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This Padlet aims to give an introduction as to how to incorporate Indigenous perspectives into teaching in the Humanities.

In order to provide a foundation, there is Flinders University's (2017) terminology guide to provide teachers with confidence in talking about these issues.

The academic articles increase understanding of how to teach Indigenous perspectives while the Yarra Healing is a useful resource for teaching knowledge that is local to inner-Melbourne.

Background painting by Indigenous artist Albert Namitjira. Source: https://auctions.leonardjoel.com.au/Full/671/40415671.jpg

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Both my experience and literature support the idea that many teachers can be insecure about how to talk about Aboriginal and Torres Strait Islander peoples.

A terminology guide produced by a reputable institution with references is a good place to start. This guide acknowledges that there isn't universal acceptance or rejection of particular terms and instead labels various terms as "more appropriate" or "less" appropriate.

This guide was created by Flinders University and should alleviate these fears and provide confidence to teachers that they are using appropriate terminology when discussing Indigenous issues.

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Flinders Uni Indigenous Terminology Guide

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Overview of Indigenous perspectives and how to teach them

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Overview of Indigenous perspectives and how to teach them

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Gilbert and Keeley (2013) use this chapter to provide a solid foundation of how to include Indigenous perspectives in the classroom.

The chapter emphasises that the teaching of Indigenous histories, cultures and perspectives is not only beneficial for student learning but is a moral imperative in order to promote reconciliation.

The chapter emphasises the importance of place to Indigenous culture and identity and encourages schools to teach local knowledge for the benefit both of the students and the local Indigenous community.

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Gilbert Keeley Teaching Indigenous Perspectives

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Issues with Teaching Indigenous Perpectives

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Issues with Teaching Indigenous Perpectives

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Birch's article (2010) deals with one of the most common problems with teaching Indigenous perspectives in the classroom: teacher's lack of confidence in their own content knowledge.

Birch praises the way in which Indigenous perspectives are incorporated into the Australian Curriculum but worries that the teaching of this area suffers due to lack of teacher knowledge.

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Harrison an Greenfield's (2011) article is useful for teachers embarking on teaching Indigeneity.

It explains the distinction between Indigenous knowledge and Indigenous perspectives and look at how Indigeneity is taught in a number of schools and how it could be improved.

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

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Something that is regularly emphasised in academic literature on teaching Indigenous perspectives is that making learning local allows it to come alive for the students.

The website Yarra Healing is appropriate for this as it provides teaching and learning resources about Indigenous cultures and histories of the peoples in Melbourne and the surrounding areas.

It provides a variety of resources (including videos and writings) which focus on giving voice to local Indigenous perspectives. To that end, a number of Koorie people are profiled, including both high-profile members of the community and regular people, drawing on their heritage and their connection to place.

Additionally, the website provides information about other institutions and Aboriginal organisations from where you can draw knowledge about local Aboriginal people.