Yulunga: Traditional Indigenous Games 

Australian Sports Commission (2008)


To analyse the following resource the Yarns Tool presented by Shay and Oliver (2021) will be used. This resource was developed in 2008 by Ken Edwards and Troy Meston as part of The Australian Sports Commission. The authors do not identify themselves as Aboriginal or Torres Strait Islander. However, for the creation of this resource they consulted and worked along with Indigenous people who were asked for authorisation to use their games, and they were and are recognised for their work and contribution.

The Australian Institute of Sports (2020) emphasises that Acknowledgment of Country has to be performed and that
local Elders must be invited to participate in any way before starting events or units of work that involve the use of Traditional Indigenous Games.

This educational resource aims to contribute to the implementation of Indigenous Australian perspectives and
knowledge across schools. Additionally, in all sports cards are pictures that represent Indigenous peoples playing the game and a background section that explain the origin of the game and its importance for their community. 

It does not contain any form of racist terms for Aboriginal and Torres Strait Islander peoples and knowledge about the Indigenous communities and culture is shown.
Shay and Oliver (2021) outline the importance of the language used as it can be influential on the way they perceive Indigenous culture.

This resource meets the AITSL standard 2.4 at a proficient level as through games it provides opportunities for children to show respect for and build an understanding of Aboriginal and Torres Strait Islander languages, communities, stories, and cultures. Furthermore, Marsden et al. (2021) state that First Nations Cultures and histories cross-curriculum priority is shaped in a way children engage in recognition, reconciliation, and respect of the oldest Indigenous Cultures in the world. This resource supports this idea as it aligns with the content descriptor VCHPEP113 and the following elaboration:’ ‘exploring Aboriginal and Torres Strait
Islander understandings of special places and the connection of these places to physical activities (HBPA)’ (VCAA 2017).  that links with First
Nations content and the cross-curricular priority of Indigenous Histories and cultures.

 

This resource also links us back to Indigenous Identity as it portrays Aboriginal and Torres Strait Islander peoples’ traditions and language, its content is sensible and does not
show any negative stereotype against First Nations people. Shay and Oliver (2021) explain that the concept of Indigenous Identities is very diverse as it
involves ways of being, knowing, and doing. Identity from First Nations peoples' perspectives is not something you can choose; it is something that represents who you are and how you see yourself. Your blood connection, loyalty
to your community, respect for different languages, and Elders in the community are aspects that shape your identity. However, Indigenous people's identities
have been stolen when the British invasion took place in 1788 and they declared that Australia was Terra Nullius. I believe this resource does an excellent job
at giving a brief background for each game so every kid that uses it not only learns about a new skill but also become more sensible and learns to respect
Aboriginal and Torres Strait Islander identities.

To analyse the following resource the Yarns Tool presented by Shay and Oliver (2021) will be used.

The Author of this interactive Australian Languages Map is First Languages Australia, this organisation has worked directly with Indigenous communities to gather the data presented on the Interactive map.

This resource differentiates each language and its community and allows First Nations communities to take control ‘over the way their languages are publicly represented’ (First Languages Australia
n.d), students can search for the name of the language on the map and they will be able to look at all the information about that country, language, and
community members. It does not group all Aboriginal and Torres Strait Islander people into a homogenous group. In addition, people from each of the Countries
are represented individually in each language video. This shows that the
resource portrays a diverse knowledge about the country and identity through
the representation of more than 780 traditional language groups. Gambay- First
Languages Maps links to the  Australian Curriculum content descriptor: ‘The importance of conserving the remains of the
ancient past, including the heritage of Aboriginal and Torres Strait Islander
Peoples’ (ACHASSK171)
by meeting one of the elaborations which are about preserving Aboriginal and Torres Strait Islander languages and the importance of bringing back and
maintaining these languages.

 By using this resource teachers can also reflect on AITSL standards (2017) 1.4 and 2.4 as the map can
be used as a stimulus to connect with Indigenous people and discuss their connections to languages and country in Australia, this will allow students to develop an understanding of and pay respect to Aboriginal and Torres Strait Islander languages, cultures and perspectives. When teaching about language teachers will ensure to communicate it in respectful ways as this can be a
sensitive topic for Aboriginal and Torres Strait Islander students, especially for those who have been separated from their language, families, and country (First Languages Australia n.d).

Ober et al. (2021) Express that most Indigenous students speak a traditional language, a creole, or Aboriginal
English at home. This resource is a great tool they can use as it helps them to preserve their cultural self-identity. To be able to understand Aboriginal and Torres Strait Islander people’s identities it is necessary to respect and
acknowledge their ways of being, knowing, and doing (Ober et al. 2021). This digital resource strengthens Indigenous identities as it incorporates their
knowledge in their work and invites Indigenous people to share with them their language and tell their stories about their country. 

The book aligns with the content descriptor ‘Describe what they have learned about themselves and others from intercultural experiences including a critical perspective on and respect for their own and others cultures (VCICCB006)’
(VCAA 2017). We can meet this content descriptor by focusing on the elaboration which emphasises showing respect by comparing the different cultural norms (The
Victorian Curriculum). 
Even though this book is a good resource for children to
understand the ways of respect that Indigenous people live by, and the way we can show respect to the land, animals, and each other; I consider that to get students involved in the topic it is necessary to use this resource as part of a
whole lesson where after they have watched the video, they can analyse in depth the concept of respect and experiment different ways to understand and respect cultural diversity.

This resource can allow teachers to put into practice the
AITSL standards 1.4 and 2.4 as teaching about respect for Aboriginal and Torres Strait Islander people’s cultures is a sensible way to promote reconciliation. In addition, if any Indigenous students are interacting with the resource the
teachers will have to ensure they are familiar with the strategies and protocols they have to follow to ensure that duty of care is put into practice and they are being culturally sensitive.

This resource also relates to the concept of Country and belonging as from an Indigenous perspective we belong to
the land; the land does not belong to us. In the story, the main character shows respect for everything in the Country, like animals, family, ocean, and stars.

Rose (1996) believes that through the connection that Indigenous Australians have with the land, they developed
knowledge and understanding of its needs and resources. From their perspective, there is a history for every place. Each place has a song, dance, art, or story that represents the sacred creation of the traditional owners of the land.

 

Australia Sports Commission (2008) Yulunga: Traditional Indigenous games, Australian Government, accessed 27 September 2022. 

 

Australian Curriculum Assessment and Reporting Authority ( 2020),Aboriginal and Torres Strait Islander Histories and Cultures, ACARA, accessed 5 October 2022.

 

Australian Institute for Teaching and School Leadership (2017), Teacher Standards, AITSL, accessed 5 October 2022.

 

First Languages Australia (n.d) Gambay - First Languages Map, FLA, accessed 7 October 2022. 

 

Magabala books (2021) Respect, Magabala books, accessed 3 October 2022. 

 

Mohr, N (21 July 2021), ‘Respect’ by Auntie Fay Muir & read by Nick Mohr,[ Video], YouTube, accessed 4 October 2022.

 

Marsden, Perkins, and Shay (2021) Critical selection for curriculum materials in Indigenous Education in Australia: Learning and Teaching for Deadly Futures, Taylor and Francis Group. 

 

Ober, R, Pearson, N, and Bartlett, C (2021), Weaving Torres Strait Islander language and culture into education in Indigenous education in Australia: Learning and Teaching for Deadly Futures, Taylor and Francis Group. 

 

Phenomenon (2018) Welcome-to-Country , Phenomenon, accessed 30 September 2022. 

 

Phenomenon (2018) Totem,  Phenomenon, accessed 30 September 2022. 

 

Rose, D (1996) Australian Aboriginal views of landscape and wilderness, Nourishing Terrains, The Australian Heritage Commission, accessed 30 September 2022.

 

 

Shay, M and Oliver, R (2021), Indigenous education in Australia: Learning and teaching for deadly futures, Taylor & Francis Group. 

The University of Sydney (2014) Aboriginal Kinship Presentation: Totems, eThe University of Sydney, accessed 7 October 2022. 

 

The Victorian Curriculum Assessment and Authority (2017) History / Levels 3 and 4 / Historical Knowledge / Community, remembrance and celebrations , VCAA, accessed 13 October 2022.