This Indigenous Australian Education unit has presented and exposed me to a lot of new knowledge in relation to Indigenous Aboriginal identity, culture and stereotypes. My own family identity is of non-Indigenous Australian nationality, born and raised in Western Sydney, NSW. My family race is of white-Caucasian Australian which can be stereotyped for culturally consuming beer regularly and wearing cork hats, which I categorically do not do; and using typical Australian slang phrases such as “g’day, mate, fair go, stoked and “fair dinkum” (Australian Explorer, 2000). The only Australian phrases I use which gives this stereotype some merit are “mate meaning: friend and no worries meaning: no problem / it’s okay” (Australian Explorer, 2000). My family culture is living by Christianity faith values of believing in God and Jesus; living a good, harmonious and peaceful life by respecting and treating my family and others kindly; and eating fresh Australian produced foods such as fruit, vegetables and barbeque cooked meats. The only prior knowledge I had about Indigenous Australians is the historical facts that Aboriginal Australia’s were the first living people in Australia; and of the British invasion of Australia 1788 and their settlement. I have located many useful resources to build my knowledge and assist in classroom strategies such as ‘Share our Pride Reconciliation Australia Indigenous Content, Books, Films and People’, ‘Aboriginal Perspectives Across the Curriculum (APAC) Lesson Plans’ and ‘The Australian Curriculum (ACARA) Aboriginal and Torres Strait Islander Cross-Curriculum Priorities Content Descriptors’.
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I have learned that Indigenous communication, cultural protocols and their ways of learning can be different to my
I have learned that Indigenous communication, cultural protocols and their ways of learning can be different to my