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The enduring value of a speech lies in the speaker’s ability to ardently connect with the
audience, while also challenging their deeply held social norms to compel the audience to gain
the desired response on the issues ongoing in the time period. Paul Keating’s Redfern address,
orated on 10 th December, 1992 at Redfern Park dealt with the challenges faced by Indigenous
Australia. The speech endorsed the beginning of the ‘International Year of World’s Indigenous
People.’ Keating successfully manoeuvers rhetoric, in order to highlight the commonality of all
Australians in a need to understand the effects of dispossession in order to progress as a nation. This
notion is extended further through his magnification of the necessity for reconciliation.
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In his 1992 ‘Redfern Speech’, Keating portrayed Australia’s
intricate ‘contemporary identity’ as something that ‘cannot be separated from Aboriginal Australia’
and, thus, evokes responders to align with the perspectives of Aboriginal and Torres Strait Islanders
on their oppression This is demonstrated through the use of inclusive and anaphoric language,
“Imagine if our feet on sporting fields had inspired admiration and patriotism and yet did nothing to
diminish prejudice. Imagine if our spiritual life was denied and ridiculed. Imagine if we had suffered
the injustice and then were blamed for it.” Through the use of hypothetic, inclusive language in
“Imagine if our”, Keating coerces responders into understanding the continual effect of
dispossession on Aboriginals by evoking and emotive response from the audience who can question
such effects in relation to their own lives. This notion is accentuated through the combination of
tense, increasing modality and truncated sentence, “Guilt is not a very constructive emotion. I
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This coalescing and unifying characteristic of
Keating’s speech reinforced the responsibility on ‘us’ to recognise the legacy of Aboriginal
dispossession, re-evaluate our national identity and incorporate Aboriginal Australians as valued
members.
Throughout his speech, Keating magnifies the necessity for reconciliation over the troubled past of
Aboriginal and Colonial history in Australia. In an attempt to do so, Keating collectivises himself
with the audience in order to allow them to acknowledge their role in the plight of the Aboriginals
through their direct link as descendants of colonialism. He suggests that by the dismissal and
ignorance of the Aboriginals by the present white community, we are becoming as liable to the issue
as the first European settlers, which were the cause of the issue in the first place. By doing this,
Keating suggests to the audience the need to reconcile in order to move forward as a nation. Keating
casts this idea in his words, “…we who did the dispossessing. We took the traditional lands… we
committed the murders. We took the children from their mothers. We practiced discrimination
Both men agreed that Aboriginal rights were an important issue that needed to be addressed. This shared opinion was due to their shared experiences as Aborigines and the timing of both opinions, when Aboriginal people were marginalised and forgotten in society.
Parbury (1999:64) states that Aboriginal education “cannot be separated” from the non-Aboriginal attitudes (racially based ethnocentricity that were especially British ie. white and Christian) towards Aborigines, their culture and their very existence. The Mission Schools are an early example of the connection between official education policies and key events in Aboriginal history. Aboriginal children were separated from their parents and placed into these schools which according to McGrath (as cited by Parbury, 1999:66) it was recommended that these establishments be located ‘as far as possible’ from non Aboriginal residents so as to minimize any heathen influence that Aboriginal children might be subject to from their parents. Mission Schools not only prepared Aboriginal youth for the manual labour market but also, adds Parbury (1999:67) their aim was‘to destroy Aboriginal culture and replace it with an Anglo-European work and faith ethic.’ Despite the NSW Public Instruction Act (1880) which made education free, secular and compulsory for all children Aboriginal children could be excluded from public schools based on prevailing dominant group attitudes. Consequently, the NSW Aborigines Protection Act (1909) was introduced as a result of a perceived public education crisis and Laws had already been passed, similar to protectionist type policies. This Act gave the State the power to remove Aboriginal children from their families whereby this period of time has become known as ‘Stolen Generations.’ It was during this time that Aboriginal children were segregated from mainstream schools. (Parbury, 1999; Lippman, 1994).
Indigenous People. In evaluating the Legal System’s response to Indigenous People and it’s achieving of justice, an outline of the history of Indigenous Australians - before and during settlement - as well as their status in Australian society today must be made. The dispossession of their land and culture has deprived Indigenous People of economic revenue that the land would have provided if not colonised, as well as their ... ... middle of paper ... ...
Emerging from the principle theme of equality are the basic and life-altering needs that the Aborigines call for. The most basic needs are also courteous deeds. Aborigines are longing for "help" in times of assistance, to be "welcome(d)" and to have a "choice" in life. A need for an end to stereotyping and racial prejudice is expressed in the use of wording chosen by Walker. She articulates her anger towards defamation directed at the Aboriginal community.
Russell, titled ‘End Australia Day’, which simply advocates that it’s ‘time to let it [Australia Day] go’. Contrasting with Roberts-Smith, who was calm and collected, Russell is abrupt and almost pleading at times. The day has ‘outlived its usefulness’ and it’s adamant to Russell that it is time for a change. Noting suitable day changes, such as ‘July 9’, is high on his to-do list. However, he also believes the Constitution is ‘outdated’ and that to be fair to all in Australia it would be wise to ‘scrap it and start again’. His factual statements on the past allow the reader to acknowledge that their ancestors did play a part in the oppression of the Indigenous, but the recommendation of changing the Constitution entirely could be viewed as ludicrous. As trying to cater for everyone in the “new Constitution” could still mean that groups are left out, and the cost of this idea could turn heads in the opposite
As European domination began, the way in which the European’s chose to deal with the Aborigines was through the policy of segregation. This policy included the establishment of a reserve system. The government reserves were set up to take aboriginals out of their known habitat and culture, while in turn, encouraging them to adapt the European way of life. The Aboriginal Protection Act of 1909 established strict controls for aborigines living on the reserves . In exchange for food, shelter and a little education, aborigines were subjected to the discipline of police and reserve managers. They had to follow the rules of the reserve and tolerate searchers of their homes and themselves. Their children could be taken away at any time and ‘apprenticed” out as cheap labour for Europeans. “The old ways of the Aborigines were attacked by regimented efforts to make them European” . Their identities were threatened by giving them European names and clothes, and by removing them from their tra...
A political debate derived from 1990’s that held the British colonists culpable for the beginning of the ‘history wars’ that many protagonists became involved in. ‘History wars’ is divided into two views, one being a conservative view that considered the European settlement to be an achievement of taming hostile land. The progressive view on the other hand, perceives the history to be a reminder of the invasion of their land, frontier violence and dispossession of Indigenous owners. John Howard who represented the liberal party was one of the main protagonists within this controversy, representing the conservative view. Paul Keating, the labor party representative became a legacy, a Keating legacy that began reconciliation evolving in practical and symbolic ways (Ke...
ANTAR. (2014). Justice, Rights and Respect for Australia's First Peoples. Retrieved 05/12, 2014, Retrieved from http://antar.org.au/resources/cr-campaigner-kit?sid=3726
In 1788 when the European settlers “colonised” Australia, the Australian land was known as “terra nullius” which means “land belonging to no-one”. This decision set the stage for the problems and disadvantages faced by the Aboriginal and Torres Strait Islander people for 216 years. The protection policy was meant to disperse tribes and force Aboriginal and Torres Strait Islander people off their traditional land so the “white Australian’s” could have more control. The protection policy enforced by the British colonies drove the Aboriginal and Torres Strait Islander onto reserves.
This strategy of developing a relationship with Aboriginal communities can be seen as one of the most important strategies in the regards to the realisation of meeting 1.1.2 (NSW DET 2008). These learning partnerships have been proven to be beneficial to the community on the whole, not only “giving credibility and integrity to the teaching of Aboriginal students and syllabus content related to Aboriginal issues” (NSW BOS 2008, p. 2) but also builds pride and confidence within the Indigenous parents and therefore their community. The NSW BOS (2008, p. 2) goes on to say that for a school to provide authentic experiences, skills and knowledge in context to Aboriginal studies; they must consult Aboriginal people. The AETP (NSW DET 2008) believe that consultation with Aboriginal communities will provide the support and knowledge teachers need to develop engaging and motivating learning environments and scenarios, demonstrate high expectations and work with Aboriginal students in their pursuit of ‘personal
The rights and freedoms achieved in Australia in the 20th and 21st century can be described as discriminating, dehumanising and unfair against the Indigenous Australians. Indigenous Australians have achieved rights and freedoms in their country since the invasion of the English Monarch in 1788 through the exploration and development of laws, referendums and processes. Firstly, this essay will discuss the effects of the Universal Declaration of Human Rights on the Indigenous Australians through dehumanising and discriminating against them. Secondly, this essay will discuss how Indigenous Australians gained citizenship and voting
Within Australia, beginning from approximately the time of European settlement to late 1969, the Aboriginal population of Australia experienced the detrimental effects of the stolen generation. A majority of the abducted children were ’half-castes’, in which they had one white parent and the other of Aboriginal or Torres Strait Islander descent. Following the government policies, the European police and government continued the assimilation of Aboriginal children into ‘white’ society. Oblivious to the destruction and devastation they were causing, the British had believed that they were doing this for “their [Aborigines] own good”, that they were “protecting” them as their families and culture were deemed unfit to raise them. These beliefs caused ...
“Today we honour the Indigenous peoples of this land, the oldest continuing cultures in human History. We reflect on their past mistreatment. We reflect in particular on the mistreatment of those who were Stolen Generations—this blemished chapter in our nation’s history. The time has now come for the nation to turn a new page in Australia’s history by righting the wrongs of the past and so moving forward with confidence to the future. We apologise for the laws and policies of successive Parliaments and governments that have inflicted profound grief, suffering and loss on these our fellow Australians” (apology by Prime Minister, Kevin Rudd, 16th November 2009, Parliament House, Canberra.)
Summary of Text: ‘The Redfern Address’ is a speech that was given to a crowd made up of mainly indigenous Australians at the official opening of the United Nations International Year of the World’s Indigenous Peoples in Redfern Park, New South Wales. This text deals with many of the challenges that have been faced by Indigenous Australians over time, while prompting the audience to ask themselves, ‘How would I feel?’ Throughout the text, Keating challenges the views of history over time, outlines some of the outrageous crimes committed against the Indigenous community, and praises the indigenous people on their contribution to our nation, despite the way they have been treated.
The Aboriginal and Torres Strait Islander peoples have been the first nations, which represented the whole Australian population, for centuries. However, the continuous European colonization has severely affected these peoples and, over the decades, their unique values and cultures, which enriched the life of Australian nation and communities, were not respected and discriminated by numerous restrictive policies. As a result, Aboriginal and Torres Strait Islander peoples have turned into the voiceless minority of the Australian population. Fortunately, in recent years, these issues became the concern of the Australian government, promoting a slight improvement in the well being of native Australians. Nowadays, there are numerous social work