This document provides resources and strategies for teaching Indigenous perspectives across different subject areas in primary and secondary classrooms. It acknowledges the traditional owners of the land and outlines why Indigenous perspectives are important to teach. Examples of resources are provided for R-7 levels across art, geography, and history. Strategies like using primary sources, local language and place names, dreaming stories, and art are discussed. Educators are encouraged to consider how resources can be appropriately and effectively applied based on student context.

1. CLASSROOM RESOURCES FOR TEACHING
INDIGENOUS PERSPECTIVES
EDUC 2420 FLINDERS UNIVERSITY
We acknowledge the Kaurna people the traditional owners of
the lands and waters that the city of Adelaide was built on, as
an expression of respect.
TarndanyanggaKaurna Yerta
Xavia Nou,Lee-anneBenson, Amber Clark

2. Outline

Introduction


Why teach indigenous perspectives


Indigenous perspectives vsStudies
Curriculum documents
Resources

R-7 Resources

Indigenous perspectives in Art

Indigenous perspectives in Geography

Indigenous perspectives in History

Concluding discussion

References

3. Indigenous

Perspectives vs Studies
Studies


Isolated full term topic
Unit within SOCE
Perspectives

Across all curriculum areashistory, maths, PE eg. APAC

4. Why teach Indigenous perspectives?

Engaging students?

Increase cultural awareness?

Moving towards reconciliation?

5. Indigenous Perspectives …

Learn about Indigenous histories, cultures, and
contemporary experiences

Recognising and respecting the significant contribution
of Indigenous peoples

Value of Indigenous knowledge and perspectives from
the past and present

Promoting the use of culturally appropriate protocols
Source: SACE 2011 Subject outline

6. ACARA- cross-curriculum priorities

Year 10 ENGLISH

7. ACARA- cross-curriculum priorities

Year 5 SCIENCE

8. R-7
INDIGENOUS PERSPECTIVES

Books
 “Aboriginal
Legend Plays”
“Ngarrindjeri Dreaming Stories”
 “Jirrbal: Rainforest Dreamtime Stories”


Centres
 TandanyaVisual Arts and
Cultural Centre
 Living Kaurna Cultural Centre
 Museum of South Australia

9. INDIGENOUS PERSPECTIVES

R-7
Classroom environment
 Display indigenous maps, art, role models,
posters
 Include indigenous welcomes and language
into daily routines
Relationships
 Invite indigenous participation in the school
 Connect online with remote communities

10. INDIGENOUS PERSPECTIVES IN
VISUAL ART
Approaches could include
researching:
 Artworks, Jukurrpa (dreaming
stories), culture
 Mediums, techniques
 Lives of artists
 Themes e.g. reconciliation, whiteness
 Self Expression- Indigenous voice
Yuendumu Doors- Warlukurlangu Artists

11. EXAMPLES
PADDY JAPALJARRISTEWART, Walpiri
‘Muturnapardukurlu (Old Woman)’ Door 5 of the
Yuendumu doors

12. LIN ONUS (1948 – 1996), YortaYorta people
‘Dingoes’ 1989
‘Through a sense of humour and empathy, these works challenge perceptions of
fear and distaste about this often maligned Australian animal’

13. ‘Fruit Bats’ 1991

14. Tony AlbertGirramay/Kuku Yalanji people
‘Sorry’ 2008

15. ‘exotic OTHER’ 2009
Tony Albert, Daniel Boyd, Andrea Fisher, Helen Johnson,
Jonathan Jones, Reko Rennie

16. Indigenous Perspectives in
Geography
 Topography- location names,
dreaming stories about land forms
 Resource Management
 Population/demography
 Cultural tourism
 Land use issues- mining, hunting,
sacred sites etc.
http://www.abc.net.au/rn/hindsight/features/holdingourtongues/

17. 1 Piltawodli
'possum place'
2 Padipadinyilla
'swimming place’
4 Kangattilla
'kangatta berry place
5 Ngampa Yerta
'ngampa root ground'
6 Nanto Womma
'horse plain’
10 Warnpangga
'bullrush root place'
15 Ityamaiitpinna
'King Rodney'
16 Victoria Park/Bakkabakkandi
‘to trot: a term applied to horses’
22 Wikaparndo Wirra
23 Wirranendi
'netball park'
'to become wirra'
24 Tambawodli
25 Narnungga
'plain place’
'native pine place’
KAURNA PARK NAME & TRANSLATION
http://www.adelaide.edu.au/kwp/placenames/council/

18. Using the media as a resource
“Indigenous input essential
to survival of endangered
species”
Melissa Lahoud, Sydney Morning Herald,
July 25, 2011

19. INDIGENOUS PERSPECTIVES

in History
Source Analysis:

A two - fold effect:
o
o

Part of the assessment criteria for
stages 1 and 2
Develops skills in using primary
resources to analyse for relevance
and learn about a topic
Personal stories
 Gives students a sense of
and feeling
identity

20. INDIGENOUS PERSPECTIVES
in History
Sources analysis example
Exercise:
Discuss in small
groups in what ways
the erection of the
Tent Embassy was a
significant step in
reclaiming lost
indigenous rights.
Consider aspects such
as its location, its
construction, its
purpose and its role as
a unifying symbol.

21. Concluding Discussion

What will teaching Indigenous Perspectives mean in different
educational contexts eg. Rural schools, leafy suburbs, urban lowerSES areas, remotely? Discuss and suggest implications

What considerations will need to be made to use resources
appropriately, sensitively and effectively? Discuss and suggest
implications

Choose resources (from the front) ... What subject areas could these be
applied in and how? What considerations may be needed to use them
effectively and appropriately?

22. References

Barlow (Yarrcali), M. 2001, Jirrbal: Rainforest Dreamtime Stories,Magabala Books Aboriginal
Corporation

Conversations with Mary Mooney, SOSE Teacher (Years 7-12), Jamestown Community School, 19-30
September 2011

Haydn, Terry, Arthur, James, Hunt, Martin & Stephen, Alison, (2008), Learning to Teach History in
the Secondary School: A companion to school experience (3rd ed), Routledge Falmer, UK

Lesson plans and other resources:
http://www.aussieeducator.org.au/resources/teaching/indigenousresources.html.

Lesson plans and other resources:
http://www.primaryschool.com.au/aboriginalresults.php?strand=Traditional&grade=General.

http://www.aboriginaleducation.sa.edu.au

Indigenous eBooks different year levels, music, charts, art, cultural knowledge, history resources.
http://aboriginalart.com.au/

Living Kaurna Cultural centre, Warriparinga Way Bedford Park

Stengle, J. Ngarrindjeri Dreaming Stories, Department of Education Training and Employment

Swasbrook, E. 1997, Aboriginal Legend Plays, Prim-Ed Publishing Pty Ltd

Tandanya Visual Arts and Cultural Centre, Grenfell St Adelaide, tandanya@tandanya.com.au