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When I visit schools there is usually at least one teacher who asks why Aboriginal & Torres Strait Islander perspectives are so important. This seems obvious but let’s not forget that Aboriginal education hasn’t always gotten the attention it deserves so we are asking teachers to teach something that they themselves may not have received a lot of education about.

There are so many reasons why this content is important and the motivation will vary from person to person. 

It is part of the job – inclusion of Aboriginal perspectives is required by curriculum and the Australian Professional Teaching Standards. 

It supports Reconciliation – shared knowledge and understanding is key to reconciliation. 

It supports better outcomes for Aboriginal students – Aboriginal kids do better when they can see themselves in the content they are learning. It supports them to feel connected and can build confidence to contribute in the classroom. The whole school participating in Aboriginal content supports a culturally inclusive school environment where Aboriginal kids can feel safe and happy. 

It counters misconceptions and stereotypes that feed unconscious bias and racism – correcting negative stereotypes plays a part in reducing discrimination.

It supports truth telling - the true history of Australia should be known by all Australians.

Indigenous knowledge is really interesting – and who doesn’t love learning interesting stuff?
 
I could go on and on about the benefits of including Aboriginal perspectives, but I want to talk about why finding and understanding your motivation is so important. 

Identifying your motivation is part of connecting to content and that connection is what, in my opinion, makes an amazing teacher. Think about the things you love to teach and what it is you love about them. Why did you connect with the content? How do you feel after you have shared your love of it with your students? Channel that energy and explore Aboriginal content until you find a spark. 
 
There are so many opportunities to bring First Nations content into your lessons that there is bound to be something that you connect with. Teachers who include Aboriginal content because they have to, may not feel comfortable or confident in delivering the content and this shows. 
 
How you connect with Aboriginal perspectives can drastically affect the impact Aboriginal content has. Finding your groove not only makes your job easier, it helps shape a better Australia. 
 
Teachers are one of the strongest influencer groups and we need you to share a genuine interest in Aboriginal & Torres Strait Islander content. In doing so you can support the next generation to have an appreciation and understanding of our people and the journey that we have travelled to be here today, facing the challenges that we do.

Every Wingaru Kids lesson supports an understanding of Aboriginal & Torres Strait Islander perspectives. The following lessons talk directly to racism, stereotyping & cultural bias. ​
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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:

• my first memory of racism when I was five and the girls at school teased anyone with a black Cabbage Patch Doll because they were ugly; or 
• the time when I was 10 and my friend’s family invited me to church with them where they all proceeded to pray for me because my mum’s black skin meant she was a sinner; or 
• how going to the corner store with a black teenager meant we were watched like a hawk and reminded about not touching – neither of which happened when we went with a white teenager; or 
• how, when starting a new school, I was warned about the Aboriginal kids – told I should watch out for them because they were so bad. Kids who became my community and while fierce in their protection of each other (because what other choice did they have?) were certainly not scary or dangerous. 

 
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:

• the trolls that spend their time writing racist hate on my social media;
• the parents who get upset that we are trying to brainwash their children – like the time that a dad phoned me and called me a “mouthy black girl” because his school was considering subscribing; or
• the comments we get about it being a surprise that we are an Aboriginal business because we produce such high-quality resources; or
• the people who have suggested that we present our content on bark because modern technology is not an Aboriginal way of teaching.
  Should I talk about how much longer the process is to secure a contract and how many more hoops we have to jump through as an Aboriginal business to overcome the perceived deficit that is attached to Aboriginal people?

 
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. 

Tip 1: Participate in a simultaneous learning experience with “All Together Now for Reconciliation”. 
 
Across Australia children in early learning centres, primary and high schools, can simultaneously join the reconciliation movement and learn from Aboriginal and Torres Strait Islander voices via an exciting online platform we have developed in partnership with Reconciliation NSW.
 
“All Together Now for Reconciliation” is a simultaneous classroom experience specially created to provide easy and accessible cultural content and is a great way to engage kids in activities for National Reconciliation Week. Students will learn about the theme of Reconciliation through age-appropriate activities and discussions:
 

• Early Childhood and Kindergarten students learn about caring for Country by singing songs and sharing stories about the land. 

 

• Stage 1 students consider the similarities and differences of newborn babies through Storytelling with Aunty Nita and explore where racism comes from. The history of multiculturalism in Australia is explored by Stage 2 with an episode of Grace Beside Me.

 

• Stage 3 observe a social experiment that explores the idea of trust in relation to skin colour and Stage 4 students investigate stereotypes in the portrayal of the Australian identity.

 
To participate join us online at www.togethernow.com.au. 
 
Tip 2: Learn more about this year’s theme.
 
Visit the Reconciliation Australia website to learn more about the 2020 theme “In this together”. While you’re there download this year’s poster to display in your classroom.
 
Tip 3: Have an open discussion in your classroom. 
 
What does reconciliation mean to your students? Encourage your students to explores the five dimensions of reconciliation as identified by the State of Reconciliation in Australian 2016 Report – historical acceptance, race relations, equality and equity, institutional integrity and unity. 
 
Tip 4: Learn more about the significance of the dates at the beginning and end of National Reconciliation Week. 
 
National Reconciliation Week is held on the same dates every year – 27 May to 3 June. Both these dates mark two significant milestones in the reconciliation journey— the successful 1967 referendum, which gave the Australian Government the power to make laws for Aboriginal and Torres Strait Islander peoples and to include them in the Census; and the High Court Mabo decision, which saw the concept of terra nullius overturned. 
 
Our Wingaru Kids platform provides informative and engaging lessons on both these important dates with our “1967 Referendum” and “Mabo” lessons. Each lesson includes a lesson plan, curriculum outcomes, video, digital activities and printable resources. 
 
Tip 5: Check out one of the Reconciliation activities 
 
National Reconciliation Week is a time for all Australians to learn about our shared histories, cultures and achievements, and to explore how each of us can contribute to achieving reconciliation in Australia. Visit the Reconciliation Australia website check out this year’s National Reconciliation Week events. 

Please be advised that this post contains the names of people who are deceased. 

Anzac Day is usually an occasion where schools come together to remember those who fought for our country, many of whom made the ultimate sacrifice. Our children sit in assemblies and learn about the wars that Australia has been part of and how we continue to commemorate those events and the people who fought. Some children would also normally participate in Anzac activities with their families or extra-curricular groups. 

This year, these activities won’t happen. Covid-19 means that we will honour our Anzacs differently and reflect on their sacrifices in isolation with the other people we live with.

Aboriginal Anzacs are often overlooked in Anzac commemorations and this year it is likely that fewer kids will hear about:

• the efforts of our Aboriginal service men and women; 
• the soldiers who served a country that at the time didn’t recognise them or their families; 
• a country that denied returned Aboriginal soldiers the recognition and respect that their non-Aboriginal counterparts received.

The stories of these men and women are just as important as every Australian who served. Their families are proud of their ancestors and the sacrifices they made and the resilience they showed by standing up for Country even when its governors denied Aboriginal people. ​

This year the telling of these stories depends on each of us. Talk to your children about what they have previously learned about Aboriginal soldiers and consider sharing some of the stories that I have included below. These are not my stories. They belong to the servicemen and women and their families. I am honoured to share these stories and privileged to share the attached resources to support your conversations about these great Australians.