Tutorial 3 Outline Students

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School

University of South Australia *

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Course

WELF 1019

Subject

Anthropology

Date

Oct 30, 2023

Type

docx

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Uploaded by CoachSpiderPerson982

Tutorial 3 Outline Depending on how talkative your group is there will be more activities that you can do. A lot involve using a website or the Word doc as a spinoff for discussion. Activity 1 - Welcome and Introduction – 15 minutes Activity 2 – Introduction to Practice Standard 2 SHOW PS 2 on screen – 15 minutes Briefly discuss the Practice Standard Standard 2 - Social workers practice in partnership with Aboriginal and Torres Strait Islander Peoples to support their priorities and aspirations. All are important but focus on 1,2,3 and 5 1. demonstrate awareness of the diversity among, and differences between, Aboriginal and Torres Strait Islander cultures throughout Australia 2. demonstrate respect for the knowledge and lived experiences of Aboriginal and Torres Strait Islander Peoples, and privilege their voices 3. recognise and draw upon the cultural knowledge, experience, and wisdom provided by Aboriginal and Torres Strait Islander Peoples to guide approaches to practice 4. follow appropriate cultural and communication protocols in each and every engagement 5. recognise the impact of colonisation, institutionalised racism and how the history and power of social workers as part of the system may be perceived and experienced 6. advocate for the significance of connection with land and Country, and commitment to safeguarding the physical, ecological and spiritual environments of Aboriginal and Torres Strait Islander Peoples 7. support action to identify and address inadequacies and gaps to services across all levels of support, prevention, and intervention 8. advocate for the removal or prevention of social policies and programs that serve to impede the right to be self-determining. Activity 3 - Quiz for Tutorial 3 – Practice Standard 2 – 25 minutes (majority of time on terminology) 1. What percentage of the population do Aboriginal people represent? ANS from (ABS 2021) a. 3.2% b. 10.7% c. 25.9% d. 38.1% 2. A person is Aboriginal IF a. Is of Aboriginal descent b. Identifies as an Aboriginal person c. Is accepted as an Aboriginal by the community in which he or she lives. d. All of the above 3. What's the appropriate term? a. Aboriginal and Torres Strait Islander peoples b. Aborigine c. Indigenous d. Black

e. Blackfella f. First Australians g. First Nations People. . . Activity 4 - Pairs Conversations – one minute answers for each person in the pair. At the end of each pair review the key points as a group. – 25 minutes Students line up in two rows facing each other. 1. What does it mean to ‘privilege’ someone’s voice and what would that look like in practice? 2. How do I demonstrate knowledge and lived experience of people – what would that look like in practice? 3. What has been the impact of colonisation of Aboriginal and Torres Strait Islander Peoples? Since the colonisation of Australia by European settlers, Aboriginal and Torres Strait Islander Australians have experienced extreme hardships, ranging from the loss of traditional culture and homelands to the forced removal of children and denial of citizenship rights. The colonisation of Australia has caused much trauma among Aboriginal people. Because they couldn't cope with what was happening many developed mental illnesses. The dispossession, loss of identity, loss of land, this has all led to a whole lot of lost people 4. How might the history and power of social workers as part of the system be perceived and experienced by Aboriginal and Torres Strait Islander Peoples? In terms of social work practice, realising first generation rights means advocacy either on behalf of individuals or disadvantaged groups. Community development has a special role in working with Indigenous communities as many of our communities are struggling with enormous problems and disadvantage. The problems that we face are so complex and often so entrenched that it can be counter productive to just intervene at an individual level. Activity 5 – Cultural Plan – 20 minutes – if time https://deadlystory.com/icms_docs/321166_Cultural_Support_Plan_-_example.pdf Activity 6 – respectful relationships – 10 minutes – if time https://shareourpride.org.au/sections/respectful-relationships/index.html go to website and follow arrows – 6 main points

Social Work Toolkit 1. Example of a cultural plan https://deadlystory.com/icms_docs/321166_Cultural_Support_Plan_-_example.pdf 2. Respectful relationships https://shareourpride.org.au/sections/respectful-relationships/index.html 3. Terminology - https://www.commonground.org.au/learn/aboriginal-or-indigenous 4. Learning Kaurna - https://www.kaurnawarra.org.au/ 5. Map of Country - https://aiatsis.gov.au/explore/map-indigenous-australia 6. Privileging voices - https://www.croakey.org/for-parents-teachers-and-children-some-resources-for-decolonising-education/ https://humanrights.gov.au/our-work/race-discrimination/publications/2012-face-facts 7. The Voice – Legal Literacy Project - https://www.referendum-voice.com.au/team.html

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