EDU10005 Assignment 3 Portfolio (1)

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Swinburne University of Technology *

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10005

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Anthropology

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Jan 9, 2024

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Acknowledgment of country We acknowledge the Traditional Custodians of Country throughout Australia and recognise the continuing connection to lands, waters, cultures, and communities. We pay our respect to Aboriginal and Torres Strait Islander Elders past, present and emerging. We recognise the continuing sovereignties of all Aboriginal and Torres Strait Islander Nations. EDU10005 – Indigenous Education and Perspectives Required Headings Description example (Early Childhood) Name of Experience Cultural Canvas: Hands of Harmony In this activity, children will draw inspiration from the book “Respect” to understand the Indigenous cultures of Australia. They’ll create handprints, incorporating colours and symbols representing their cultural heritage, including elements inspired by Indigenous Australian art and symbols. This hands-on activity fosters respect, self- expression, and a profound appreciation for diversity within our community. Age group 4-5 years of age.

Description In this engaging experience, children will explore and celebrate their own cultural identities through creating handprints. The lesson will be introduced by reading the book "Respect" by Aunty Fay Muir and Sue Lawson, a heartfelt story that introduces the concept of respect for Indigenous culture and traditions. Following this, we will give acknowledgement to country. The children will be asked to create a collage of their own handprints, using symbols and colours that hold significance to their identity and cultural backgrounds. This engaging activity provides a meaningful platform for children to express their identity, fostering respect and appreciation for cultural diversity. Rationale Recognizing and celebrating one's cultural identity is crucial for fostering respect, self-esteem, and an appreciation of diversity. This experience aligns with the principles of cultural diversity, literacy development, and self-expression in early childhood education. It encourages children to connect with their own cultural backgrounds while valuing and respecting the cultures of their peers (EYLF,2022). Moreover, this experience holds significant potential for helping children learn about Indigenous history and culture while linking to prominent early childhood education theories and frameworks. The introduction of the book "Respect" by Aunty Fay Muir and Sue Lawson and acknowledgment of country provides a literary foundation for understanding the importance of respect, particularly in the context of Indigenous culture. This aligns with Vygotsky's sociocultural theory, which emphasizes the role of social interactions and culturally relevant content in children's learning experiences (Vygotsky, 1978). Creating handprints involves active exploration and decision-making. Children choose colours that represent their cultural and identity, encouraging cognitive processes such as decision-making and symbolism. This aligns with Piaget's constructivist theory, emphasizing hands-on experiences as crucial for cognitive development. (Piaget, 1950). Moreover, the activity encourages social interaction and collaboration, reinforcing the importance of community and shared values, a key aspect of the Reggio Emilia approach (Edwards, Gandini, & Forman, 1998). Incorporating elements from Indigenous Australian art and symbols enriches the learning experience by introducing children to the visual language of Indigenous cultures. This aligns with the National Quality Framework for Early Childhood Education and Care in Australia (DEEWR, 2020), which emphasizes the importance of fostering cultural competence and respecting Aboriginal and Torres Strait Islander cultures. Resources  Book: “Respect” by Aunty Fay Muir and Sue Lawson  Large communal canvas or paper  Paints, brushes, and art supplies.  Indigenous symbols reference guide i.e Handprints  Display space for canvas  table set up for activity.

Introduction Begin the experience by reading the storybook "Respect," a beautiful picture book that introduces the concept of respect for Indigenous culture and traditions. Use the story as a starting point for a discussion about the importance of respecting and valuing different cultures. Emphasize the importance of First Nations peoples and their profound bond with the land, providing a foundation for explaining the purpose of an 'Acknowledgement of Country.' Encourage children to share what they know about their own cultural backgrounds and traditions. Discuss the significance of symbols in Indigenous art, laying the groundwork for the handprint activity. Strategies  Engage the children in a discussion about the book "Respect." (Price, 2015)  Ask questions such as: o What did the characters in the book learn about respect? o How can we show respect for Indigenous Australians and other cultures?  Discuss Acknowledgement to country (Narragunnawali, n.d.-b)  Invite children to participate and provide each child with a blank template and art supplies. Encourage them to do their handprints, incorporating symbols, colours, that represent their families and cultural identities. Respect, Relationships, Reconciliation (n.d.) Conclusion As the children conclude the activity, educators will commend their active participation and collaborative learning. They will capture photos of the collage. Encourage children to express their feelings with their peers. This experience aims to instil in children the significance of respect within our diverse community. Subsequently, educators will stimulate continued dialogues regarding respect and acknowledgement of country. This will establish the foundation in learning more about Indigenous cultures and traditions.

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Required Headings Description example (Primary) Name of Experience Cultural Connections: Indigenous Story Circle Age group Year 3 (8-9 years) Description In this experience, primary school-age children will form meaningful connections with Indigenous perspectives through a Story Circle. Led by Indigenous storytellers, they will listen to and share stories from Indigenous cultures. This interactive dialogue fosters understanding and respect, and learning. After each Story Circle session, children will engage in the "Story Reflection Journals" activity. which encourages deeper engagement and personal connection to the narratives.

Rationale This experience aims to provide a meaningful and interactive learning for students, allowing them to explore Indigenous perspectives, culture, history, and reconciliation through Story Circles. Story Circles provide a platform for immersive learning and dialogue, in accordance with educational principles such as active engagement, cultural diversity, and empathy. This aligns with Vygotsky's sociocultural theory (Vygotsky, 1978). Indigenous storytellers play a pivotal role, ensuring the delivery of culturally sensitive and accurate narratives while encouraging children to actively participate by sharing their own stories and questions. Through open and respectful dialogue, children gain profound insights into Indigenous cultures, fostering a genuine appreciation for their perspectives. The ongoing nature of these circles ensures continuous engagement and learning, avoiding tokenism often associated with one-off events. This initiative aligns with the National Reconciliation Action Plan, focusing on meaningful teaching of reconciliation and respect, surpassing mere symbolic gestures for lasting change and understanding (Reconciliation Australia, 2020). The "Story Reflection Journals" activity enhances this experience by promoting personal reflection and active engagement with Indigenous perspectives. Reflective journaling, encourages critical thinking and self-expression, enabling children to process their thoughts and emotions regarding the Indigenous stories they've encountered. These journals also serve as valuable resources for educators and caregivers, offering insights into children's comprehension and engagement with Indigenous narratives, guiding future discussions, and ensuring a deeper and lasting connection to Indigenous cultures and perspectives. [ACARA], 2020). Resources  Indigenous storytellers or educators.  Storytelling materials.  Discussion materials.  Post-activity resources for continued learning.  Reflective Journals for each Student Introduction Commence by introducing the Story Circle and leading students into the yarning circle—a crucial element in understanding Indigenous perspectives. Highlight the pivotal role of Indigenous storytellers in conveying authentic narratives and introduce the indigenous storyteller with gratitude in being part of this experience. Discuss with students to approach this experience with open minds, fostering a willingness to actively engage in the dialogue. As a vital component, discuss the "Story Reflection Journals" and explain their purpose. Clarify that these journals will serve as personal spaces for capturing insights and emotions throughout the Story Circle. Explain to students the purpose of this experience is to create an enriching and reflective understanding of Indigenous culture and history. Strategies  Story Circle Sessions: Conduct Story Circle session led by Indigenous storytellers or educators at yarning circle. These sessions will feature Indigenous stories and allow children to ask questions and share their thoughts. Encourage children to actively listen and engage in respectful

discussions. (Price, 2015)  Providing insight into understanding the historical relationship between Aboriginal and Torres Strait Islander communities and non-Indigenous Australians (Jorgenson & Sullivan, 2013).  Create opportunities for children to share their own stories, reflections, or questions related to Indigenous perspectives. This encourages active participation and allows children to connect their own experiences to the stories they hear.  After each Story Circle session, provide children with dedicated reflective journals. Encourage children to take some time to reflect on the stories they've heard and their personal responses.  Ongoing Engagement: Ensure that the Story Circle is not a one-time event but an ongoing dialogue. Provide resources and opportunities for children to continue learning about Indigenous cultures and perspectives beyond the initial sessions. (ACARA, 2018, v.8.4) Conclusion In concluding the Cultural Connections: Indigenous Story Circle experience, we celebrate the power of stories to foster understanding and respect. As children listen, reflect, and create, they embark on a journey of reconciliation and cultural appreciation. Through ongoing dialogue and reflection, we nurture a diverse, inclusive, and harmonious community. References Aboriginal and Torres Strait Islander education: An introduction for the teaching profession (2nd ed.). Port Melbourne: Cambridge University Press. Aboriginal and Torres Strait Islander education: An introduction for the teaching profession AITSL. (2017). Australian Professional Standards for Teachers . https://www.aitsl.edu.au/teach/standards

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Australian Children's Education and Care Quality Authority (ACECQA). (2022). Early Years Learning Framework (EYLF) 2022. ACECQA. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf Australian Curriculum, Assessment and Reporting Authority. (n.d). Aboriginal and Torres Strait Islander histories and cultures. Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum- priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/ Australian Department of Education, Employment, and Workplace Relations (DEEWR). (2020). National Quality Framework for Early Childhood Education and Care. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf Edwards, C. P., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia approach to early childhood education. Ablex Publishing. Jorgensen, R., & Lowrie, T (2013) Both ways strong: using digital games to engage Aboriginal learners, International Journal of Inclusive Education , 17 (2), 130–142, https://doi.org/doi:10.1080/13603116.2011.605912 Muir, A. F., & Lawson, S. (2021). Respect . Children's Books Publishing. Narragunnawali. (n.d.-b). Welcome to Country. https://www.narragunnawali.org.au/rap/actions/2/welcome-to-country Piaget, J. (1950). The psychology of intelligence. Routledge & Kegan Paul. Price, K. (2015). Aboriginal and Torres Strait Islander Studies in the classroom . In K. Price (Ed.), Reconciliation Action Plans | Reconciliation Australia. (2018). Reconciliation Australia. Retrieved From https://www.reconciliation.org.au/reconciliation-action-plans/ Respect, Relationships, Reconciliation (n.d.). https://rrr.edu.au/ Victorian State Government. (2020). Teaching Aboriginal and Torres Strait Islander culture. https://www.education.vic.gov.au/school/teachers/teachingresources/multicultural/Pages/k oorieculture.aspx Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface . Townsville, Queensland: James Cook University. Retrieved from http://researchonline.jcu.edu.au/10974/4/04Bookchapter.pdf

EDU10005 Assignment 3 Portfolio (1)

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