In the next section, you will see a video of myself demonstrating an effective strategy to teach non-Indigenous students about Indigenous Histories, cultures and lifeways. I have chosen to provide an example of a Grade Two Geography lesson, in which the students will engage with the resource ‘Six Seasons Calendar for Melbourne’ (Gott, n.d.), which can be found in the reference list.
Victorian Curriculum links:
VCGGK066:
Content description:
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
Elaboration: inviting members of the Traditional Owner Group to talk about Country and Places of cultural and historical significance to the Aboriginal and Torres Strait Islander community in the local neighbourhood, suburb, town or rural locality
(Victorian Curriculum and Assessment Authority [VCAA], 2016)
VCGGK067:
Content description:
Weather and seasons and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander peoples, describe them
Elaboration:
Comparing the Aboriginal or …show more content…
I have shown effective anti-racist pedagogy, by facilitating an increased understanding of the local Indigenous (Wurundjeri) culture to my students in Melbourne. I have also asked my students to step away from their cultural understandings, and see the advantages of the Six Seasonal Calendar of the Wurundjeri community, in comparison to the western four seasonal calendar. This is conductive with my wish to promote reconciliation, as my students may increase their understanding, respect and appreciation of Wurundjeri culture. With the students’ posters displayed around the school, it is hoped this understanding, respect and appreciation will spread to the wider
Victorian Curriculum links:
VCGGK066:
Content description:
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
Elaboration: inviting members of the Traditional Owner Group to talk about Country and Places of cultural and historical significance to the Aboriginal and Torres Strait Islander community in the local neighbourhood, suburb, town or rural locality
(Victorian Curriculum and Assessment Authority [VCAA], 2016)
VCGGK067:
Content description:
Weather and seasons and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander peoples, describe them
Elaboration:
Comparing the Aboriginal or …show more content…
I have shown effective anti-racist pedagogy, by facilitating an increased understanding of the local Indigenous (Wurundjeri) culture to my students in Melbourne. I have also asked my students to step away from their cultural understandings, and see the advantages of the Six Seasonal Calendar of the Wurundjeri community, in comparison to the western four seasonal calendar. This is conductive with my wish to promote reconciliation, as my students may increase their understanding, respect and appreciation of Wurundjeri culture. With the students’ posters displayed around the school, it is hoped this understanding, respect and appreciation will spread to the wider