Learning
and
Teaching
in
Aboriginal
and
Torres Strait Islander
Education
NEIL HARRISON
JUANITA SELLWOOD
Learning and Teaching
in Aboriginal and
Torres Strait Islander
Education
Learning and Teaching
in Aboriginal and
Torres Strait Islander
Education
THIRD EDITION
• •
•
•
• • • • • • • •
•
OXFO
RD
OXFORD
UNIVERSITY PRESSOxford University Press is a department of the University of Oxford.
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Published in Australia by Oxford University Press
253 Normanby Road, South Melbourne, Victoria 3205, Australia ©Neil Harrison and Juanita Sellwood 2016
The moral rights of the authors have been asserted.
First published as Teaching and Learning in Indigenous Education, 2008
Second edition published as Teaching and Learning in Aboriginal Education, 2011 Third edition published 2016
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the
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National Library of Australia Cataloguing-in-Publication data
Creator: Harrison, Neil (Neil Evans), author.
Title: Learning and teaching in Aboriginal and Torres Strait Islander education/ Neil Harrison,
Juanita Sellwood.
Edition: 3rd edition.
ISBN: 9780190303204 (paperback)
Notes: Includes bibliographical references and index.
Subjects: Aboriginal Australians-Education. Learning-Australia.
Teaching-Australia.
Other Creators/Contributors: Sellwood, Juanita, author.
Dewey Number: 371.8299915
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FOREWORD
•
• •
• • •
• • •
•
•
•
• •
• •
• • • •
•
•
The Hon. Linda Burney MP
It i
s
a great
ple
asure
to
pro
vide
th
e
foreword
for
the
third
e
dition of
Learnin
g and
Teaching
in Aboriginal
and Torres Strait
Islander
Education.
I
commend
the
authors for
th
e
ir on
g
oin
g
commitment
to
ed
u
cat
ing
eme
r
g
in
g
teachers
a
nd
ed
u
ca
tor
s,
brin
g
ing out
n
ew
editions and
hi
gh
lightin
g
new trends.
With Australia's first referendum on
co
n
sti
tuti
onal
r
ecogn
ition of
our
Fir
s
t P
eop
l
es
on
th
e
n
ation's po
liti
ca
l
age
nd
a,
nothing
co
uld b
e
more
v
it
al
than
furth
eri
n
g
Ab
orig
in
a
l
a
nd
Torres Strait
I
s
l
an
d
er education
for both
First N
a
tions
and
non-Indi
ge
nous
c
hildr
e
n.
Broad
s
tructural
c
h
a
n
ge ca
n
only
t
a
k
e
pl
ace w
h
e
n
it is coupl
ed
w
ith
ongo
in
g c
h
ange
in
c
i
v
il
society
-
such a genesis
must
s
ur
e
l
y
be
in our
cl
assroo
m
s
.
In m
y
for
ew
ord
s
to
th
e
pr
evio
u
s e
dition
s
I
wro
t
e abo
ut ho
w
this book
h
elps fi
ll
the
gap
between th
e
need
s
of
Aboriginal
and
Torres
Strait Islande
r c
hildr
e
n
and
non
-
Indi
ge
nou
s
c
hildren
aro
und l
e
arnin
g
Indi
ge
n
o
u
s
perspectives.
For
many
n
ew
t
eac
h
ers,
and
tho
se w
ho
se
contact
w
ith
Aboriginal
and
Torres Strait
I
s
l
a
nd
e
r p
eo
pl
e
i
s
limit
ed,
thi
s
book pro
v
id
es
a
v
it
al
r
eso
ur
ce; i
t pro
v
id
es a
fram
ework
for
tea
c
hin
g
th
e
id
eas
inv
o
l
ve
d in Fir
s
t Pe
op
le
s ed
u
cat
i
on
but
,
just
as
importantly,
it enco
ur
ages
t
eac
her
engagement
w
ith th
e
notion
it
se
lf.
This
third
e
dition
co
ntinu
es
to
em
ph
asise
th
e co
nt
ex
t
s
behind
each of
the
s
tr
ategies
pro
v
i
ded. Every
c
h
apter
r
ecogn
ise
s
th
e
relation
s
hip b
e
t
wee
n
First Nations
and o
th
er
Au
st
r
a
li
a
n
s
but does
not shy
away
from
acknow
l
e
d
g
in
g
it
s
often fraught nature.
Ne
w
to thi
s e
dition is th
e a
uthor
s'
de
cision
to include
an
increased focus
on
Torres Strait
Islander
p
e
rsp
ec
ti
ves-
acknowled
g
ing
th
e
di
ve
rsi
ty
th
a
t
exists
w
ithin
t
h
e
First Peopl
e's
c
ommunity.
There are
al
so
ne
w c
h
a
pt
e
r
s on s
tud
e
nt
s ta
lking
abou
t r
acism
in
schools;
d
eve
l
o
pin
g
school-community
p
ar
tn
ers
hip
s;
the Stol
en
Generations
a
nd
t
h
e
impacts
of
int
erge
n
e
r
a
tion
a
l tr
a
um
a
;
t
eac
hing
th
e crea
ti
ve arts an
d
science;
an
d
extensive sect
i
ons
devoted
to
Abori
g
in
a
l
a
nd
'Torres Strait I
sla
nd
er ed
u
cat
ion
in
urb
a
n
areas
.
With
its
foc~s
1on pr
eserv
i
ce a
nd n
ew ed
u
cato
r
s,
the
r
eadab
ili
ty of
the book is
i
t
s rea
l
strength.
I h
ave
no
.
t re
a
d
any
other resource that is
b
e
tt
er ta
il
o
r
ed
to
address
th
e challenges
facing
y
oun
g
·
e
du
ca
t
ors
re
ga
rdin
g
pro
g
r
am
min
g a
nd
buildin
g
rel
at
i
o
n
s
hip
s w
ithin
the
sc
hool
e
n
v
ironment
.
Embedded
v
id
eo
links
also ensure
the relevance
a
nd
co
nt
emporary
n
atur
e
of
th
e
b
oo
k
's co
nt
e
nt
s
.
vi FOREWORD
What I enjoyed in the previous issues-and is continued here-is the interesting mix
of personal experiences and narratives from Neil, Juanita and the other contributors. These
narratives bring the world of Aboriginal and Torres Strait Islander education
alive
and place
it in a real world context.
This edition of
Learning and Teaching in Aboriginal and Torres Strait Islander Education
continues to draw together so many strands of Aboriginal and Torres Strait Islander education
from the last thirty years. It also maintains its tradition of building the
groundwork
for a far
more enjoyable and equitable school experience for children
and
their
educators
and I highly
commend it.
The Hon
.
Linda Burney
1
VJP
Deputy Leader of th
e
Opposition
Shadow
I
Viinister for Education
CONTENTS
• •
• • • • • • •
• •
• • • • •
•
•
• • •
•
Preface
Acknowledgments
About the Authors
AIATSIS fvfap of Indigenous Australia
1
Students talking about school
2
A shared Australian history
3
Teaching about the Stolen Generations
4
Strategies for teaching Aboriginal and Torres Strait Islander
students
5
Teaching talented Aboriginal and Torres Strait Islander students
Peter fvf
errotsy
6
Classroom management
7
Teaching reading and writing with Aboriginal and Torres Strait
Islander children
David Rose
8
The role of a student's first language in the classroom
9
Building empowering partnerships between schools and
communities
Gina fvf ilgate
10
Learning from Country
11 Beginning
teachers in Aboriginal and Torres Strait Islander
viii
PREFACE
• • • •
•
•
•
• • • • •
•
• • • • • •
• •
•
L
earn
i
ng and
Teaching
i
n Abor
i
gina
l
and Torres
Strait
I
s
land
er
Education
ac
kn
ow
ledge
s
th
e
diversity
of
Indi
genous
id
e
ntiti
es,
li
v
ing
and working on
th
e
many
differ
e
nt
Coun
tri
es ac
ro
ss
Au
st
ralia,
from urb
a
n
to
rural
and
r
e
mote
areas.
W
e
feel
tha
t th
e
role of
the
s
tudent
's
cultural
id
e
ntity
in
learning
has been downplayed
in r
ecen
t
years w
ith
much
of
th
e a
tt
en
ti
on
plac
e
d
on teacher
qu
ality and var
iou
s forms of
t
eacher
instru
c
ti
o
n.
While
good
t
eac
hin
g
i
s
obviously important,
t
h
e
best teacher
w
ill
not
s
u
cceed
in Indi
ge
n
o
u
s ed
u
ca
ti
o
n
without
d
eve
loping clo
se
link
s w
ith
th
e child
'
s fami
l
y and com
munity.
Working closely
with the local
com
mu
n
ity i
s
absolutely crucial
in Abor
i
gina
l
an
d
Torres
Stra
it I
s
l
ander ed
u
ca
tion
, and
th
e
critical
import
a
n
ce
of keeping
thi
ngs
local
is
one
of t
h
e
most
imp
ortant
messages
of
this
book.
Keeping
t
hin
gs
lo
cal can
h
el
p
both
t
h
e
teacher
and
the
stu
d
ent
to
avoid
the
p
erpetua
ti
on
of
s
t
ereotypes of
Aboriginal
an
d
Torres
St
r
ait
I
s
l
an
d
e
r
people.
We have become increasingly
concerned
over
th
e
claim that
'goo
d t
eac
h
ing
i
s good
teaching for
all
st
ud
ents'
.
These ki
n
ds of statements seem
to r
epresent ye
t
more
attemp
t
s
to
downgrade
the
i
mportance of
cultural background
and
identity in
t
h
e
pr
ov
i
sion of
quality
A
u
stralian educat
i
o
n.
So w
h
a
t
is the
d
iff
erence
b
etween
Aboriginal
an
d
Torres Strait
Isl
a
nder
educa
t
ion, and
th
e ed
u
ca
tion
of
a
n
y o
th
e
r
s
tud
ent
in
Australian
sc
hool
s?
Fir
s
t
,
Aboriginal
a
nd
Torres St
r
a
it I
s
l
ander studen
t
s are not
ju
s
t
anot
h
e
r
eq
ui
ty
or
eth
ni
c
minority
gro
up;
they
are
the
First and original owners of Australia.That m
ust b
e
r
ecogn
i
se
d
and acce
pt
ed
by
all Australia
n
s
in
the
n
at
i
o
n
a
l d
esire
for
r
eco
n
c
ili
a
tion
a
nd
e
qu
a
l
partnerships. The future
of
Indi
genous e
du
cation
must th
e
r
efore
b
e
on mending
th
e
brok
en
re
la
tion betw
een
Indigenous
a
n
d
n
o
n-In
d
i
genous
Australians. Second,
learning is a social practicefo
r
so
many Aboriginal and
Torres
S
tr
a
i
t
I
slander st
ud
en
t
s, while fo
r
most non-Indigenous
s
tud
en
t
s,
le
arning
is
cons
tru
cted as a cog
niti
ve
process
w
h
ere
individuals
are expec
t
e
d to
make meaning
for
th
emselves
. A third
s
i
g
nific
an
t
difference
i
s
r
e
fl
ecte
d in ho
w
future aspirationsa
re not
a strong mot
i
vat
in
g force for
many Aboriginal
a
nd
Torres Strait
I
slan
d
er s
tud
en
t
s.
The
t
e
rm
futur
e
aspirations
is
cu
lt
urally
bound
i
n the t
h
eories of ed
u
ca
tion
and enl
i
gh
t
e
nment in
Western
co
untri
es, and we need
to be
carefu
l
in ass
umin
g
that Aboriginal
and
Torres Strait
I
sla
nd
e
r
students attend sc
ho
o
l
because they
wa
nt
a
b
e
tt
e
r lif
e.
Such
a
n
ass
umption mer
e
l
y
functions
t
o
pathologise
the
li
ves of
Indigenous people.
This
third
edit
ion
of
L
e
arning and Teach
i
ng in Aborig
i
na
l
and Torres
Strait
I
s
la
nder Education
has
b
een s
ub
s
t
ant
iall
y
revised
to includ
e
peop
le an
d
voices
fron1 Torres Strait
ed
u
cat
ion.
The
previous
ed
iti
on
focused
o
nl
y
on Aboriginal
ed
u
ca
ti
on
.
The
new
edi
ti
o
n includ
es
many new
features:
•
new Torres
Strait Islander perspectives from
Ju
ani
t
a
Sellwood
em.be
dd
e
d
throughout
the book
•
an
in
crease
d
focus
on
Aboriginal
and
Torre
s
Strait
I
s
l
a
nd
er
Education m
urb
a
n
a
reas
,
PREFACE
•
video
links
embedded
through
o
ut
•
an ongoing
focus on
Learningfi'om
Country as
a key
concept
for
Indigenous peopl
e
•
a
new
chapter
that discusses the
creative
arts and science
education for secondary schools
a new Chapter 1
on racism in
schools,
a
n
ew
Chapter
3
on
the
Stolen Generations
a
th
oro
ughl
y
revised and
upd
a
ted
Chapter 4 on strategies for
t
each
in
g
both Aboriginal
and Torres
Strait Islander
st
ud
e
nt
s
•
a r
ev
i
se
d
c
hapter on cl
ass
roo
m
manag
e
m
e
nt
•
a
n
ew c
h
a
pter
on the role of a
student's
fir
s
t l
a
nguage
in
le
arning
•
a
revised
chapter on
te
aching
reading and writing with
Aboriginal
and
Torre
s
Strait
I
s
l
an
d
e
r
children
a
new chapter on
schools d
eve
loping partnerships
with the community, by Gina
Mil
gate.
Chapter l begins with
a
l
e
tt
er
from Anna
to her Y
ear 8
class. You may remember Anna
from
her
photos in
the fir
st
two
editions
of
this boo
k.
She is
now 14 years o
f
age,
and already
has
exper
iences of
school
to
pass on
to
the
r
ea
der.
Several Aboriginal
st
ud
en
t
s
studying for
their
t
eac
hin
g
degrees then
r
espond
to Anna's letter
abo
ut
racism
in
her
cl
ass.
Chapter 2 focuses
on
Australian
hi
sto
r
y as
a way of
set
tin
g
the
sce
n
e
in
Aboriginal
and
Torres
Strait I
sl
ander
education. So much of
what happ
e
n
s
in th
e classroo
m
today
is
g
ov
e
rn
e
d
by
our
history
of colonisation
and
the
im.pact of Australi
a
n
gove
rnm
ent
poli
c
i
es
,
and impacts
become
app
ar
en
t
as
you read the later
cha
pter on
strategies
for
teaching
Ab
original
and
Torres
Strait
Isl
ander ch
ildre
n. This chapter
includes
a schoo
l
case study set
within the urban
con
t
ex
t.
Ivan
C
lark
e
talks
ab
ou
t hi
s experiences as a
m
e
mb
er
of
the
Stolen
Generat
i
ons
in
Chapter 3
to provide insights
int
o
the
ongoing
impact
of
colonisation
and
Australian
governmen
t
p
o
li
cies
on Aboriginal
and
Torres Strait
I
slander e
du
cation
.
Chapter 4 presents a
rang
e
of strategies for
t
ea
chin
g
Aborigin
a
l
and Torres Strait
I
slander
st
ud
en
ts
, a
nd b
eg
ins
wi
th
a
case
study of
th
e
Blacktown Girls High
Yarn Ci
rcle.
Chap
t
er
5 explores
var
iou
s
is
s
u
es
around
identifyin
g talented
Aboriginal and
T
o
rre
s
Str
ai
t
I
s
l
ande
r
students, while Chapter
6
id
entifies
key issues
relating
to
class
room m
anagement.
These issues
a
r
e
set within
a schoo
l
case st
ud
y,
based
in
Ca
irn
s
.
C
h
apte
r
7
articulates an
explicit approac
h
to
teaching
r
eading
to Aboriginal
and Torres
Strait
I
s
land
e
r
s
tudent
s
.
It
includ
es a case st
ud
y o
f
a
schoo
l
in nort
h
-east A
rhnem land.
C
h
apter 8 ex
plo
res
the role
of the st
ud
en
t'
s
first
l
anguage
in
the
classroom,
w
hil
e C
h
apter 9
foc
u
ses on t
h
e
import
ance
of
wo
rk
ing with your
lo
cal commun
i
ty.
This
c
h
a
pt
e
r includ
es a
case
study of a sc
h
ool
in
rural
N
ew
South Wales.
Chapter 10 is
a
bout
Learn
in
g
from Country
and
what
that
means
for C
reati
ve Arts and
Science
teachers
in urb
an,
as
we
ll
as
r
eg
i
o
n
a
l
a
nd r
emote areas
.
The final
c
h
ap
t
e
r
documents the
exper
i
ences of
b
eginning
teachers in
schools with
Aboriginal
a
nd
Torres Strait
I
s
l
ander st
ud
ents
.
x PREFACE
We welcome
your
feedback on any aspect
of
the book. We
would
particularly
like
to hear
from those who are applying what they have read and learnt here to their classroom pract
i
ce.
Please email us
at
<neil.harrison@mq.edu.au> or
<juanita
.
sellwood@jcu
.e
du
.
au>
.
Neil Harrison and Juanita Sellwood
ACKNOWLEDGMENTS
•
•
•
•
•
• •
•
•
•
•
•
•
•
•
•
•
• • •
•
•
We
want
t
o
b
egin
b
y
ac
kno
w
l
edg
in
g
th
a
t thi
s
book
was co
ll
ec
tiv
e
l
y
written
on
th
e a
n
ces
tral
l
a
nd
s
of
many traditional owner
s
in Australi
a.
In
many
ways,
thi
s
book ha
s
grown o
ut
of
th
e
recognition th
a
t
good
t
eaching
in
Abori
g
inal
and
Torres
Str
a
it I
s
l
ander ed
u
cation
i
s a
b
out
building
s
t
rong
co
nt
ac
t
s w
ith
yo
ur
local
Aboriginal
an
d
Torre
s
Strait
I
s
l
a
nder
co
nm1unity
.
We
are
therefore mos
t
gratefu
l
to th
e
Hon
.
Linda Burne
y,
th
e
Member
for Can
t
e
rbur
y
, for
w
rit
ing the
For
ewor
d to thi
s
third
e
dition of
L
ea
rning
and Teac
h
i
n
g
i
n Aboriginal and
Torr
es
Strait
I
slander Education..
I
wo
uld lik
e
to th
a
nk th
ose w
h
o con
t
ri
but
e
d
learning
ex
p
er
i
ences
to this book
:
Anna Wonmutakinmu
-C
h
a
pm
a
n
,
D
arw
in
]B
W
o
mm
a
takinmli-Ch
apma
n
,
D
arw
in
Juli
e
C
h
apman,
Darwin
Tanuk
a
Worr
e
ll
,
Macquari
e
University
Dorothy John
s,
M
ac
qu
a
rie Uni
ve
r
s
ity
Anni
e
Wint
e
r
s,
Sydn
ey
I
van C
l
ar
k
e,
NSW He
a
lth
Emi
l
y
M
enz,
Lightnin
g
Rid
ge
Ce
ntral
S
c
hoo
l
C
hri
s Sarra,
Founder
and
c
hairman
of
the
Stron
ger
Smarter
I
nst
i
tute
Bri
a
n
G
ile
s
-Bro
wne, Coonamble
Public School
Danuen
Ho
wa
rd
Nat
a
li
e Tay
l
or,
Murra
y
F
ar
m Publi
c
Schoo
l
Genie
nn
e
Ellis
,
Oxle
y
Val
e
Publi
c
School
Kathryn
Prior,
W
il
ca
nni
a Ce
ntr
a
l S
c
hool
Sar
a van
Fle
et,
Cairn
s
J
e
nnif
e
r
B
loomfi
e
ld
and
N
e
rida
C
r
ackne
ll
,
Bl
acktow
n
Girls
H
ig
h
School
Rhonda
Coopes,
Queen
s
l
a
nd Uni
ve
r
s
ity
of
T
ec
hnolo
gy
M
e
li
ssa
Ca
irn
a
nd Mit
c
h
e
ll
Squir
es,
Epping
H
e
i
ghts P
ubli
c
Schoo
l
Liesa
C
l
ag
u
e,
M
ac
qu
ar
i
e
Uni
vers
i
ty
John
Grea
tor
ex,
Mapuru
Christian Schoo
l
,
N
orthern Territory
Linco
l
n
Da
ws
on
and Aileen
In
grey,
Doonside
Publi
c
School
Belinda
Murr
ay,
Hur
s
t
v
ill
e
South Publi
c
Sc
h
oo
l
Bob Fu
ll
e
r,
Unive
r
s
ity
of
N
ew
Sou
th
Wal
es
Ghi
ll
a
r
,
Mich
ae
l
And
erso
n,
C
r
ea
ti
ve
Sp
irit
s
T
h
ere
are also
m
a
n
y s
p
ec
ial pe
o
pl
e
I h
ave
m
et
alon
g
th
e way w
h
o
h
ave
quit
e
unconsc
i
ous
l
y
in
s
pir
e
d m
e
to
r
e
fl
ect
on m
y v
i
s
ion
for
Abori
g
inal
a
nd Torr
es
Strait
I
s
l
a
nd
er e
du
ca
ti
on,
including
one of
m
y g
r
ea
t
teac
h
e
r
s,
Kath
y
Got
h
ad
j
a
k
a, as
well
as
Steph
en
H
arris,
T
e
rr
y
N
ga
rri
tja
n
-
Kessaris,
Mi
c
ha
e
l
C
hri
s
ti
e,
M
e
rridy Malin
,
Gra
h
am
Gower,
M
art
in
N
aka
t
a,
Susan
P
age
.
I
va
n
C
l
arke
has
demonstrated
to
myself
a
nd m
a
n
y ot
h
ers
ho
w reco
n
c
ili
ation
i
s
done, rather than ta
u
g
ht
.
Juli
e
Chapman
a
nd
h
e
r two
c
hildr
e
nJB
a
ndAnn
a
h
ave aga
in b
een inst
rum
en
tal in
bringing
Learning
a
nd
Teac
hin
g
in Aboriginal and Torres Strait
I
slander Education a
li
ve wit
h
their p
h
otos in
xii ACKNOWLEDGMENTS
this
new edition.
As
you can see,
they have
grown considerably since the
rele
ase
of
the
first
edition
in
2008.
They have important
experiences to
pr
ese
nt,
in
the first
chapter of
thi
s
book.
The
expert editorial assistance and guidance of
Laura
Rentsch
a
t
Oxford University Press,
and Carolyn
Leslie,
our copyeditor,
has
ensured
that
yo
u r
ece
ive
a substantially
revi
sed and
highl
y
accessible
third
edition.
Finally, I
would
like
to
make
special mention of my partner
J
ac
ki
e
for
her
extraordinary
s
upport
and patience
throughout
the
wr
iting
a
nd
rewriting of
thiste
xt.
The author and the publisher wish to thank
the
following copyright
holders
for
reproduction
of their material.
Cover:
Alamy
Stock Photo/ David
H
a
ncock
(Smiling Girls)
/
Suzanne Long (Seagrass
bed); 123RF
/Dan
iel
Kaesler (red
desert);
Getty/Trevor Creighton
(performance)
.
Images:Getty/Quinn Rooney fig
1.2
/
Willi
am
West fig
2.7; i
stock/
Hani
s
(desert)
c
hapt
e
r
pages.
Text:
ACARA for
definitions
of creole and
traditional languages
from (2015),
Australian
Curriculum:
Lan
guages,
retrieved
15
December, 2015 from www.acara.edu.au
/
curriculum
/
learning_
areas/languages.html;
Australian Institute
of Aboriginal Studies for AIATSIS m
a
p of
Indigenous
Australia© Aboriginal Studies
Press,
AIATSIS. No reproduction allowed without
permission; CartoGIS, College of Asia
and
the
Pacific, The Australian
National
University
for
m
ap
accessed from:
http:
//asia
pacific
.a
nu.edu.
au/
mapsonline
/
bas
e-maps/to
rr
es-st
r
ait;
Cengage Learning and D
Howard
for extract from
Culturally Responsive Classrooms: A
way
to
assist Aboriginal Students with hearing loss
in urban
schools
in
S
Harris
&M Malin
(eds)
Aboriginal
kids in Urban Classrooms, Social Science Press, 1994; Charles Darwin
Univ
ersity and
Sandra
Hud
s
pith
for extract from
Visible
P
e
dagogy and Urban Aboriginal Students
in
S Harris
&M
Malin
(eds)
Indig
enous
Education:
Historical,
Moral and Practical Tales,
1997;
Daily
Te
l
egraph
for
extract
from
Violence Explodes
in Racist
Town, Stone,
p.
3.; 21
February 19
65,
the
Sunday
Mirror; State of
Queensland
for definitions for creole and
traditional l
ang
u
ages
from State
of
Queensland
(Department of
Education,
Training
and
Employment)
(2013)
,
Capability
framework for t
eaching
Aboriginal and Torres Strait I
slanders
EAL/D learn
er
s, retrieved 15 December
2015 from: <http:/
I
indigenous
.ed
uc
a
tion
.q
ld.gov.
a
u
/S
iteCollectionDocum
ents/
schools-educators/ eald-capability
-
framework. pdf
>;
University
of Western
Australia
Press for extract
from
Language and the Classroom Setting
by Malcolm,
Kessaris and Hunter, in
Q
Beresford
&G
Partington (eds
.),
Reform and Resistanc
e
in Aboriginal Education: The Australian Experience.
Every effort
has been
made
to trace
the original source of copyright material
con
t
a
ined in
ABOUT THE AUTHORS
• • •
•
•
•
• • •
•
•
•
•
•
• • • • •
• •
• •
Neil Harrison
I
ha
v
e
tau
g
ht
in
Aboriginal
a
nd T
o
rr
es
Str
a
it
I
s
l
a
nd
e
r
e
ducation for
m
a
n
y
year
s
, and
I
c
ontinu
e
to find
it
in
s
pirin
g a
nd
exc
itin
g
. N
ew c
hall
e
ng
es co
n
s
t
a
ntl
y a
ri
se a
nd
li
fe
i
s
r
a
rel
y
borin
g, ev
en
a
ft
e
r
so
m
a
n
y yea
r
s
in th
e
job.
I
lik
e
workin
g
with Indigenou
s
childr
e
n and
th
e
ir
parent
s
b
eca
us
e
I
ca
n r
e
l
ax, a
nd
I lo
ve w
orkin
g ac
ro
ss c
ultur
es
b
eca
u
se
I l
ea
rn
a
l
o
t
a
b
o
ut
m
yse
l
f
th
ro
u
g
h
o
th
e
r
peo
pl
e.
I
a
m
s
ur
e
th
a
t
yo
u
will h
ave
th
e sa
m
e e
nj
oya
ble
a
nd fulfillin
g
ex
peri
e
n
ces
that I
co
ntinue t
o
h
av
e
w
ith Abori
g
in
al a
nd
Torre
s
St
ra
it
I
s
land
e
r p
eo
pl
e
o
f
all
ages
.
(See
m
y ex
p
e
r
ie
n
ces
as a
b
eg
innin
g
t
eac
h
e
r
in
Ch
a
pter 11.
)
I
grew
up
o
n
a fa
rm
.
in
wes
t
e
rn Vict
o
ri
a a
nd
we
nt to uni
ve
r
s
ity in Melbourn
e
. Aft
e
r
c
ompl
e
tin
g
m
y
t
eac
hin
g
d
eg
r
ee
in 1
9
78
,
I
a
ppli
e
d for a
job
in th
e No
rth
e
rn
T
er
rit
o
r
y, a
nd
soo
n
fo
und
mys
el
f
t
eac
hing at
a s
m
a
ll
sc
ho
o
l
in Arnh
e
m L
a
nd
.
I
ass
u
me
d th
a
t
I
wo
uld
s
t
ay
th
e
r
e for s
i
x
m
o
nth
s an
d th
e
n r
e
turn to M
e
lb
o
urn
e,
but
I
r
ema
in
e
d
fo
r
2
4
yea
r
s
.
I l
ea
rnt
so
ni.u
c
h
in th
e
fir
s
t four
yea
rs of
t
eac
hin
g
in bilin
g
u
a
l
sc
hool
s
b
eca
u
se
I
w
a
s
t
ea
m
t
eac
hin
g
with
Ab
o
ri
g
in
a
l
t
eac
h
e
r
s.
Th
ese
t
eac
h
e
r
s
t
a
u
g
ht m
e
mu
c
h
o
f
w
h
a
t
I
kn
ow; t
h
ey a
l
so
in
spi
r
e
d
me
t
o
r
e
m
a
in in th
e
fi
e
ld
of
Ab
o
ri
g
in
a
l
a
nd T
orres S
tr
a
it
I
s
l
a
nder
e
du
cat
i
o
n
.
Th
e s
tud
e
nt
s i
n turn
we
r
e
b
e
mu
se
d b
y
m
y
illit
e
r
a
c
y;
th
ey w
ould
as
k for
th
e
Engli
s
h
n
a
m
es
of pl
a
nt
s a
nd
a
nim
a
l
s
but I
c
ould onl
y
rarel
y p
ro
v
id
e
th
e
m
w
ith
a
n
a
n
swe
r. Th
e
c
r
iti
ca
l
imp
o
r
ta
n
ce
of
se
ttin
g
th
e
l
ea
rnin
g
o
f
I
n
di
ge
n
o
u
s
kn
ow
l
e
d
ge a
nd
hi
s
t
o
ri
es w
ithin th
e sc
h
oo
l'
s
l
oca
l
co
nununi
ty is
p
er
h
a
p
s
th
e
m
os
t
imp
o
rt
a
nt m
essage
o
f
thi
s
b
oo
k.
K
eep
in
g
th
e
l
ea
rnin
g
lo
ca
l h
e
lp
s
t
eac
h
e
r
s
a
nd
s
tud
e
nt
s
t
o av
oid
some
of
s
t
e
r
eoty
pe
s a
nd
ge
n
era
li
sa
tion
s of
Abori
g
i
na
l
a
nd T
o
rr
es
Str
a
it
I
s
l
a
nd
e
r p
eo
pl
e
.
xiv ABOUT THE AUTHORS
Juanita Sellwood
I b
egan
work as a pnmary
sc
hool teacher
a
t
a
local
school in Cairns in 2001.
I
studied
at
my local university
even though
I
had been offered
a
place
at
Queensland
University of Technology
in
Brisbane. At
th
e
time
I
felt
Brisbane would be too far away from family. As a
Torres
Strait Islander, being close to family is the
centre
point of
life
so
I
decided to
accep
t
a
place closer to home at
J
ames
Cook University in Townsville.
(See
the story of my family,
from page 34.)
I
entered
university in the early nineties through
an
eq
ui
ty education
program
called
the Aboriginal
and
I
slander
Teacher Education Program
(AITEP).
This program
was
one of the pioneering,
affirmative
ac
tion
programs
design
ed
to give Aboriginal and Torres Strait
Isl
anders access
to
teacher
educa
tion
with
the purpose of bringing
th
eir c
ultural
experience
into classrooms for
the benefit of all
children
but
especially
for Aboriginal
and
Torres Strait Islander
children.
My university
studies were an eye-opener.
This
was
the first time I began to
l
earn about
the
colonisation
of
Aboriginal and Torres Strait
I
s
l
ander
people. I
was shocked
and
at
th
e same
time
I
was
nourished by
l
earning
about this perspective of history
and abo
ut
the history of
our people. Throughout my university
studies
I began to realise just how important it
was
for
me
and
m.y AITEP peers to
succeed and
become teachers.
I
successfully
graduated with my teaching degree
and
was happily teaching in a
schoo
l
in
Cairns
th
at
h
ad
one the highest numbers of Aboriginal
a
nd
Torres Strait
I
slander children.
From my
experience of
teaching in this school, I
could see
ho
w
the Aboriginal
and
Torres
Strait Islander children
and
their parents
came
to me and
another
Indigenous teacher
for
support. A few
years
l
ater
I
was asked
to do
some work
at Jam.
es Cook
University in
pre-serv
i
ce
t
eacher
education,
and saw
thi
s
as
a
great
oppor
tunity to build pre-
service
teachers'
AIATSIS MAP OF INDIGENOUS AUSTRALIA
• • • • • • • •
•
• • • • •
•
• • • • • • •
•
..;:
-
---
THE AIATSIS MAP OF INDIGENOUS AUSTRALIA--~--·-~·-...
-...
,...
~ -~--
--
-
... -
-
=
-
-
--- -
-
1
:..
-=
-
--
-
-
--
--
--
-=
---
-
_,-This map is just one representation of many other map sources that are available for Aboriginal Australia. Using published resources available between 1988 and 1994, this map attempts to represent all the language or tribal or nation groups of the Indigenous people of Australia. It indicates only the
general location of larger groupings of people, which may include smaller groups such as clans, dialects
or individual languages in a group. Boundaries are not intended to be exact. This map is NOT SUITABLE
FOR USE IN NATIVE TITLE AND OTHER LAND CLAIMS. David R Horton, creator, © Aboriginal Studies
Press, AIATSIS and Auslig/Sinclair, Knight, Merz, 1996. No reproduction allowed without permission.
Source: AIATSIS map of Indigenous Australia, AIATSIS [1994). A fully interactive version of this map can
be found at http://aiatsis.gov.au/explore/a rticles/a borig ina l-austra lia-ma p.