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We would like to acknowledge the traditional owners of the land on which we are presenting, the Boon wurrung and Woi wurrung. We pay our respects to elders past, present and emerging.

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Indigenous Cultural and Intellectual Property Rights

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Indigenous Cultural and Intellectual Property Rights

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https://smartcopying.edu.au/guidelines/copyright-basics/indigenous-cultural-and-intellectual-property-rights/

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ICIPR is a reference to Indigenous Peoples' rights to their heritage and culture. Indigenous People's heritage is a living heritage and is passed down from generation to generation. Usually particular objects, sites and knowledge pertain to a particular Indigenous group or territory.

Heritage includes all aspects of cultural practices, traditional knowledge, resources and knowledge systems developed by Indigenous people as part of their Indigenous identity. ICIP rights also cover:

literary, performing and artistic works

languages

types of knowledge, including spiritual knowledge

tangible and intangible cultural property

Indigenous ancestral remains and genetic material

cultural environmental resources

sites of Indigenous significance and

documentation of Indigenous heritage.

What is ICIPR?

Essentially, ICIPR are a bundle of rights of Indigenous Peoples which protect the right to:

own and control ICIPR

commercialise ICIPR in accordance with traditional laws and customary obligations

benefit commercially from the authorised use of ICIPR

enjoy full and proper attribution and

protect significant and sacred materials.

How is ICIPR protected in Australia?

There is no specific legislation in Australia that recognises ICIPR. ICIPR may be protected by copyright, trade marks, confidential information, passing off and trade practices law. However, this piecemeal protection is fragmented and limited.

For example, copyright can only provide limited protection of ICIPR because:

the material form requirement is not always met where the stories and songs have been passed orally from generation to generation (see Who owns Indigenous languages? Indigenous Language Materials and Copyright)

the period of copyright protection is finite and is unable to protect traditional art which has been passed through generations and

copyright is generally granted to the author and does not recognise communal or customary ownership of cultural heritage of Indigenous tribes and clans.

Increasingly Indigenous communities are using non legislative means such as contract and protocols to protect their ICIPR.

Dealing with ICIPR

The best non-legislative means of dealing with ICIPR is to develop an organisational cultural protocol. A protocol may include guidelines on procedure, a code of behaviour or a set of rules on how to recognise and deal with ICIPR. For more information see Why Cultural Institutions need an ICIP Protocol.

The development and use of protocols is becoming common practice in government and the corporate sector. Following are some principles, as set out in Protocols for using First Nations Cultural and Intellectual Property in the Arts, to consider when implementing arts protocols.

Principles

Respect

Indigenous control

Communication, consultation and consent

Interpretation, integrity and authenticity

Secrecy and confidentiality

Attribution and copyright

Proper returns and royalties

Continuing cultures

Recognition and protection

ICIPR Checklist

The following questions are intended as a guide to assist educational institutions in negotiations and consultations with Aboriginal communities.

Does your nominated Aboriginal community representative have the authority to speak for or on behalf of the proposed project?

Have you received written consent from the traditional owners/custodians of ICIPR for the project?

Does the community understand the aims, objectives and methodology of the project?

Does the community understand how the outcomes of the project will be used?

Have you made arrangements with the community to provide feedback on the project at all stages?

Have you acted in good faith and respected the privacy of Aboriginal Peoples and communities?

Have you ensured that the community understands the copyright issues of the project?

Does your proposal safeguard Aboriginal sensibilities?

See Indigenous Knowledge: Issues for protection and management and Protocols for using First Nations Cultural and Intellectual Property in the Arts.

For additional resources see Terri Janke and Company website.

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Indigenous Cultural and Intellectual Property Rights - Smartcopying

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ICIPR is a reference to Indigenous Peoples' rights to their heritage and culture. Indigenous People's heritage is a living heritage and is passed down from generation to generation. Usually particular objects, sites and knowledge pertain to a particular Indigenous group or territory. Heritage includes all aspects of cultural practices, traditional knowledge, resources and knowledge systems [...]

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KESO (Koorie Engagement Support Officer) 

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KESO (Koorie Engagement Support Officer) 

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Koorie Engagement Support Officers (KESOs) are an important support for Aboriginal students in the Victorian state education system. The role of KESOs is to engage and support Aboriginal students, their families, teachers and school staff. Koorie Education Coordinators assign a KESO to each school with Aboriginal students

https://www.education.vic.gov.au/about/contact/Pages/marrungregional.aspx#link42

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Koorie Education Coordinator Contact Details

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Schools, parents and community can obtain assistance with Koorie cultural inclusion, Koorie education guidance and support through their region by contacting the Koorie Education Coordinators (KEC) with enquiries. Service Support Managers (SSM) can also be contacted to assist with referrals for Koorie Engagement Support Officers.

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Decolonising schooling practices through relationality and reciprocity embedding local Aboriginal perspectives in the classroom

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Decolonising schooling practices through relationality and reciprocity embedding local Aboriginal perspectives in the classroom

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Key points
-Indigenous perspectives must be incorporated into classrooms in an authentic manner, not a tokenistic or performative way.
-Teachers must form close and genuine connections with Indigenous Elders and community members.
-Teachers must have a comprehensive understanding of culturally responsive pedagogies and approaches to schooling to embed this knowledge into their teaching practice. Thus, attending workshops to learn from Indigenous community members and setting aside time to plan teaching and learning sequences, alongside Indigenous community members, is necessary.
-Fostering an ongoing focus, across the entire Curriculum, on Indigenous perspectives encourages the decolonisation of education.

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Decolonising Indigenous education the case for cultural mentoring in supporting Indigenous knowledge reproduction

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Decolonising Indigenous education the case for cultural mentoring in supporting Indigenous knowledge reproduction

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Key points
-Why decolonising education is significant
-Addresses how Culturally Responsive Schooling (CRS) can be utilised in Australian schools to ensure that student's funds of knowledge are being incorporated into content and pedagogy.
-Analyses the effects of an Aboriginal cultural mentoring programme on championing Indigenous perspectives.

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Belonging and learning to belong in school: the implications of the hidden curriculum for Indigenous students

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Belonging and learning to belong in school: the implications of the hidden curriculum for Indigenous students

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Author: Kiara Rahman

This resource outlines the importance for schools and teachers to consider their hidden curriculum and the messages these are sending to students, families, and the broader school community. Ensuring they are being flexible within their classroom practices to meet the diverse needs of minority learners.

To summarise:

The hidden curriculum in most parts will reflect the white dominant education rules, regulations, and practices, including the values and belief systems of mainstream society.

A teacher’s classroom resource selection should consider the messages they are sending to students – the lack of inclusion of Aboriginal histories and culture will reflect Aboriginal culture and traditions as unimportant or irrelevant, directly impacting Indigenous students

There is a ‘mismatch' between Aboriginal home life and school life due to the competing cultural skills and characteristics that are considered normal at home however disabling in mainstream education.

This can lead to Indigenous students feeling a loss of cultural identity.

Teachers should take time to understand their Indigenous students’ cultural histories, including, meeting families, and engaging them in the classroom and school community.

The curriculum aims to increase student knowledge and learning, however, this must not be at the expense of cultural histories, languages, and identity.

The importance of contextualised learning, which involves including Indigenous cultural perspectives within classroom practice.

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Belonging and learning to belong in school 

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Narragunnawali, Reconciliation in Education
Narragunnawali is an online resource that provides support for teachers and schools, to foster environments that will encourage “high levels of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions”.
Narragunnawali provides educators with practical ways to introduce meaningful reconciliation initiatives within the school community.

Resource features:

Free to sign-up

Curriculum resources for teachers

RAP - Reconciliation Action Plan for schools

Subject-specific resource guides

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VAEI supports local AECGs in Victoria, which should be contacted by schools and teachers to integrate local community perspectives into effective pedagogical practices. Contact information below...

There are a wealth of classroom resources listed on their website. Particularly relevant are the Educational activities linked here which support remote learning for the lower primary years.

VAEAI’s Office is open Monday-Friday, 9am-5pm.

144 Westbourne Grove
PO Box 113
Northcote VIC 3070

Phone: 03 9481 0800
Fax: 03 9481 4072
Email: vaeai@vaeai.org.au

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Aboriginal Education Activities have been developed by VAEAI to support children and families who are staying home during the spread of coronavirus. We have developed these activities with Aboriginal community in mind and want to encourage connection to culture through educational activities that can be done at home using household materials. Here you can access a variety of creative activities that are connected to culture in various ways through physical activities, art, written activities, play-based activities, and more!

The first set of activities we've released are intended for younger children. We're working on having educational activities for all ages and will be releasing new ones regularly!

Here at VAEAI we're so excited to publish these activities and we want to see your creations. If you want to see your creation shared with our VAEAI family, post it using the #activitiesbyvaeai and we'll share it on our social media pages! You can also email pictures, or videos of activities to vaeai-communications@vaeai.org.au for us to share. We'll need parent's permission for all posts we share, so make sure to fill out this permission form and send it in with your pictures.

The activities on this page are developed by community, for community. They are not intended for use in classrooms or schoolwork. Any questions can be forwarded to vaeai-communications@vaeai.org.au

Teaching Language Through Basketball Activity Download

Hopscotch for the Mob Activity Download

Humpy Diorama Activity Download

Colouringap Book Activity Download

Food Diorama Activity Download

Exploring Colours Activity Download Rainbow song for Activity 1 Auslan for Activity 1

Koorie Kids Move Download

Learning on Country Activity Download

Koorie Aspirations TikTok Challenge View Here

Colouring Activity: Aboriginal Dancers Download

Colouring Activity: Corroboree Download

Colouring Activity: Tent Embassy 1 Download

Colouring Activity: Tent Embassy 2 Download

Exploring Shapes Activity Download

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Aboriginal Education Activities have been developed by VAEAI to support children and families who are staying home during the spread of coronavirus. We have developed these activities with Aboriginal community in mind and want to encourage connection to culture through educational activities that can be done at home using household materials.

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A classroom resource that teachers can use regularly with both Aboriginal and non-Aboriginal students to draw upon their funds of knowledge and make learning relevant and engaging, Indij readers are great for contemporary stories, Aboriginal knowledge and the perspectives of Indigenous authors.

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Relationship to place: positioning Aboriginal knowledgeand perspectives in classroom pedagogies

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Relationship to place: positioning Aboriginal knowledgeand perspectives in classroom pedagogies

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Authors: Neil Harrison and Maxine Greenfield

Case study research of 12 schools in NSW on the quality of Aboriginal and Torres Strait Islander content instruction

Effective pedagogical recommendations that counter objectified narratives of Indigenous culture and perspectives.

To summarize:

Low-quality instruction can teach a dangerous metalanguage about Aboriginal people.

Complex personhood provides a lens for viewing the diversity of Aboriginal knowledges and perspectives.

Use the present tense when discussing Aboriginal cultures

Quality instruction is rooted in the local and lived experiences of Aboriginal people.

Teachers should engage contemporary and diverse representations of Aboriginal people

Parents, Elders and community members should be engaged as community liasons and teachers.

Contact the local AECG to build the relationship with the local Aboriginal community

See VAEAI website for more resources

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Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies

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This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice.