of community members with lighter coloured hair (cannot be a member from the Fingernail Policy)

28. Lunch

29. Dreamtime and Dreaming The expression 'Dreamtime' is most often used to refer to the 'time before time', or 'the time of the creation of all things', 'Dreaming' is often used to refer to the current and unbroken link that Aboriginal peoples have with creation Law & Lore “The Spirit Ancestors of the Dreaming set down the Law governing Aboriginal peoples.” “Aboriginal lore is the learning and transmission of cultural heritage.”

30. Kinship System (NT model) Aboriginal Kinship is a multi-level system which identifies cultural subgroups; • skin groups • moieties • totems • language groups Kinship systems enable: • behavioural patterns towards Aboriginal community members • obligations towards food sharing, shelter, information giving, teaching and so on • obligations towards spiritual protection and caring for sacred sites

31. WARNING:New GovernmentMISSION POLICY Only two communities may operate

32. Kinship System In a moiety system the society is divided into two halves. Every thing in a person’s moiety is regarded as a ‘relation’. Skin Group - It is a highly complex structure, in some cases going into 16 generational levels. The skin group determines: • Marriage - prevents incest because you must marry someone from a different skin group • Behaviour - How you address members of communities

33. Kinship System • A man who is a member of A must marry a woman who is a member of B • A man who is a member of C must marry a woman who is a member of D • When a couple from A & B have a child, that child will become a member of C or D • Father line: • If A is a male then his children will be a member of C. If B is a male then the child is a member of D

34. Kinship Video Exploring Aboriginal Kinship Episode 2 Video

35. Kinship Family Structure

36. Kinship Family Structure Aunt can only be your father's sister. Uncle canonly be your mother's brother. The mother's sister is called "mother" as well, and not "aunt". The father's brother is called "father", not uncle. Ego calls his/her mother’s sister - "mother", he will obviously call herchildren "brother and sister", and not cousin. The same is true for your father's brother's children. The only persons called "cousins" are the children of your Mother's Brother and your Father's Sister.

37. Afternoon Tea

38. 219 Years Has Past In Your Two Communities

39. Government Plan - Community Reconstruction Communities Consultation

40. Consultation with Community Activity 3 The facilitator has been ask to conduct research on the local communities. Questions: What’s your first community? What’s your community name? What was some of the activities you did as child in your community? What was some of the activities you did as an adult in your community?

41. Genocide by Another Name Assimilation Series Video

42. Rapid WriteQuickly write for 3 mins (without your pen leaving your paper) about today's community exercise

43. Aboriginal Cultural Education "From each, according to his abilities, to each according to his needs" Karl Marx (1875) THANK YOU FOR TODAY