 Every Wingaru Kids lesson supports an understanding of Aboriginal & Torres Strait Islander perspectives. The following lessons talk directly to racism, stereotyping & cultural bias.  1967 Referendum Looks at discriminatory items in the Australian Constitution and the political movement that fought for, and won, changes via a national referendum. Lesson Category: Political Issues  Acknowledgement of Country Encourages appreciation of diversity by exploring some Aboriginal names for country and why we acknowledge this. Lesson Category: Modern Life  Adam Goodes Discusses the contribution of Adam Goodes as both a sportsman, a role model, and a campaigner against racism. Lesson Category: Contact  Anzacs - Indigenous Veterans Studies Indigenous veterans and the discrimination and hardship they faced before and after fighting for their country in overseas conflicts. Lesson Category: Modern Life  Aussie Identity Investigates stereotypes in the portrayal of the Australian identity Lesson Category: Modern Life  Cathy Freeman Discusses the contribution of Cathy Freeman as both a sportsperson and a role model. Lesson Category: Contact  Constitutional Recognition Looks at the arguments for and against reform of Australia’s Constitution so that it is fair to all Australians. Lesson Category: Political Issues  David Unaipon Considers how David Unaipon’s public role challenged the negative stereotypes held about Indigenous People at that time. Lesson Category: Contact  Democracy & Truth Telling Looks at what truths need to be told to foster positive race relations in our democracy. Lesson Category: Modern Life  Discrimination Discusses types of racism and explores techniques to help stop it. Lesson Category: Political Issues  Fair Skin Black Fella Looks at the impact of stereotypes about skin colour. Lesson Categories: Modern Life  Maria Lock Explores the incredible story of a Darug woman who, at a time when both women and Aboriginal people had few rights, triumphed through her resilience. Lesson Category: Contact  NSW Freedom Ride Introduces to the concepts of racism, segregation and political action. Lesson Category: Political Issues  Oodgeroo Noonuccal Explores Oodgeroo’s writing and campaigning against discriminatory government practices at that time. Lesson Category: Contact  Reconciling the Past Explores the history of multiculturalism in Australia. Lesson Category: Modern Life  Racism. It Stops With Me Helps students identify how racism is a form of discrimination and suggests ways they can counter it. Lesson Category: Political Issues  Stereotypes Challenges stereotypes by encouraging students to consider who they might have a bias against and why that might be the case. Lesson Category: Modern Life  Stolen Girl Provides an understanding of the Stolen Generation and the lasting impact of the government decision to forcibly remove children from their homes and communities. Lesson Category: Political Issues  The National Apology The apology acknowledged the existence and the impacts of the Stolen Generation. Lesson Category: Political Issues  Treaty Investigates the lack of a Treaty between colonisers and the Aboriginal and Torres Strait Islander Peoples in Australia. Lesson Category: Modern Life  Voice: Uluru Statement from the Heart In 2017, the Uluru Statement from the Heart demanded constitutional reform on three points: voice, truth, and treaty. Lesson Category: Modern Life  What is NAIDOC Week? Explains the origin and purpose of NAIDOC Week while exploring strategies to respect and value diversity. Lesson Category: Modern Life Based on a Watch-Play-Learn format, each lesson includes a video, digital activities, comprehensive curriculum-aligned lesson plan & printable support material.
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 I have started this post about six times now. I honestly don’t know what to write about Black Lives Matter and the racism debate that is raging in Australia right now. As an Aboriginal woman it is overwhelming. The racism that the world seems to finally be seeing is an everyday part of Aboriginal life. As an Aboriginal mum I am terrified for my boys and what they will endure in this world because of the colour of their skin.
I wondered if I should share my childhood experiences of racism, like:
Surely this would highlight that racism starts at a very young age and Australia needs change so that no child has to be at risk because of the colour of their skin. That no child should face racism before they even know what it is. Or should I talk about the many times when the treatment of two boys in my extended family group – one white and one black – highlighted that being black meant you always got the raw end of the deal? Especially with the police. Should I talk about the time that they were riding an unregistered motorbike owned by the white kid, the black kid on the back: both wearing no helmets; both making stupid decisions as teenagers often do? Should I point out how the black passenger was arrested, not just fined, while the white owner of the unregistered bike, who should not have had a passenger, who also should have been wearing a helmet was given a warning? Should I talk about how this is just one of many examples I could talk about just in relation to those two lads? Surely this would highlight that race is often a factor in interactions with police. Should I talk about white privilege and when I first became aware of mine? I was 17 and got called to the principal’s office to support a younger Aboriginal student who was in trouble for her response to being racially attacked by a white student. He was returned to class with no consequence while my koori sister was facing potential suspension. As we discussed the issue, she told me how lucky I was to be able to pretend I wasn’t Aboriginal if I wanted to while she could never escape it because of the way she looked. Should I talk about the awareness that her comment brought to my life and how sad I still feel that she once felt that way? Would talking about my white privilege help others acknowledge their white privilege and the impact it has on how they see the world? Or is it better to talk about the racism I have experienced as an adult – the many cabs I have had to hail for dark-skinned friends, family and even strangers because cabs don’t stop for black people? Or the mouthfuls of hate I have copped from cabbies when they realise that the fair skinned person is letting Aboriginal people into their cab? Should I talk about the times I have had to pay for my trip up front because the driver refuses to move until we do? Amazingly this has only ever been an issue when I am with black people. Should I mention the time that I was filling out paperwork to start a new job and while making small talk with my new boss I mentioned I was Aboriginal? She instantly withdrew the job offer and eventually told me I was unsuccessful because they needed someone with more experience with petty cash. I had been working very similar roles with larger sums of petty cash for three years and had glowing references. But sure, let’s pretend my lack of experience was the issue. Should I talk about the many conversations I have had to listen to about how terrible Aboriginal people are, or how many times I have been told “but you are different, you are one of the good ones”? Should I talk about my weekend on social media? In many of the groups I am part of – whether it be mums’ groups, business groups or hobby groups – that when the issues of Black Lives Matter or racism were raised they were met with racist rants denying all existence of racism and asserting that they were somehow a victim of black people’s search for fair treatment. Should I talk about how admins in these groups often dealt with the issue by deleting the anti-racism posts rather than asking those that were uncomfortable with the conversation to refrain from making racist comments? Even posts from fair-skinned mums checking in to see if Aboriginal mums were ok or asking what they can do to help or how they could educate their children about racism were deleted. Should I talk about how this made several of these groups an unsafe space for black mums and mums of black children? Should I talk about the lost opportunity to educate on this issue and to support any mum who wants to talk to their child about racism? Who is going to educate kids if mums are not supported to do so? Do I talk about the racism that I have experienced as an Aboriginal business? Should I talk about how people assume we get huge government handouts (we don't)? Or that our resources should be free because government has already paid for them? Should I describe:
Each and every one of these things that I want to talk about is relevant and will resonate with people differently. But they all share one thing in common and that is change. Each of us can help to change the conversation. We need to stop debating about whether there is racism in Australia because the simple fact is that there is. Findings from an Australian National University study released last week found that three in four Australians held an unconscious racial bias against Aboriginal and Torres Strait Islanders. (You can read more about that here https://www.sbs.com.au/news/three-in-four-australians-hold-racial-bias-against-indigenous-people-study-finds) So why are we still debating it? Why are people still denying it and trying to shut down attempts by the Aboriginal and Torres Strait Islander community to be heard and to bring about change? And perhaps most importantly what are we doing to make sure the next generation has a better understanding of racism? One thing is very clear – as a nation, our understanding of racism needs work. We think of racism being a deliberate act to discriminate against someone based on race. We rarely think about the unconscious bias that is also racism. We need to see it, we need to acknowledge it, we need to actively ensure we don’t do it and we need to make sure our kids are supported to understand it so that they don’t fall into the same patterns. Tomorrows leaders are sitting in classrooms today – let’s help them do better and give them the information they need to create a less racially biased world. |
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