Assignment 1 – Group Teaching Presentation

1. Assignment 1 – Group Teaching Presentation EDP370 – Indigenous Australian Education Preparation to Teach – Identity, Culture and Stereotypes Miranda Bakker, Tahlia Butler and Kristy Varney

2. Overview • Teachers must – • Provide a safe environment that values each student’s culture and • one that is safe (Bonney, 2012). • This will - • Contribute to the formation of student’s identity and allow them to • perform to the best of their ability. • Students are – • More engaged in learning if it is • culturally protected and does not portray negative stereotypes (Bonney, 2012). .

3. Identity - Ascribed - Achieved • Aboriginal people’s identity is the connection between family and the land (Bonney, 2012). • Individuals look to other influential people, when forming their identity. • The process of perceiving messages holds the potential risk of negativity from others (Groome, 1995). • Perceptions are influenced by others.E.g. Family, society, friends, peers and schools. • Aboriginal children they may assume various identities for different situations E.g. Acting like the majority of children at school and then their Aboriginal identity at home (Groome, 1995). • Society plays an influential role on the formation of identity but it can also enforce fixed identities on members of society. • The formation of identity is influenced by one’s experience at school as Phillip Wexler states “All of school life, for the students, centres around the daily project of establishing a social identity” (Groome, 1995).

4. Identity continued • Different social situations alter perceptions of experiences and assist in forming identity. • Promote family life discussion to ensure a positive sense of self (Bonney, 2012). • Teachers must understand that Aboriginal children’s aim in the classroom is to “maintain a coherent and stable identity” (Harrison, 2009). • The approach taken by Aboriginal children in the classroom can be very different from other children. E.g. When answering questions, speaking out aloud and making mistakes (Harrison, 2009). • Aboriginal children are concerned about being shamed or embarrassed but they may over time feel comfortable to contribute (Harrison, 2009). • Aboriginal children will also search for support from other influences they feel comfortable with and trust. E.g. Children at school (Harrison, 2009). • Education will make Aboriginal students feel successful which will in turn become part of their identity (Harrison, 2009). • An Aboriginal studies program that involves the entire school and highlights the Aboriginal culture will encourage Aboriginal students to be proud of their identity.

5. Culture • Individuals have a combination of behaviours, values, beliefs, strategies and attitudes available to them to develop certain patterns in how they live and assist in social situations (Groome, 1995). • Ongoing process of development, change and social interactions throughout their lives (Bonney, 2012). • Consistent influences e.g. media and the individual’s own roles and responsibilities (Bonney, 2012). • There are a variety of cultural patterns being demonstrated by Aboriginal people at any point in time (Groome, 1995). • In the past the belief to teach Aboriginal children effectively was the approach of “bi-cultural” (Groome, 1995). • Teachers must understand they need to treat and meet individual student requirements (Groome, 1995). • This is vital as today classrooms consist of students from numerous cultures and ethnic groups. • When teachers have knowledge of their students cultural practices and styles it can elevate misunderstandings regarding behaviours, communication and learning (Bonney, 2012).

6. Stereotypes • Oxfam (n.d.) describes stereotypes as the following: - A generalised perception of first impressions about race or sex (Oxfam, n.d) - Judging with the eyes - An overestimated conception, opinion or image - Incomplete and inaccurate beliefs can be hard to alter (Oxfam, n.d) For example all Aboriginal people smoke and drink and sniff petrol. • IMPORTANT: Prejudice and racism are derived from stereotypes. Stereotypes can impact a person’s identity, level of education, success, health, community involvement and feelings and views of Non-Aboriginal people (Oxfam, 2007).

7. Stereotypes continued • Perceptual stereotypes relate to the physical image of Aboriginal people, that if a person is not dark-skinned and wide-nosed then they are not a “real” Aboriginal (Walker, 1993). A “real” Aboriginal is considered to be an individual that is living the traditional lifestyle (tribal) and is full-blood (Walker, 1993). • Education system must teach the positive aspects of Aboriginal history and culture to avoid negative stereotypes of the Aboriginal culture developing within society. • The goal of the NSW Aboriginal Education and Training manual, is to have the outcomes of Aboriginal students be better or the same as the majority of the student population by 2012 (Reconciliaction Network, 2007). • It is essential that teachers do not stereotype all Aboriginal students to have a preference for working in groups and do not answer questions (Harrison, 2011). • May be preferred for some students, but it will not engage and meet all individual needs. • Teachers must treat all students individually to ensure all the needs of all students are met.

8. Pedagogical ideas • Always place a strong emphasis on working with what students bring to the classroom such as, life-world interests and knowledge (Marsh, 2008). • Where possible, allow Aboriginal students to work in groups (Harrison, 2011). • Allow time for Aboriginal students to read without correction (Harrison, 2011). • Always incorporate time in lessons to model and scaffold for Aboriginal children (Harrison, 2011). • Plan activities where the result is self evident instantly (Harrison, 2011). • Use role-play to provide students empathy for different cultures (Marsh, 2008). • Use media examples to highlight undesirable bias and discrimination. (Marsh, 2008). • Recognise the importance of matchingpedagogy and methodology to the leaner's needs.

9. Strategies • Ensure that set tasks are attainable and build upon students’ current skill levels (Marsh, 2008). • Create a non-judgemental environment (Marsh, 2008). • Encourage students to assume more personal responsibility for goal setting (Marsh, 2008). • Respect the ethnic and racial backgrounds of students by encouraging and supporting them (Marsh, 2008). • When asking questions, adjust wait-time in consideration to diverse needs of students. • Use culturally respectful and responsive approaches in character education. • Encourage students to be open and willing to evaluate their values (Marsh, 2008). • Understand that Aboriginal students may not make eye contact - this does not mean they are not listening (Healy, 2008) • Start the class with a quiet reading lesson to allow the aboriginal students to come in dribs and drabs – don’t overbear them in authority (Harrison, 2011). • Avoid direct questions, instead offer the students some possible answers or direct questions to the entire class rather than individuals (Harrison, 2011). • Ask students to share their answer with a partner rather than the whole class. • Teachers must take care in interpreting the motivations and interpretations of Aboriginal students (Harrison, 2011). • Always take on the role of a facilitator (Craven, 1999)

10. Activities • Provide opportunities for students to examine in depth, particular values, beliefs and point of view relating to cultures (Marsh, 2008). • Ensure students from different cultures have opportunities to work with others in small group activities. • Things to consider when planning activities for aboriginal students; • Learning by observation • Learning by personal trail an error • Learning in real life activities • Context specific learning • Learning is person orientated rather than information orientated • The group is more important than the individual • Learning is holistic • Learning relies on visual and spatial skills (Healy, 2008). Examples of some activities: • Playing indigenous instruments • Indigenous dance movements * Bush survival skills • Indigenous style artworks

11. Lesson Culture, Identity and Stereotypes – “What Makes Me” General Capabilities: Personal and Social Capability – Social Awareness Intercultural Understanding – Recognising Culture and Developing Respect Year 5 Date 01/03/2013 Time 9:00am Duration: 3 hrs approx/on going • Intended Learning Outcomes/Objectives • Acknowledge the culture, values and attitudes with which their peers identify. • Identify and describe the various groups to which they belong • Describe ways that diversity presents opportunities for new experiences and understandings • Health and Physical Education - Personal development • “Identity is influenced by personality traits, responses in a variety of social contexts, responsibilities and accomplishments • Positive interpersonal behaviours and respecting cultural protocols promote effective interactions and relationships in groups” (QSA, 2007) • The Arts – Visual Arts • “Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns • Texture creates contrast and patterns using lines, rubbings and markings” (QSA, 2007)

12. Method of achieving outcomes/strategies Introduction (20 mins):  • Engage and excite students - - Introduce topic through a continued examination of Aboriginal Artwork PPT. - Exploring and describing feelings • Show example of artwork “Murkurtu, 2010”, 4th slide on Aboriginal Artwork PPT. - Why is this more than just a painting to the sisters? What does it represent? • Discuss significance of Totem poles around the world. Used by various nationalities and groups of people to represent their traditions, ancestors, families etc. Body (Approx 2 hrs): • Explain the task and purpose to students • Cultural references - community/cultural celebrations e.g. Christmas, Birthdays, International • Written list of who and what is important to them e.g. sports, Australia, family, lent, birth of sister • Visual brainstorm to represent these important aspects. Collation of images and material e.g. magazine clippings, internet images, symbols • Investigation and exploration/research of how to represent these e.g. coat of arms, pictures of sister • Drawing/collage of “My World” - visual representations as a plan for totem pole. • Create “What Makes Me” Totem Pole. Joining, folding, moulding, carving and manipulation of material. e.g. cardboard, boxes, sand, scissors, hot glue guns.

13. Conclusion (Approx 45 mins): Review, Reflect and Respond on personal and peer Totem Poles • Review and reflect how artworks may be ambiguous in their form, content and meaning as they are subject to different representations and interpretations. • Critically reflect upon own and peer work - what they value and why? • Review and discuss why the totem poles are successful representations of self-identity • Respond to the creation of each totem pole. Discuss the opportunities and experiences provided. Questions to Ask • What is our identity? • How does this create our culture? • Why is it important to consider other people’s culture? • How can we value the diversity of our classroom?

14. References Please find reference list attached as “Notes”