Indigeneity - English Learning Area Resources by SeamusK

Indigeneity - English Learning Area Resources by SeamusK https://padlet.com/seamuswkavanagh/englishindigeneitydic This Padlet aims to help English teachers maintain inclusive and supportive classrooms, particularly focussing on strategies related to Indigenous students. The core idea of this Padlet is promoting inclusivity by integrating Indigenous perspectives into the Victorian English classroom and curriculum. en-us 2018-10-05 04:32:44 UTC 2024-05-24 23:51:32 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Shakinghands.png Amy Thunig and the 10 questions seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289457041 A well written piece by Amy Thunig, a Kamilaroi woman and recipient of 2018 Margaret Dooley Fellowship for Emerging Indigenous Writers. She discusses the ten most common questions asked of her by students that contain stereotypical or misguided assumptions]]> 2018-10-05 04:35:23 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289457041 Selecting Resources seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289457131 Fantastic document produced by the QLD government on selecting appropriate resources for the classroom. Allows teachers to move away from tokenism or misappropriation. ]]> 2018-10-05 04:36:45 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289457131 BlackWords seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289457178 An invaluable website for Indigenous Literature resources. BlackWords is a must-visit site for all those looking to incorporate Indigenous perspectives into the English classroom. ]]> 2018-10-05 04:37:21 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289457178 ABC Education resources seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289457261 This site has great links to inter-disciplinary resources. With videos, games and more, the ABC's education resources are relevant and appropriate for the English classroom and across various domains and capabilities. ]]> 2018-10-05 04:38:06 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289457261 Applying a Critical Lens to Indigenous Literature and Developing a 'Pedagogy of Listening' seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289457322 Healy-Ingram, A. (2011). Teaching Indigenous literature : an ethics of voice. In B. Doecke, L. McLean-Davies, & P. Mead (Eds.). Teaching Australian literature : from classroom conversations to national imaginings, 70-94.

In this piece, Healy-Ingram discusses the various lenses that can be applied in the English classroom when studying Indigenous literature. She admits that teaching and developing curriculum that incorporates Indigenous literature has changed her, not simply as a professional but as a person. Healy-Ingram demonstrates that literature can move beyond simple humanist 'aesthetics' to be political, embodied and spiritual. She applies lenses often encountered in the various models of English teaching (Appleman, 2009; Locke, 2005) to an Indigenous literature unit to develop students who are challenging and interpretive. The lenses are reader-response, feminist post-structuralism, post-colonial, critical whiteness pedagogy, and creative-critical response.

Regarding inclusive teaching and learning strategies, this approach allows Indigenous voices to be centred in the English classroom in an ethical way. By promoting a 'pedagogy of listening' whereby educators and students learn from conversations (both social and pedagogical) with Indigenous colleagues, friends and community members. This is a foundational strategy for engaging with Indigenous students and Indigenous literature in the Victorian English classroom. ]]> 2018-10-05 04:38:56 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289457322 Indigenous Writers Prize seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289458373 2018-10-05 04:52:37 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289458373 Too many Australians remain ignorant of Aboriginal writing - Tony Birch seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289458615 In this article, Tony Birch explains that too many Australians react to Indigenous literature defensively. Birch labels this the 'disloyalty effect' as ignorant white Australians view literature that does not align with a particular national story as a critique on Australia. A helpful read for encountering the politicised nature of Indigenous literature in the English classroom. ]]> 2018-10-05 04:55:07 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289458615 Bangarra Dance Theatre seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289459077 Inspired by Bruce Pascoe’s award-winning book of the same name, Dark Emu explores the vital life force of flora and fauna in a series of dance stories directed by Stephen Page.

"Irrespective of the colour of your skin, your connection to country or your interest in the performing arts, [Bangarra presents] the best kind of integrated contemporary performance on offer"

Australian Stage 2016

]]> 2018-10-05 05:01:24 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289459077 Growing Up Aboriginal in Australia seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289459294 An anthology that asks the question: what is it like growing up Aboriginal in Australia?]]> 2018-10-05 05:04:18 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289459294 You Can't Ask That seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289459430 I would recommend this show to anyone, not simply from an education context. This is an invaluable resource for the notion of perspectives of marginalised Australians. This particular episodes focusses on interviews with Indigenous Australians that highlight the ongoing difficulties of Aboriginal Australians.]]> 2018-10-05 05:05:28 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289459430 seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289459587 This Padlet aims to provide resources, articles and teaching strategies to improve learning outcomes for Indigenous Australians by incorporating Indigenous perspectives in Victorian English classrooms.

The first column offers helpful resources that can be applied to the Victorian English context.

The second column provides scholarly articles that focus on incorporating and celebrating Indigenous perspectives in the English classroom. The selected articles focus on the 'how' of inclusive education - how can teachers create inclusive and welcoming classrooms for all students, but in particular, Indigenous students. Above each of these articles is an explanation as to how the ideas expressed in the article can be implemented as an inclusive teaching and learning strategy or school management practice. These relate to relevant policy documents.

Lastly, we have included some links to media articles, performances, books and more that provide further information/knowledge/issues on this theme.

Background image: Dark Emu, Bangarra Dance Theatre Australia, 2018. ]]> 2018-10-05 05:07:39 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289459587 Quality Teaching and Cross-Cultural Understanding seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289460881 Shipp, C. (2013). Bringing Aboriginal and Torres Strait Islander perspectives into the classroom: Why and how. Literacy Learning: The Middle Years, 21(3), 24-29.

Shipp, whose family is from the Wiradjuri nation, offers strategies and resources that can help include Indigenous and Torres Strait Islander perspectives in the classroom.

Shipp highlights that quality teaching is paramount to ensuring learning outcomes for Indigenous students are improved. This relates clearly to the goals stated in the Melbourne Declaration (2008) and the Framework for Embedding Koorie Cultures, Histories and Perspectives in Victorian Schools (the Framework)(VAEAI, 2011). Shipp contends that inclusive learning and teaching strategies must stem from engaging with Aboriginal people, organisations and resources. That teachers must have a knowledge of their country, its history and its people in order to overcome the fear of giving misinformation of making excuses such as 'I can't teach Aboriginal perspectives because I don't understand anything about Aboriginal culture' (p. 28). ]]> 2018-10-05 05:22:52 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289460881 Using NGV Artworks to Understand Literary Perspectives seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289462502 See in particular the section on Gordon Bennett.

Bennett’s art draws on his Indigenous Australian and Anglo-Celtic background to interrogate Australia’s colonial history and,
in particular, how the social and cultural identity of this nation has been largely determined by Western culture. ]]> 2018-10-05 05:40:52 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289462502 Changing the 'Positioning' seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289463521 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(6), 19.

Vass's article (2003) draws on his research in high school classrooms to analyse and interpret teachers' inability, or unwillingness to hear, see or speak of, or within, racialised discourses. Using anecdotal evidence, Vass investigates the legitimacy of Generational Theory and post-structuralist positionality. The notion of positioning in Australia, highlights that Indigenous students are commonly positioned as 'powerless' in education settings. Whether intentionally or unintentionally, Indigenous youth are positioned as observable and subjective participants in jointly produced story lines. Further, these story lines position them as 'at risk', with the teacher, positioned as the authority in the class (Leonardo, 2009), being unable to or unwilling to contribute to or rectify a racialised exchange.

Therefore, from Vass' article, a learning and teaching strategy for the inclusive classroom is for English teachers to readily and openly engage in racialised classroom discourse in a positive and supporting manner, aiming to represent Indigenous perspectives in a fashion that belies historic portrayals Of Aboriginal as the 'other' in White Australian society. By engaging in this type of discussion in an inclusive and equitable manner, we as teachers can change the positioning of Indigenous youth in the education context. By encouraging Indigenous students to have high expectation, they will not as often reflexively position themselves to their detriment.

]]> 2018-10-05 05:52:56 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/289463521 A 'Quiz' for Educators seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/290091066 This thought provoking quiz can be used by educators as an exercise to gauge how much (or how little) we really know about local Indigenous cultures/histories. ]]> 2018-10-07 21:57:34 UTC https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/290091066 seamuswkavanagh https://padlet.com/seamuswkavanagh/englishindigeneitydic/wish/291979434 Australian Broadcasting Corporation. (n.d.) Aboriginal and Torres Strait Islander histories and cultures. Retrieved from http://education.abc.net.au/home#!/topic/494038/aboriginal-and-torres-strait-islander-histories-and-cultures

Bangarra Dance Theatre. (2018). Retrieved from https://www.bangarra.com.au/

BlackWords: Aboriginal and Torres Strait Islander Writers and Storytellers. (2018). Retrieved from https://www.austlit.edu.au/blackwords

Birch, T. (2013). Too many Australians remain ignorant of Aboriginal writing. Retrieved from https://www.theguardian.com/books/2013/aug/30/tony-birch-australians-ignorant-aboriginal-writing

Heiss, A. (Ed.). (2018). Growing up Aboriginal in Australia. Carlton, Vic: Black Inc.

Healy-Ingram, A. (2011). Teaching Indigenous literature : an ethics of voice. In B. Doecke, L. McLean-Davies, & P. Mead (Eds.). Teaching Australian literature : from classroom conversations to national imaginings, 70-94.

National Gallery of Victoria. (2017). VCE Literature: Literary Perspectives. Retrieved from http://www.vate.org.au/images/stories/files/vce-resources/NGV_VATE_VCE_PROGRAM_V6_00000002_FINAL_4_April_2017.pdf

Queensland Studies Authority. (2007). Selecting and evaluating
resources. Brisbane, Qld. Retrieved from https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_g008_0712.pdf

Shipp, C. (2013). Bringing Aboriginal and Torres Strait Islander perspectives into the classroom: Why and how. Literacy Learning: The Middle Years, 21(3), 24-29.

State Library of New South Wales Online. (2017). Indigenous Writer's Prize. Retrieved from http://www.sl.nsw.gov.au/indigenous-writers-prize

Thunig, A. (2018). 10 questions I get from non-Indigenous students. Retrieved from https://indigenousx.com.au/10-questions-i-get-from-non-indigenous-students/#.W7_xpxMzbwc

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(6), 19-24.

What Works: The workbook and guide for school educators. Retrieved from http://www.whatworks.edu.au/dbAction.do?cmd=homePage

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