Indigenous Education and Perspectives Aboriginal Culture

Question: Discuss about the Indigenous Education and Perspectives Aboriginal Culture. Answer: Primary School Age Children Introduction Ask one pupil to read from Australian Aboriginal Culture Resource Book the second chapter that discusses Australians indigenous cultural heritage and variances. Explain the section to the children based on your knowledge of numerous indigenous cultures and tribes throughout Australia and clearly illustrate to the pupils with a map that show sacred sites and varied cultures of people. Strategies Ensure total participation by every student. After reading the second chapter that discusses indigenous cultural heritage in Australia, ask the children open-ended questions to find out whether they have conceptualized what Australians native cultural heritage entails. Carry a collaborative social-cultural approach using the groups of four as laid down in the resources. Under this method, children will freely discuss the aspects of indigenous cultural heritage and differences in Australia. For example, different rights of passage, cultural beliefs, and norms. Encourage pupils to explore available options through program solving, questions and ethical dilemmas that explore tribal rights beliefs, norms attitudes, and manner of life. This will help students learn why particular gender is discriminated against the other, and rights to own Name of Experience Australians Indigenous Cultural Heritage Age group Kindergarten children aged between 3 to 5 years Description Group the class of children into groups of four children and design sufficient number of a board game that the children can use. Provide dice around each board such that children can pick up the cards of indigenous symbols. This dice game over the board also allows room for children to think about indigenous history, culture, and perspectives of different families. figure above shows indigenous Australians cultural heritage) Give a map to the primary age students that show sacred and significant objects in Australia. Present Australian map that demonstrates the location of various communities whose culture vary. Provide a pictorial representation of how indigenous communities in Australia keep their cultural heritage alive by passing arts, rituals, and knowledge from generation to other. Rationale Primary age students are anxious about learning the aspects of Aboriginal and Torres Strait Islander cultures that are diverse and complex. Students learn that indigenous cultural heritage in Australia gives an old history in the world. Students learn that aboriginal cultures of people have been able to survive for long and keep to changes over time due to people's desire to own cultural identity. Through the indigenous cultural heritage, children learn that aboriginal communities in Australia keep their cultural heritage viable through educating their children the arts, rituals, knowledge, and performances of the tribe. This is done from one generation to the next, and once students learn this, this will also share the art of cultural heritage with the rest of younger generation. The pupils can reflect back their learning about indigenous culture and where their cultural heritage originates since there is a pictorial representation showing sacred objects and sites of their originality. Resources Laminator, scissors, pencils, and glue Arrange four chairs around a table Australian Aboriginal Culture Resource Book Make small plastic Australian tribe peoples doing their ritual rites so that children can clearly identify variances in culture heritage. Pictorial books where the children can draw setups. Make graphic representations showing the sacred places where a given community went for worship. Provide cardboards with sufficient markers to mark the board. Make cards with images of indigenous Australian cultural symbols, beliefs, and attitudes. Prior to School Age Children Introduction Introduce dreaming stories of Australia by narrating different stories that form the history of various clans and tribes in the continent. Also, describe dreaming stories that portray the real picture of Australia with different tribes. Form groups of between 4 to 5 where the kids will form a group learning circle to exchange ideas on indigenous cultures and stories of origin. Ask those young children who understand their creation and origin stories to narrate to the other members of the group to form a basis for discussion Strategies Ask all children to participate through sharing ideas, discussing their inspirational stories, and appreciating those who already know something about their origin. Employ the strategy of asking open-ended questions about dreaming stories and indigenous cultures of people in Australia For example, who is superior to human beings and animals? Who created the world?. Carry out a holistic process of social-cultural approach where pre primary age students will discuss and gain knowledge about native animals, spirits, trees, and people(Logan, 2012). Through this method, children will know the relationship between dreaming and reality. Name of Experience Dreaming creation histories of Australia Age group Year 1 and 2 Children Description In the groups of four, an educator introduces narration of dreaming histories of various clans, tribes, and cultures of Australia. And how year 1 children utilize the creation stories to explain nature of land, people, plants, and spirits. Purchase a simplified atlas that show geographical features and the whole Australian continent map. Point out that all stories related to the creation of people, plants, and animals originate from numerous indigenous clans, with their beliefs, norms, languages, and customs(Battiste, 2011). Ensure that whenever you introduce narrating a new story to the primary students, you can pin its origin on the atlas and map. Group the baby care children into groups of 4-5 kids and discuss arts and decorate them in respect to their story of origin. Rationale This experience is significant to both the teacher and the students. All year one age pupils learn about indigenous dreaming stories and sophisticated beliefs, customs, and attitudes about creation. Little children understand that Australia is composed of numerous tribes and clans whose Dreaming stories vary even before joining primary education. Through the narration of dreaming histories by the young kids in the circles, they learn that people were different from animals, and this is exemplary manifest even in the current world. Human beings are ever celebrated and of high intelligence than animals. Prior to school age children need to study the different and distinguished ways of knowledge in a civilized manner. The aspect of educating children about cultural diversity results to formation of unique identities and shared experiences. The prior to school age children can remember all lessons about indigenous culture and through the narration of dreaming stories since this creates an imagination and visual outcome. Resources Atlas and map of Australia Drawing tools such as pencils, cardboard, glue, felt, and razor blade Moon board representing indigenous Australian cultures Arrange 4 to 5 chairs in a circle to form a group Chalks for class representation Use Microsoft Word to write a book that suits primary age students in year 1 Scruptures of animals, people, and indegenous plants Critical Reflections I have always believed that cultural heritage reflects the old ways of living built up by our ancestors, and has been being passed from one generation to another given to them because of their conception and birth. People of different tribes embrace cultural heritage across all their diversity in beliefs, ways of life, behaviors, and their rituals; which has also formed part of the reason why I feel indigenous people were different (Smith Wobst, 2004). These values were formed from my working with people of diverse cultural identity, my upbringing, and the little knowledge I gained after studying the Australian Aboriginal Culture Resource Book (Kitson Bowes, 2012). My feelings and interpretations after learning from these past experiences and education drove me to the belief that I should accept all people and embrace the diversity of all manner even when it is insignificant (Kitson Bowes, 2012). I think this was because of my ignorance. For one, how would I become a teacher of ki ndergarten children and teach them indigenous cultures, inclusive, and cultural identity variances while I did not understand the basics due to my ignorance?. From my experience, some communities look down upon or have prejudice on cultural heritages of the other tribes. As a teacher, I would educate the children that every tribe and community in Australia are equally important and their cultural heritage should be respected. I would further make students understand that it is important to protect their cultural materials, sacred and significant sites, and objects (Battiste, 2011). I am looking forward to visiting cultural heritage conferences on the indigenous history of Australia. I think this would form a solid starting point for me to learn about local indigenous cultural heritage records, as well as plans of enabling successful learning about local community cultural changes (Venn Quiggin, 2007). Indigenous education and perspectives on Australian cultural heritage of different communities are beneficial to the children (Smith Akagawa, 2008). From the knowledge gained in this unit, I have shaped an awareness that all children in Australia should have total access to their cultural identity and heritage (Battiste, 2011). I believe that children need to learn these aspects from the period they can understand and interpret events so that they may not lose their cultural identity in future (Logan, 2012). I have learned that for indigenous Australians, the land is the essence of all spirituality and this relationship and the spirit of Australia is core to the events that are significant to aboriginal children today. However, in the current world children have forgotten their cultural heritage and do not even understand the geographical boundaries that separate their communities (Rolfe Windle, 2003). Also, I have come to realize there are numerous importances of indigenous perspectives in the classroom for aboriginal children. To teach domestic students, I believe that one must understand their personal views first, with ultimate expectations (Greer, 2010). I believe that educators should know the proximate cultural identity, beliefs, history, and attitudes of the child in good detail. It is evident from my experience that educators require understanding the indigenous children and their families, with influence to land ownership, community development, cultural beliefs, and cultural identity (Logan, 2012). I believe that the manner in which children learn is determined by their cultural heritage upbringing as well as education systems that they undergo. Aborigines and Torres Strait Islanders identified themselves through their relationship to others, their language, and land areas (Langton, Palmer, Rhea, 2014). Presently, children should define themselves through their words and stories which can be expressed through arts, religion, sports, family, and ritual ceremonies (Battiste, 2011). As a teacher of kindergarten children, I plan to use pupils from different communities, tribes, and origins to share their story of life as informed by their parents to the others to enhance recognition of cultural heritage. I think that setting high standards and expectations to empower pupils to celebrate their cultural heritages and identity will be a unique teaching approach. In Australian continent, we have over 600 clan groups who have distinct beliefs and cultures (McConaghy, 2000). For instance, I could do this by incorporating indigenous students connection to the land, sacred grounds, and ritual rites into a lesson. According to my observation, I have a feeling that there was still an extra need for further authentic indigenous education programs to be organized across all kindergarten schools (Miller, 2011). I believe that children require intensive learning to function in diverse communities. This has been a long journey of learning in this unit, EDU10005: Indigenous Education and Perspectives where I have gained detailed knowledge about authentic indigenous lesson plans. From this experience, I have learned that it is vital to respect the relationship between indigenous people with cultural heritage perspectives of land, sacred beliefs, and gender rights (Arthur, L 2013). Educators utilizing Australian culture; stories must know that these just believe and that are based on deceased ancestors. I think that taking the initiative to introduce all pupils to indigenous cultural heritage lessons and learning experiences require the teachers to show dedication and understanding of all cultural heritages in Australia. Children must be made to know that our ancestors owned different cultural identities when it came to land, a way of life, and property ownership (Baker, 2011). Finally, I value integrating all indigenous cultural heritage styles of learning, such as symbolic, visual, experimental learning, and hands-on learning. I incorporated all these approaches a step which resulted to multiple intelligence in the mental capability of the children (AITSL. 2014). References AITSL. (2014). Professional Standards for Teachers. Teacher Standards. Know the content and how to teach it. Standard 2.4. Arthur, L (2013). Documenting and Assessing Children's Learning. (p.288). Programming and Planning in Early Childhood Settings. 5th Ed. Australia: Cengage Learning. Baker, C. (2011).Foundations of bilingual education and bilingualism(Vol. 79). Multilingual matters. Retrieved from; https://books.google.co.ke/books?hl=enlr=id=HAwxBQAAQBAJoi=fndpg=P R6dq=educating+children+on+Indigenous+Cultural+Heritage+2011ots=TaBbZM YkeIsig=lw3yKhnEpKyXXqB6cxzJGprZ3M0redir_esc=y#v=onepageqf=false Battiste, M. (2011).Reclaiming indigenous voice and vision. UBC Press. Retrieved from: https://books.google.co.ke/books?hl=enlr=id=onnyhAHq7rMCoi=fndpg=PR5 dq=educating+children+on+Indigenous+Cultural+Heritage+2011ots=1dj4tHhKzJ sig=wj0pg4FWAO-cHtXYzaxbyeTuNQ4redir_esc=y#v=onepageqf=false Greer, S. (2010). Heritage and empowerment: community?based Indigenous cultural heritage in northern Australia.International Journal of Heritage Studies,16(1-2), 45-58. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/13527250903441754 Kitson, R., Bowes, J. (2012). Incorporating Indigenous ways of knowing in early education for Indigenous children. Australasian Journal Of Early Childhood, 35(4), 81-89. Australia: Macquarie University. Langton, M., Palmer, L., Rhea, Z. M. (2014). Community-oriented protected areas for indigenous peoples and local communities.Indigenous peoples, national parks, and protected areas: A new paradigm linking conservation, culture, and rights,84. Retrieved from: https://books.google.co.ke/books?hl=enlr=id=VGYIBAAAQBAJoi=fndpg=P A84dq=Australians+Indigenous+Cultural+Heritage+2014ots=p5HjvLlxA_sig=9 NCn25mG0Mp2ZeLu9fQiE-y7aMkredir_esc=y#v=onepageqf=false Logan, W. (2012). Cultural diversity, cultural heritage, and human rights: towards heritage management as a human rights-based cultural practice.International journal of heritage studies,18(3), 231-244. Retrieved from; https://journals.sagepub.com/doi/abs/10.1177/1359183512454065 McConaghy, C. (2000).Rethinking Indigenous education: Culturalism, colonialism and the politics of knowing. Flaxton, Queensland: Post Pressed. Miller, M. (2011). Embedding Indigenous perspectives in the Early Childhood Curriculum Educating Young Children - Learning and teaching in early childhood years.Early Childhood Teachers Association 17(2), 37-39. Rolfe, J., Windle, J. (2003). Valuing the Protection of aboriginal cultural heritage sites. 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