Week 10: Let's get practical ....

Note: Sorry everyone for the lateness of this post. Had my dates mixed up... Here is the last of the blog posts by me for this semester. Best of luck. Feel free to connect post-semester. Cheers, Leesa

 .....  put your headband on and some leotards and let's get physical practical ..... 

I have to embed what?

The previous posts have focused on giving each of you an awareness of different ways of seeing the world as well as providing you with a number of tools you can use in the classroom. The Iceberg metaphor can be used in a variety of learning experiences and the two views of the continent of Australia (using the Map of Aboriginal Australia and a modern Australian map), can highlight many assumptions we have about our nation, including prior ownership, cultural identity, relationships to land etc.

In my work with teachers it's the tools and strategies that they seem to struggle with the most. It's the difference between knowing something and then putting it into action, eg. I know I have to embed Indigenous perspectives, but I don't know how.

In a lot of cases too, teachers and schools have thought they were unable to embed Indigenous perspectives because they didn't 'have the budget for it'. What they really meant was that they couldn't afford to get a dance group, hire an artist-in-residence and/or engage a storyteller. They believed that to have Indigenous content, they must have an Indigenous person. I agree that content should be created by Indigenous people as much as possible, however I would argue that it doesn't necessarily have to be an Indigenous person who delivers it. For example, your class can read Crossroads by Larissa Behrendt, but you (the teacher) can deliver it. It's also unsustainable - there are not enough Indigenous presenters to deliver all the content that needs to be delivered to all the classes in all schools across Australia.

Therefore my intention with this blogpost is to demonstrate some of the tools that are already at your disposal. My belief is that to create effective learning materials, your biggest asset is your imagination. Other assets you have include your smartphone (or camera if you don't have a smartphone), YouTube, magazines, marketing mateials and so on..

In this blogpost, I'll demonstrate a couple of different (and inexpensive*) tools that will help you embed Indigenous perspectives. I've included a focus topic for each tool to hopefully make it more meaningful.

Tool 1: Use video and audio: YouTube is a fantastic resource of potential learning source material. There are some limitations of course. I recommend steering away from YouTube commentors who can be quite devastating (HINT: If you want to use a YouTube clip or upload your own video to YouTube for your class, make sure you turn off the comments. You can embed the video into your class blog and allow comments there)

Focus topic: We have survived
The history of colonisation in Australia is not a happy one. It is a story of dispossession, violence, and oppression. How this history is played out today will vary in opinion and experiences. Aboriginal and Torres Strait Islander Peoples have continuously expressed their feelings about invasion and colonisation.

Let's explore some of these texts:


 
Tool 2. Use Indigenous media: There are growing numbers of independent and partnered Indigenous media. For the most part, these are Indigenous expressions in both text and imagery. Your school librarian should subscribe to the hard copies, and you can link them to your classroom blog.  

Focus topic: Knowing our Voice
The media is a powerful tool for expressing and shaping public opinion. The media are influential in the political system. There are growing numbers of independent media that focus on particular sections of the community, including Indigenous people and issues. How effective is independent and single issue media, in influencing Australian public opinion? Why/Why not?

Read Indigenous owned & produced media such as:

Read Indigenous-themed institutional produced media such as

Locate locally produced media such as

  • Be Counted (15 editions in total. No longer in print but still accessible online) 
 
Tool 3. Make your own (part a): Most teachers are collectors and hoarders. They're well known for collecting and re-purposing materials. You can find great source material from the most unlikely of places. If you're Brisbane-based, you should make a point to attend the Family Family Day at Musgrave Park each year during NAIDOC. You can also attend lots of local events where you can also gather up information and resources.

Focus topics: Celebrations and special days are an important part of our culture. What days do you celebration in your family? Your community? Your nation?
 
Create displays, posters and other activities using sourced printed material



Where can you access posters, pamphletts and booklets to use in your classroom?

  • Namalata Thusi - a free quarterly publication of the Department of Communities (Queensland). Also available online as a pdf. 
  • Goree - a bi-annual full colour publication of Aboriginal and Torres Strait Islander News from the Museum of Australia
  • Voice of the Land - an occasional full colour publication of the Federation of Aboriginal and Torres Strait Islander Languages and Culture
  • Arts Yarn Up - an occasional full colour publication of the Australia Council for the Arts' Indigenous arts
  • Deadly Vibe - NOT FREE - monthly full colour publication by Vibe Inc.
  • Inspire - a magazine from Indigenous Business Australia
  • Indigenous NewsLines - a full-colour magazine by the Australian Government.
Other sources:
Tool 3: Make your own (part b): The world around us hosts a great deal of source material waiting to be 'snapped' by your smartphone camera. These two images are part of a set that was were created using an image I took on the way to Brisbane airport. The look of them was achieved using an iPad application called Strip Design.

Focus Topic: Crossroads novel study
In the novel Crossroads by Larissa Berhendt, Simon has a lot of hard choices to make. He is feeling pressure from his cousin as well as from his sister and his mum. What should he do? Have you experienced times when you've been faced with a hard choice?


 
 
Your turn:
Can you create a focus question with a do-it-yourself tool? In the comment below - share your idea or alternatively, send us to your own professional portfolio blog so we can see what you've created. 

In conclusion, I hope these three blog posts have given you tools - thinking tools and practical tools - to give you a better understand of how you can embed Aboriginal and Torres Strait Islander perspectives into your classroom practice.

Best of luck with your studies and I look forward to connecting with you in the future. I'd love to read and share your professional portfolio and classroom blogs.

* inexpensive - these tools are inexpensive assuming you happen to already have a phone camera or a standard digital camera, an internet connection and a computer.
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