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Under the Australian Professional Standards for Graduate Teachers (Australian Institute for Teaching and School Leadership, 2013), standard 2.4 “Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians” requires graduate teachers to “Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.” The Australian Curriculum and Assessment Reporting Authority also encourages students to identify explore, experiment, conceptualise and analyse indigenous cultures through visual literacies, conversion of oral records, and theories of social relationships (Australian Curriculum and Assessment Reporting Authority, 2014). However, this cross-curriculum priority is less evident in the Victorian Curriculum, particularly the Visual Arts: Foundation to Year 10 Curriculum (2017), where indigenous inclusion is reduced to a potential area of study when exploring other global cultures through visual art. These standards are inadequate in their capacity to inform educators on issues of cultural sensitivity, appropriateness, and indigenous ways of knowing.

Unfortunately, not all teachers possess an adequate understanding of indigenous perspectives; which has been attributed to a lack of pre-service training (Craven, 2011). It has also been documented that some teachers are unwilling to engage in critical discussions of indigeneity due to fears of misrepresented agency (Burnett, et al. 2004). These factors may contribute to the superficial appropriation of cultures that further ingrain social stereotypes of Indigenous identities that may not be reflective of authentic indigenous practices.

It is also problematic that both curriculums lack specificity regarding the way Indigenous knowledges should be included; which inadvertently encourages teachers to maintain Western epistemologies when approaching indigenous content in the classroom. The curriculums fail to recognise the necessity of the unique and diverse systems of learning held by indigenous communities in understanding the past and present practices of indigenous peoples (Nakata, 2007). Failing to recognise the distinctions between Indigenous and Western knowledge systems perpetuates racial discrimination and an institutional perception of superiority by devaluing the pre-existing philosophical structures of indigenous knowledges (Zelinka, 1996).

The intended purpose of including indigenous perspectives within the curriculum is to promote the importance of reconciliation between Indigenous and Non-indigenous Australians. Huggins (2009) proposes that the best stimulus for reconciliation in the classroom is peer-engagement with students of different backgrounds. Yet nowhere in either curriculums are the importance of social learning strategies considered in this context. Reconciliation cannot be achieved by Western perspectives of cultural theory alone, but that is all our current curriculums offer.

The following resources have been curated for use in conjunction with the Victorian curriculum. Our aim is to provide an accessible entry point for teachers to include indigenous students and knowledges within their classrooms. The resources have been structured to read from indigenous perspectives of identity, pedagogical advice, and recommendations for the use of appropriate protocols. These positions are concluded by a PowerPoint presentation exampling authentic indigenous inclusion through visual literacies within an art education context.

Note: This introduction was written by a teacher candidate studying in an art education context. As such, views on the curriculum may not be representative of all learning areas.

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2. Half Light: Portraits from Black Australia - Vernon Ah Kee

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2. Half Light: Portraits from Black Australia - Vernon Ah Kee

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During this artist talk, Vernon Ah Kee offers a brief insight into his perspective as an Indigenous Artist working in Australia.

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Half light: portraits from Black Australia - Vernon Ah Kee

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SUBSCRIBE FOR THE LATEST EXHIBITIONS, NEWS, INTERVIEWS AND HAPPENINGS INSIDE THE ART GALLERY OF NSW. http://bit.ly/SubscribeAGNSW For information visit http://www.artgallery.nsw.gov.au/ Facebook: http://www.artgallery.nsw.gov.au/facebook/ Twitter: http://www.artgallery.nsw.gov.au/twitter/ Google +: http://www.artgallery.nsw.gov.au/google/ Vernon Ah Kee, Half Light: Portraits from Black Australia artist, discusses his work.

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6. Valuing Aboriginal students' language and culture

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6. Valuing Aboriginal students' language and culture

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It is common for Aboriginal students' to feel that their language and culture are marginalised in schools. One of the causes of this is teachers or other authority figures viewing their forms of Australian Aboriginal English (a group of dialects and creoles of English spoken by Aboriginal people) as inappropriate for use at school, instead insisting on Standard Australian English as the 'correct' form of communication. The following are a list of resources to help teachers think about ways to recognise and accept Australian Aboriginal English as a legitimate form of communication while encouraging the use of Standard Australian English in particular contexts.

Oliver, R., Rochecouste, J., Vandeford, S. & Grote, E. (2011). Teacher Awareness and Understandings about Aboriginal English in Western Australia.
http://www.jbe-platform.com/content/journals/10.1075/aral.34.1.04oli

An account of how teachers' attitudes to Australian Aboriginal English affects Aboriginal students' education and how engagement with professional development can improve their views of Australian Aboriginal English and its potential for use in the classroom.

Harrison, N. (2004). Self-recognition and Well-being: Speaking Aboriginal English in Healthy Classrooms.
http://search.informit.com.au.ezp.lib.unimelb.edu.au/documentSummary;dn=145356790399239;res=IELIND

Explains why Aboriginal English should have a place in the classrooms of schools that have speakers of Aboriginal English for the benefit of all students. It also discusses Aboriginal students' relationships with teachers and family.

Cummins, J. (2003). Challenging the construction of difference as deficit: Where are identity, intellect,
imagination, and power in the new regine of truth?
https://ebookcentral.proquest.com/lib/unimelb/reader.action?docID=182000 (chapter 2)

Discusses the effects of bilingual education policy changes in the United States. Specifically, it examines the effect these have had on bilingual students' identities and learning in the context of wider trends in educational policy that have increasingly restricted the development of imagination, intellect, personal identity and student empowerment.

Hewitt, D. (2000). A Clash of Worldviews: Experiences from Teaching Aboriginal Students.

http://www.jstor.org.ezp.lib.unimelb.edu.au/stable/1477285?seq=1#page_scan_tab_contents

Recounts the author's experience of working with Aboriginal teacher candidates, the differences between the Aboriginal and western worldviews and how these can be overcome through teacher training.

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An introduction to the 8 Ways pedagogies developed in western NSW. This is not a complete teaching resource, but should help teachers think about which of these they can incorporate into their classrooms both in support of Aboriginal learners and to expose non-Aboriginal learners to Aboriginal culture and ways of learning.

It is suggested that non-Aboriginal teachers approach the use of these pedagogies with care, especially when presenting Aboriginal content to ensure that such activities are truly inclusive and not just tokenistic.

Not all pedagogies will be appropriate for all subjects (eg. Land Links has strong ties to Geography, but may not always be relevant in Music). However, with some creativity, most of these can be adapted for use in most subjects and offer an alternative method for the presentation of content and for students to display understanding.

Having been developed particularly for the teaching of Aboriginal language, these are particularly appropriate for use in the study of language and culture.

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This resource includes a list of TEDx talks available on YouTube that have been presented on various topics related to Indigenous issues in Australia.

Topic presentations include areas such as engagement in school communities, Indigenous wisdom and healings from Aboriginal Dreaming and culture to support educators, the relevance of Indigenous art and language in Australian culture, production of Indigenous media (including film, radio and print) and the relationship of non-Aboriginal people with Indigenous culture.

The use of resources such as TED Talks provides a different approach to education than the traditional lecture or 'chalk & talk' style approach. The nature of TED Talks is that they are generally short in duration (usually up to a maximum of 18 minutes) and are designed to present grander ideas rather than detailed information (Romanelli, Cain & McNamara, 2014). Accordingly, the use of this resource should be structured with related activities or additional detail which can be used to reinforce or expand upon the message delivered in the TED Talk.

http://indigenousx.com.au/inspirational-indigenous-australian-tedx-talks/

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5a. Tyson Yunkaporta's original work on 8 Ways pedagogy

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5a. Tyson Yunkaporta's original work on 8 Ways pedagogy

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This chapter presents 8 Ways in the context of teaching Aboriginal students Aboriginal languages.

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Our Ways of Learning in Aboriginal Languages

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"Nakkiah Lui and Miranda Tapsell are fascinated by how race informs their everyday experiences. They talk about race ALL THE TIME, and even when they aren’t, they are – because their Aboriginality is part of who they are and how they are perceived by others." - Buzzfeed

https://www.buzzfeed.com/prettyforanaboriginal/a-new-podcast-about-sex-dating-power-and-race?utm_term=.jeaEJ4g4Ez#.mlYl2drdlZ

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Presentation overview:

This presentation is informed primarily by Giovanangeli and Snepvangers's 2016 paper, 'Spaces of multiplicity: Rethinking indigenous perspective in Australian tertiary education through altering teacher beliefs and practices'. Although this work focuses on the education of pre-service teachers the suggestions are relevant to secondary school students. The article puts forth artistic analysis as a way to discuss Indigeneity and incorporate Indigenous perspectives into the curriculum. Beyond simply including historical works that examines traditional Indigenous ways of artmaking such as dot-paintings, it is suggested that contemporary political work is utilised. In doing so students are tasked with tackling larger issues of tensions between Indigenous and non-Indigenous peoples. The article suggests using art as more than just a single entity to analyse but rather engaging students in debate about issues surrounding Indigenous art and its attempts to decolonise certain spaces.

PRESENTATION OVERVIEW:
Link

Indigenous Perspectives:

Use artworks as visual representations of indigenous perspectives to engage students in discussions about indigeneity and related ideas/issues

A diverse range of perspectives (cultural or otherwise) should already be included in the curriculum, thus the incorporation of  indigenous perspectives should not be of concern to students

If students are uncomfortable discussing certain artworks or related issues - construct a broader discussion around why they are uncomfortable

Create safe spaces for exploratory talk but ensure students are respectful at all times

*** Ensure that any related historical context provided does not perpetuate existing offensive historical narratives

Historical and traditional indigenous art:

William Barak (Barak’s art can be used to ground further discussion of contemporary Indigenous art in its historical context, or it can be used within other subjects such as history as a visual primary source)

Michael Nelson Tjakamarra (Tjakamarra’s work presents an opportunity for students to decipher indigenous symbols and iconography within traditional dot-painting.

This are important works to discuss to present a broader narrative of indigenous art that isn’t just political or ‘protest’ art.

Political artworks:

Adam Hill: creates satirical works that questions Australian identity and colonial structures

Gordon Bennett: explores multitude of political ideas as well as personal identity (as seen in the image, ‘Self Portrait’. Bennett is important to teach as he was vocal when other artists (such as Tillers) appropriated indigenous images and responded through his art.

Steven Rhall and Yvonne Scarce’s works are from the ACCA exhibition, ‘Sovereignty’ and present very recent indigenous artworks that are highly political and contemporary in execution.

Analysing curatorial decisions:

Understanding curatorship is already crucial in the visual arts curriculum - it is necessary to discuss how Indigenous art is curated specifically.

Sovereignty - Australia Centre for Contemporary Art

Excellent resources that directly connect to the curriculum of multiple subjects (relevant despite the exhibition being finished)

Biennale of Sydney:

Whilst it may seem risky to ask students to discuss opinions regarding this topic, it is necessary to begin a dialogue surrounding these issues. The dialogue needs to be monitored by the teacher, who will intervene should the dialogue become disrespectful or inappropriate (Vass, 2013).

Indigenous perspectives and content should be taught as part of a wider curriculum that includes many perspectives, not as a tokenistic ‘add-on’.
As educators, we need to “normalise the presence of Indigenous content” (Nakata)

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Art Gallery of NSW. (n.d.) Home :: Art Gallery NSW. Retrieved October 12, 2017, from https://www.artgallery.nsw.gov.au/

Australian Centre for Contemporary Art. (n.d.). Sovereignty. Retrieved October 12, 2017, from https://acca.melbourne/exhibition/sovereignty/

Australian Curriculum and Assessment Reporting Authority, (2014). Foundation to year 10 Curriculum: Visual Arts. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/visual-arts/

Biennale of Sydney. (n.d.). 6th Biennale of Sydney (1986). Retrieved October 12, 2017, from http://www.biennaleofsydney.com.au/20bos/about-us/history/1986-2/

Burnett, B., Meadmore, D., & Tait, G. (eds.). (2004). How does othering constitute cultural discrimination? In New Questions for Contemporary Teachers: Taking a socio-cultural approach to education  (1st Edition). 101-102. Frenchs Forest, N.S.W.: Pearson Education

Craven, R. (ed.). (2011). Why Teach Aboriginal Studies? In Teaching Aboriginal Studies: A practical resource for primary and secondary teaching (2nd Edition). Crows Nest, N.S.W. : Allen & Unwin.

Cummins, J. (2003). Challenging the construction of difference as deficit: Where are identity, intellect, imagination, and power in the new regine of truth? In P. Trifonas (Ed.), Pedagogies of difference (pp. 39-57). New York: Routledge Falmer.

Giovanangeli, A., & Snepvangers, K. (2016). Spaces of multiplicity: Rethinking indigenous perspectives in Australian tertiary education through altering teacher beliefs and practices. Commonwealth Essays and Studies, 38(2), 39th ser., 39-52. Retrieved October 13, 2017

Harrison, N. (2004). Self-recognition and Well-being: Speaking Aboriginal English in Healthy Classrooms. Australian Journal of Indigenous Education, 33, 7-13.

Hewitt, D. (2000). A Clash of Worldviews: Experiences from Teaching Aboriginal Students. Theory into Practice, 39(2), 111-117.

Huggins, J. & Sanderson, J., M. (2009). The Reconciliation Journey. South Yarra, Victoria: Macmillan Education Australia.

IRIS Center (2017). UDL: Instructional Methods. Retrieved from Vanderbilt University website: https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p06/#content

Lea, T., Thompson, H., McRae‐Williams, E., & Wegner, A. (2011). Policy fuzz and fuzzy logic: researching contemporary Indigenous education and parent–school engagement in north Australia. Journal of Education Policy, 26(3), 321-339.

Luke, A. (2009). On indigenous education. Teaching Education, 20(1), 1-5.

Mellor, S., & Corrigan, M. (2004). The case for change: A review of contemporary research on Indigenous education outcomes (No. 47). Aust Council for Ed Research.

Nakata, M. (2007). The Cultural Interface. Australian Journal of Indigenous Education, 36, 7 - 14. ISSN: 1326-0111.

Nakata, Martin. (2012). Pathways for Indigenous Education in the Australian Curriculum Framework. The Australian Journal of Indigenous Education. 40. 1-8. 10.

National Gallery of Victoria. (n.d.). Gordon Bennett. Retrieved October 12, 2017, from https://www.ngv.vic.gov.au/gordonbennett/education/02.html

New South Wales Department of Education and Training. (2017). 8 Ways. Retrieved from wikispaces website: http://8ways.wikispaces.com

Oliver, R., Rochecouste, J., Vandeford, S. & Grote, E. (2011). Teacher Awareness and Understandings about Aboriginal English in Western Australia. Australian Review of Applied Linguistics, 34(1), 60-74.

Romanelli, F., Cain, J., & McNamara, P. J. (2014). Should TED talks be teaching us something?. American journal of pharmaceutical education, 78(6), 113.

Vass, G. (2013). Hear No Race, See No Race, Speak No Race: Teacher silence, Indigenous youth, and race talk in the classroom. Social Alternatives, 32(2), 19-24.

Victorian Aboriginal Education Association Incorporated (VAEAI). (2016). Protocols for Koorie education in Victorian primary and secondary schools. Retrieved 9 October 2017, from VAEAI website: http://www.vaeai.org.au/_uploads/_ckpg/files/ProtocolsDocVAEAI18jan17final.pdf

Victorian Curriculum and Assessment Authority, (2017). Foundation to Year 10 Curriculum: Visual Arts and Design.

Yunkaporta, T. (2009). Aboriginal Pedagogies at the Cultural Interface. Retrieved from Research@JCU (http://eprints.jcu.edu.au/10974/)

Yunkaporta, T. (2010). Our Ways of Learning in Aboriginal Languages. In J. Hobson, K. Lowe, S. Poetsch and M. Walsh (Eds.), Re-awakening languages: theory and practice in the revitalisation of Australia's indigenous languages (pp. 37-49). Sydney, NSW: Sydney University Press.

Zelinka, S. (1996) Understanding Racism in Australia. Canberra: Australian Government Publication Service.

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7. Protocols for Koorie Education in Victoria

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7. Protocols for Koorie Education in Victoria

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A guide for primary and secondary schools seeking guidance on appropriate protocols to follow in creating a welcoming school environment for Koorie students, and in partnering with Koorie communities to enrich the school curriculum. The importance of engaging with Indigenous communities to improve curriculum delivery has been highlighted by Luke (2009) as well as Mellor and Corrigan (2004), among many. To increase student engagement with Koorie students, involving the local Koorie communities has been shown to be an effective strategy (Lea, Thompson, McRae-Williams & Wegner, 2011).

Topics covered included:
- Protocols for engagement between schools and local Koorie communities
- Protocols for working with Koorie liaison and education workers
- Protocols for events such as 'Welcome to Country' and 'Acknowledgement of Country'
- Protocols around the curriculum, teaching and learning activities, and provision of support services for Koorie students.

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Protocols for Koorie Education in Victoria

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WA Department of Education resource for bilingual learning. It is predominantly for EAL/D teaching, but much of it's relevant for any classroom.
http://det.wa.edu.au/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13357238&stream_asset=true