Overview of Campaign RECOGNISE is predominantly an awareness raising campaign. Its main aim is to motivate the Australian public (Aboriginal and Torres Strait Islanders included) to vote in unison in an upcoming referendum, in order to secure equal rights for the Aboriginal and Torres Strait Islander people within the Australian Constitution and to formally ban racial discrimination by the Australian Government (Recognise Campaign 2014, para. 2). To raise awareness, the campaign uses social media platforms, such as Facebook, Instagram, blogs, and its own personal website with an online store to purchase campaign merchandise (Recognise 2014). Additionally, the campaign employs the use of strategically timed media releases, editorials, and public endorsement by Aboriginal and Torres Strait Islander community leaders with 'celebrity' status (Recognise Campaign 2014, para. 10). Further to this, the campaign raises awareness by mobilising teams to journey around the country, attending community events and providing education around constitutional change (Recognise Campaign 2014, para. 10). Theoretical Assumptions According to the 'Recognise Campaign' Wiki page, the campaign's methodology is based on the strategic community organisation principles, developed by Saul Alinsky, which aim at uniting people together in order to overcome social inequality (Recognise Campaign 2014, para. 10). These strategic principles include: identifying and developing natural leaders within the community, providing external support, working collaboratively with the community on areas of shared interest, ensuring that goals are winnable and achieved within the time frames set, and making sure the campaign's demands are clear and relevant to the communiti... ... middle of paper ... ...outledge, New York and London, pp. Ix-xvi Hooks, B 2003, 'Teaching and Living in Hope', Teaching Community, Routledge, New York and London, pp. 1-12 Ministerial Council on Education, Employment, Training and Youth Affairs 2006, Australian Directions in Indigenous Education 2005-2008, viewed 14 May 2014, http://edocs.library.curtin.edu.au/eres_display.cgi?url=DC65084531.pdf Recognise 2014, Recognise, viewed 14 May 2014, http://www.Recognise.org.au Recognise Campaign, Recognise, Wiki, viewed 14 May 2014, https://lms.curtin.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_63021_1%26url%3D Walton, C. 1993 'Literacy in Aboriginal Contexts: re-examining pedagogy', Literacy in Contexts: Australian Perspectives and Issues, Luke, A. and Gilbert, P. (eds), Allen & Unwin, Sydney, pp.39-46.
(Bennett, 2014 Para. 9). NGV Gordon Bennett Education Resource. [ONLINE] Available at: http://www.ngv.vic.gov.au/gordonbennett/education/03.html#06. [Accessed 06 May 2014].
Indigenous youth continue to be marginalised and oppressed. The marginalisation of the Aboriginal community is a result of colonisation. The Indigenous community lost their land and culture. This is reflected on today’s Indigenous youth as they are still feeling the effects.
What is the connection between official education policies and key events in Aboriginal Australian history? How have Aboriginal people responded to these policies?
Struggles by Aboriginal and Torres Strait islander people for recognition of their rights and interests have been long and arduous (Choo & Hollobach: 2003:5). The ‘watershed’ decision made by the High Court of Australia in 1992 (Mabo v Queensland) paved the way for Indigenous Australians to obtain what was ‘stolen’ from them in 1788 when the British ‘invaded’ (ATSIC:1988). The focus o...
It is well known that aboriginal youth located on and off reserve are more likely to drop out of school then non aboriginals and this happens for different reasons starting from health issues to poverty. “According to Labor Force Survey data, for 2007/2010, the dropout rate among First Natio...
The reason for this report was to explain the steps that were taken to create and implement this action plan and the outcomes. My three actions were established to help carry out my vision of bringing together the two sides by creating equality and harmony. First I wanted to create a better understanding of Aboriginal history, culture and their people within my family and friendship groups. I tackled this by talking not only in-person but also over social media about the past struggles of Aboriginal people and reduce the stigma and misconceptions that surround Aboriginal people. The second action was to restore trust between Aboriginal and non-Aboriginal Australians by involving friends and family in public and activities and events that are related to learning more about what gaps need closing and coming together. My third action plan was to eradicate racism and as a way to contribute to this cause long term, I signed up to be a Constitutional Recognition Campaigner through ANTAR. As this campaign is about changing the Australian constitution to include Aboriginal people and also to remove sections that have to power to stop Aboriginal people from voting and sections that give the Australian governmen...
This essay will discuss the Aboriginal Education policies in Victoria and Federally and how these policies impacted upon the children of the Aboriginal and Torres Strait Islanders. This essay will further analyse the impact these past policies had on the Aboriginal and Torres strait Islanders’ families and children’s education and how current policies were put in place to assist indigenous students’ access to education. Further to this an analysis of how teachers can implement these changes in the curriculum and classroom.
Jones Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz & L. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. (pp. 203-216).Marrickville, NSW: Elsevier.
Various Authors (2012) Oxford Big Ideas Australian Curriculum History 10, Oxford University Press, South Melbourne, Victoria
The education of Aboriginal people is a challenge that has been a concern for many years and is still an issue. However, it remains the best way young people can climb out of poverty. With the colonialization and the oppression of Aboriginals, there have been many lasting side effects that continue to be affecting the Aboriginal youth today. “While retention and graduation rates have improved among urban Aboriginal population, an educational gap still remains between Aboriginal and non-Aboriginal youth in urban settings” (Donovan, 127). Many suffer from a diminished self-worth, as they do not feel valued and feel inferior to their classmates. In this essay I am going to outline the reasons Aboriginals are struggling, discuss what is being done
Indigenous Australian land rights have sparked controversy between Non Indigenous and Indigenous Australians throughout history. The struggle to determine who the rightful owners of the land are is still largely controversial throughout Australia today. Indigenous Australian land rights however, go deeper than simply owning the land as Aboriginal and Torres Strait Islanders have established an innate spiritual connection making them one with the land. The emphasis of this essay is to determine how Indigenous Australian land rights have impacted Aboriginal and Torres Strait Islander people, highlighting land rights regarding the Mabo v. the State of Queensland case and the importance behind today’s teachers understanding and including Indigenous
“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.)
To the indigenous community, country and story creates a strong cultural identity and is the starting point to their education. The second outcome; connected with and contribute to their world, is shown through the experience and learning of the indigenous culture and the history of the country and land they live in. Outcome three; strong sense of wellbeing is shown through enhancing indigenous children’s wellbeing socially, culturally, mentally and emotionally through learning about their heritage, country and history through the stories passed down through generations and gaining a sense of belonging and self identity. Both outcome four and five; confident and involved learners and effective communicators are important as they show a unity and understanding between the indigenous culture through learning about the country and stories together about the indigenous
Wadham, B., Pudsey, J.& Boyd, R. (2007) Culture and Education, Frenchs Forest, NSW: Pearson Education Australia.
Schools throughout Australia have altered their curriculums to involve Indigenous knowledge classes; where Indigenous languages, history and culture can be taught. Some schools cater for Indigenous students by creating new curriculums aimed at Indigenous students to cater for their needs, or they have mainstream and non-mainstream classes. Indigenous Boarding schools such as Kormilda College, St John’s College and Marrara Christian College cater for remote Indigenous students; these schools’ use aspects of ‘both ways’. In the year 2000 Clontarf (a male Indigenous academy that runs through many Australian schools) first started. Clontarf’s purpose is to “improve the education, discipline, life skills, self-esteem and employment prospects of young Aboriginal men and by doing so equips them to participate meaningfully in society (Clontarf nd).” Organisations similar to Clontarf are set up throughout Australian middle and high schools. All with the objectives of appealing to Indigenous students in a way that will help the students learn about western knowledge whilst still keeping in touch with Indigenous knowledge. It is important that schools continue to keep organisations such as Clontarf operating. Many positive outcomes have occurred due to Clontarf and similar