Culturally Responsive Pedagogy: Teaching Aboriginal and Torres Strait Islander Perspectives EDU3054

KoorieCross-CurricularProtocols forVictorianGovernmentSchools

The information contained in this resource was taken from the Department of Education and Trainings websitehttp://www.education.vic.gov.au/school/teachers/teachingresources/multicultural/Pages/koorieculture.aspxon 13 December 2017; State of Victoria (Department of Education and Training).

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KoorieCross-CurricularProtocols forVictorianGovernmentSchools

Introduction

TeachersmustfollowprotocolsforteachingAboriginalandTorresStraitIslanderculture.These are known as the Koorie Cross-Curricular Protocols.

The protocols seek to protect the integrity of Aboriginal and Torres Strait Islander cultural expressionsinawayinwhichallAustralianscanengagerespectfullyandfeelconnectedtothis identity.

Kooriepeoples

Aboriginal people whose traditional lands and waters exist within the boundaries that today framethestateofVictoriaareoftencollectivelycalledKooriepeoplesorKoories.Koorieisa contemporary collective or group term.

Throughoutthisdocument,thetermKoorieisusedinclusivelyandreferstobothAboriginaland Torres Strait Islander people living in Victoria.

Principles

Aboriginal and Torres Strait Islander culture has existed in this land for around 50,000 years. Theuniquenessoftheseculturesandthewisdomandknowledgeembeddedin themarethings to be highly valued by all Australians.

1. Koorie and all Aboriginal people are entitled to respect for their
2. Exposure to, and engagement with, Koorie and other Aboriginal and Torres Strait Islander cultural heritage will enrich all Australians and strengthen our unique
3. Koorie and other Aboriginal and Torres Strait Islander cultural heritage, including cultural expressions, is the intellectual property of Koorie and other Aboriginal and Torres Strait Islander people. Cultural expressions includes stories, poetry, songs, instrumental music, dances, plays, ceremonies, rituals, performances, symbols, drawings, designs, paintings, body paintings, carvings, sculptures, handicrafts, baskets, needlework, textiles, artefacts and instruments.
4. Koorie people are entitled to protect and manage the use of their cultural heritage and
5. Koorie people are entitled to benefit from any activities that use their cultural heritage and expressions.
6. Koorie people are entitled to government support in the protection and maintenance of their cultural heritage and expressions.

Guidelines

1. The first step in the development of any school activity involving students active development of, or production of a replica of, a Koorie cultural expression must be in consultation with the Traditional Owners or Custodians of the land on which the school
2. The Traditional Owners or Custodians remain the owners of the Indigenous cultural and intellectual property (ICIP) rights used in the activity and should be acknowledged as such in any published materials relating to the activity.
3. The activity must not damage Koorie, and more broadly Aboriginal and Torres Strait Islander, cultural integrity.

UsingKoorieculturalexpressionsintheclassroom

Meaningful learning about Koorie and other Aboriginal and Torres Strait Islander cultures, traditions, histories and experiences is enhanced by consultation with Koorie and other AboriginalandTorresStraitIslanderCommunities.Noamountofstudycansubstituteforthe lived experiences of members of these Communities.

There are some credible resources in the public domain that can be used for activities such as viewingorreadingwithoutconsultationwiththeappropriateKoorieorAboriginalorTorresStrait Islander Community. If resources for these receptive activities are selected from a reputable website, they should provide appropriate materialfor delivering specific curriculum content. For examples, seeMuseum VictoriaandCreative Victoria

If a task or unit will require students to actively develop or produce a replica of a Koorie, AboriginalorTorresStraitIslanderculturalexpression,consultationwiththeKoorie,Aboriginal or Torres Strait Islander Community that owns the cultural expression is required.

IfyouareunsureabouttheneedtoconsultorareseekingadviceonappropriatelocalKoorie Community organisations, contact your localKoorie Education CoordinatororVictorianAboriginal Education Association Inc (VAEAI).

WorkingwithKooriecommunities

Beforeinitiatingaconsultativeprocess,youshouldfamiliariseyourselfwiththeprinciplesand guidelines for working with Koorie Communities.

ThefollowingresourcesprovidefurtherinformationrelatingtoworkingwithKoorieandother Aboriginal and Torres Strait Islander Communities:

• Department of Education and TrainingsKoorieLearningResources,includinga

WelcometoCountryandAcknowledgmentofCountryguide

• An introductiontoAboriginalandTorresStraitIslanderhealthculturalprotocolsandperspectives
• Working withAboriginalandTorresStraitIslanderguestspeakers
• Sharing knowledgeaboutsacredsitesandceremonies
• Australia CouncilfortheArts

• Oxfam AustraliaAboriginalandTorresStraitIslanderCulturalProtocols
• Creative Victoria
• Artists intheBlack:Protocols
• Drama Australia(seeAboriginalandTorresStraitIslanderGuidelinesforDrama/TheatreEducation)
• Board ofStudiesNSWdevelopedcomprehensivematerialsthatprovidepractical advice about authentic involvement of Aboriginal community members in school curriculum development. They take a whole-of-school approach.

Indigenousculturalandintellectualproperty

IndigenousCulturalandIntellectualProperty(ICIP)rightsmustberespected.ICIPcancover many different forms of traditional culture and expressions. Some of these are:

• Writing, g. a book, poetry
• Music, g. a song
• Performances, g. dance, ceremonies
• Artistic work, g. painting
• Languages
• Tangible cultural property, g. sacred sites, burial grounds
• Intangible cultural property, g. stories passed on orally
• Documentation of Indigenous peoples heritage in all forms of media, g. reports, films, sound recordings. (Source: Artists in the Black, Arts Law Information Sheet).

Formoreinformation,see:

• Smartcopying: IndigenousCulturalandIntellectualPropertyRights
• Artists intheBlack:ICIP

Preparationsfortheactivity

Teachers and students need to understand the subtleties of Koorie relationships and communicationstylesandbepreparedtobeflexiblewhenconsultingand/orworkingwith Koorie Communities.

In Victoria, it is appropriate that the content of the activities proposed should follow a Koorie community-preferred education model which focuses at the local level first (local Koorie perspectives), then extends to neighbouring regional Communities, followed by other Victorian

KoorieCommunities,and,finally,AboriginalandTorresStraitIslanderCommunitiesfromacross Australia. For example:

• Koorie art in the community on which the school stands
• Koorie art from neighbouring communities
• Koorie art from other Victorian communities
• Aboriginal and Torres Strait Islander art from across

When bringing in guest speakers who are Koorie Community members, the teacher must consult with the Community member in relation to what will and will not be discussed during their visit, particularly in relation to sensitive issues. The teacher should also advise the Communitymemberofthestudentsage,likelyquestions,andanyotherinformationrelevantto the activity.

Potentiallysensitiveissues

WhenbringinginguestspeakerswhoareKoorieCommunitymembers,discussionsrelatingto sensitiveissueswillrequiretheteachertoconsultwiththeCommunitymemberbeforehand,to ascertain what will and will not be discussed. Some sensitive issues are:

• The Stolen generation
• Aboriginal and Torres Strait Islander deaths in custody
• Reconciliation
• Native Title
• Land Rights
• Social dislocation
• Racism
• Sensitivity of content (secret, sacred)
• Gender
• Taking photographs permission
• Deceased people
• Personal privacy - permission
• Other local issues

Adviceoncross-culturalcommunication

• Introductory protocols areBe prepared to spend time sharing personal background information about yourself and the purpose of your activity.
• Be patient when askingLook, listen and learn, as it may take time for some community people to become involved. Some people may work towards giving their opinions by initially talking about other issues or stories.
• Do not expect every Koorie person (including students in the school) to know about or want to talk publicly about Koorie cultures, families, histories or issues.
• Some Koorie people might not openly express an opinion. They may choose to talk indirectly about an issue if they do not agree with the previous speaker. Not all Koorie people will share the same opinions andAll opinions should be acknowledged and valued.
• The use of silence should not be misunderstood. It is important that this silence is respected and not interrupted unnecessarily.
• There are different types of knowledge for example, spiritualknowledge and scientific knowledgeandthesemayOneshouldbesensitivetothesedifferenceswhen talking to an Indigenous person about issues and experiences.
• Do not force a point of
• Use language that respects the integrity and beliefs of the person or group with whom youre meeting.
• Be prepared to accept that some questions may remain
• Family obligations and funerals affect many people in Koorie and other Aboriginal and Torres Strait Islander communities and may impact on previous obligations made to a school. Immediate and extended family obligations will always take first priority.

• Remember that different families have different values and cultural beliefs, even if they are from the same community. Consult with a variety of community people. (Source: Drama Australia)