A section in the chapter explains the difference between Aboriginal Australians and Torres Strait Islanders, which these people can often be mistaken as the same groups. "Indigenous Australians are the original inhabitants of the Australian continent, and Torres Strait Islanders of the Torres Strait Islands, at the most northern part of Queensland" (Perso T and Hayward C 2021:29). When regarding both Aboriginal Australians and Torres Strait Islander people, it is acceptable to refer to these groups as Indigenous Australians. Yet what makes this chapter a valuable learning resource is how it goes into depth about all the different nation-groups, clans and languages. It is very heavy on the theme of Country in this way. 

AITSL Standard 1 purely revolves around student identity, and on a broader outlook, Standard 1.4 asks for educators to demonstrate an understanding of culture and cultural identity. This standard is heavily reflected in the chosen resource, ‘Understanding who your students are’ (2021). The chapter speaks of the term virtual schoolbag, which is what a student brings to school – holistically. They bring their identity, culture, language and their prior knowledge. It is empowering for students to know that their virtual schoolbags are acknowledged by their teacher/s and peers, and that they are able to use the contents of the virtual schoolbag to individualise their learning. 

Cultural differences are the main challenge of westernised schooling and education for Aboriginal and Torres Strait Islander students. If educators are able to efficiently apply and inform themselves about the common barriers found between Indigenous and non-Indigenous pedagogies, steps will be taken towards better supporting Aboriginal and Torres Strait Islander students. It is quoted at the beginning of the chapter, “Aboriginal and Torres Strait Islander students don’t care what a teacher knows until they know a teacher cares” (Perso T and Hayward C, 2021:27), and this again links to AITSL Standard 1 ‘Know students and how they learn’ (Australian Institute for Teaching and School Leadership, 2017) by highlighting the importance of knowing your students, their strengths and their weaknesses in learning. 

Justifiably, the AIATSIS Map of Indigenous Australia can be used as a learning resource in primary school classrooms all across Australia. It can be used as a starter resource, something that introduces the theme of a lesson or activity or just as a general learning tool. Further learning to gain from using this resource would be discovering more about each nation, since they are "each with their own culture, customs, language and laws" (AIATSIS, 2022). From the Victorian Curriculum and Assessment Authority (VCAA), it is stated in the Level 1 Geography curriculum that there is to be lessons on “Aboriginal and Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander peoples, and the ways in which they maintain special connections to particular Country/Place” and using the AIATSIS Map could be a great way to do such learning. 

In correlation to AITSL Standards, the AIATSIS Map of Indigenous Australia can be used to aid educators and inform them of history, language and culture. AITSL Standard 2.4 outlines that educators must understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians and this can be shown by demonstrating broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and language (Australian Institute for Teaching and School Leadership, 2017). Studying this resource would promote practice of this teaching standard and would grow knowledge and understanding of the diversity of Indigenous identity. 

This resource covers themes of Country and identity, it highlights how it is incorrect to umbrella all Indigenous peoples together. Aboriginal and Torres Strait Islander people belong to various groups across the Australian continent and it is a crucial part of their identity and culture.

Author of the 2022 NAIDOC Week materials is Shelley Ware. She is an Australian Aboriginal TV personality, educator and corporate speaker. To critically evaluate the resource/s at hand, the NAIDOC Committee – along with Ware – provides physical, digital and visual resources to promote and encourage all types of learners to participate. It is all very correct in the way it is presented and has endless links to additional resources – which means potential additional learning. 

Though NAIDOC Week is only celebrated for the duration of one week, the resources provided by the NAIDOC Committee are able to be used all year round for classroom experiences. The committee formulate majority of their resources to send to schools, so the resources are designed for “exploring Aboriginal ways of learning and working, such as interconnectivity and holistic thinking” (Ware S, 2022). The celebrations of NAIDOC Week are able to “encourage connection with local Aboriginal and Torres Strait Islander community members, Traditional Owners, Elders, Land Councils, and other Indigenous community organisations” (Ware S, 2022). This demonstrates respect for Aboriginal and Torres Strait Islander peoples, their history and their cultures which abides by AITSL Standard 2.4. 

The chosen resource has links to the vast theme of identity, as well as AITSL Standards 1.4 and 2.4. it links to identity by providing opportunities for Aboriginal and Torres Strait Islander peoples to connect to self. While connecting to self, this also encourages connectivity amongst Country, family, kinship, community and culture. While connections to the AITSL Standards are more so issued but will need to be attained by teachers individually. The NAIDOC Committee wishes for teachers to teach using the materials they are provided with, and by doing so, teachers successfully acknowledge AITSL Standard 2.4. 

This resource is an interesting and direct way of incorporating Indigenous pedagogy into lessons. It covers bases of addressing identity, Country and reciprocity by outlining an aim to be respectful, relevant and responsible throughout these lessons. 

The Four R’s consist of:

-          Respect for First Nations cultural integrity

-          Provide education that is Relevant to First Nations perspectives and experiences 

-          Foster Reciprocal relationships 

-          Demonstrate Responsibility through participation 

The main ideas presented in this learning resource are incredibly significant and are key to achieving successful learning. Kirkness V.J. and Barnhardt R (2001) created the Four R's to teach educators and schools how to Indigenise and decolonise schooling. From the words of the blog post itself, "respect is a concept that often feels more abstract than action-based". This quote can be taken as a generalization of attitudes towards Indigenous education as a whole, “a concept that often feels more abstract than action-based”. If the Four R’s were to be incorporated into all Australian schooling, action will be taken and good change will happen. 

This learning resource cross-checks beautifully with AITSL Teaching Standards 1.4 and 2.4. The Four R’s can allow educators to demonstrate broad knowledge of culture and cultural identity, respect for Indigenous Australians’ histories and languages, which is loudly stated in both Teacher Standards listed. 

Though Thorne is Canadian and her blog post is mainly sourced by Canadian academics, everything that was talked about and provided can be adapted to focus on any countries Indigenous peoples and their cultures. It is a basis for Indigenous education practices, not just for Canada’s Indigenous peoples. The name ‘Four R’s’ is repetitive and will easily be remembered by the young students it would be taught to.

Either the blog post or the Four R’s – more directly – can be used by educators and schools alike to add to a portfolio for Indigenous education.