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Aboriginal Education at Your School

18/2/2021

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Heading - Aboriginal Education at your school
I often get questions from parents who are keen for their kids to learn more about Aboriginal people, history and culture. Many are concerned about the lack of First Nations content in their child’s education or the quality of Aboriginal education that is taught without true inclusion of an Aboriginal perspective. 

I understand these concerns. I have spoken to many schools who dismiss Aboriginal perspectives as “not a priority”, usually because they don’t have many Aboriginal students. This approach is concerning given the inclusion of Aboriginal content in the curriculum for all students. But I believe it is important for parents not to assume this is the attitude of your school until you have had a conversation with them. Many schools are quite open about wanting to improve their approach to Aboriginal perspectives. There are often lots of factors at play and approaching your school with openness can help reach the outcome you are hoping for.
 
I like to remind people that Aboriginal perspectives hasn’t always enjoyed the priority is has now. For many teachers, we are asking them to teach something that they themselves did not learn about so they may be finding their feet. We want to support them as they do this, help them to find an approach they are comfortable with while ensuring high quality Aboriginal education for our kids.
 
Here are some suggestions I have about how you could support Aboriginal education at your school.
 
  • Talk to your classroom teacher – ask them about their approach to Aboriginal perspectives and the resources they will be using. Most teachers are happy to have parents who are engaged and are very willing to discuss their plans to educate your children. A respectful conversation may alleviate your concerns and reassure you that your child’s teacher is incorporating Aboriginal perspectives appropriately but if it doesn’t, the conversation lets the teacher know that Aboriginal education is important to you and provides an opportunity to share any approaches or resources that you would recommend. That initial conversation can be the start of positive change and taking a supportive approach can make all the difference. 
  • Talk to your principal – let them know that Aboriginal education is important to you and discuss any concerns you have. Share your expectation that the school include Aboriginal education across all key learning areas and provide real opportunities for all students to learn about Australia’s true history, our First Nations people and their culture in a genuine way.   
  • Talk to your kids – what are they learning about at school? Have they considered the Aboriginal perspective? What do they know about Aboriginal people and has the knowledge evolved?  Checking out the work that is coming home and touching base to see the impact of classroom activities is a great way to get a feel. Your classroom teacher may have a very gentle approach that doesn’t seem like a lot but is having a big impact. 
  • Attend and support school events such as NAIDOC assemblies and cultural incursions where you can. Teachers really are working overtime and attending these events shows you appreciate the effort. It is very discouraging for teachers to put their time, much of it their personal time, into planning an amazing event and then having only a few parents attend. Schools are communities and we need people to show up. 
  • Attend your P&C meetings. While the P&C doesn’t control curriculum, they can work with the principal to address concerns and drive change throughout the school. 
  • Offer to help. Schools need helpers and if you can offer support for Aboriginal education you will be making the job that little bit easier. You might be able to suggest a resource, introduce a local Aboriginal person, or be an extra pair of hands – all of these can make a huge difference. 

​I would love to hear about how your school approaches Aboriginal education. Are you happy with the approach? What do you love? What do you think they could do better? What are the changes you would like to see?
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Teachers as Allies

2/2/2021

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Picture
This year I chose not to engage in the Change the Date debate. It is too exhausting. I cannot face the racism that floods media and social media on this day.  It is too ignorant and too frustrating, too much. How in this day and age are there so many people who cannot see that 26 January is not the date to celebrate and that it is time to move the celebration to another, more inclusive date?
​
Instead I am focusing on the increasing number of Australians who are working to support our First Nations communities – the allies who are taking the time and making the effort to get educated and support our communities by acknowledging our trauma, embracing truth about our history and fostering understanding by sharing this truth. Because this is how we move forward together. 

Teachers, who are one of our greatest influencer groups and play a significant role in leading change, often ask me how they can support First Nations communities and be a strong ally for Aboriginal and Torres Strait Islander people. There are lots of things educators can do to support our communities and I love that so many are seeking advice on how they can provide support in a culturally appropriate way. Small things, like some of the ideas below, may make an Aboriginal child feel supported and start to open up or support a non-Aboriginal child to start on their own journey of being a strong ally.

I have talked before about ways to be a good ally and taking an anti-racism approach so I won’t go into those again – we all know how important standing up and speaking up is. Here are some other ways teachers can support Aboriginal and Torres Strait Islander communities. 

  • The greatest thing a teacher can do is educate. Including Aboriginal and Torres Strait Islander perspectives throughout your program by looking at each unit you teach through a First Nations lens is a great way to increase the frequency of Aboriginal content in your classroom. 

  • Including Aboriginal posters, books, art and displays around your classroom can support student's knowledge growth and appreciation for Aboriginal culture. Check out the teacher resource section of the Wingaru Kids platform for posters and classroom items that you can print and display. Most good book stores will have a range of books by Aboriginal authors or you could support an Aboriginal business and buy online from an Aboriginal owned enterprise. I often buy books from https://www.rileycallieresources.com.au/. 
​
  • Include an acknowledgement of country in your classroom. You could include it as part of your morning greeting or display a written acknowledgement. Or why not do both? You will find our free acknowledgement poster https://www.wingaru.com.au/blogs/warami-2021.
​
  • Keep an eye out for stickers, stationary and other items that can bring an Aboriginal presence to your classroom. There are some gorgeous teacher tools available, like the stamps from Holly Sanders x The Teaching Tools, that are a great inclusion for the classroom. I received a set of these last week and they are gorgeous! Holly created these designs for use by both Aboriginal and non-Aboriginal teachers: 
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Quality teaching tools for Aboriginal perspectives.
​“This stamp collection is culturally appropriate for both Indigenous and non-Indigenous people to use. The contemporary artwork is my own and is designed with intent to spark important conversations, educate our future generations and facilitate inclusivity across classrooms and places of learning across Australia. It is important to note that First Nation’s people and cultures are diverse, with hundreds of nations and clans within those nations, each with their own unique traditions and beliefs, languages, knowledge systems, Lore and art. Whilst being culturally appropriate, the story telling and symbols used in this contemporary art stamp set does not represent all First Nation’s cultural groups or people and there may be different interpretations. If in doubt always check within your community”. 
  • Celebrate Aboriginal people. There are so many great First Nations role models out there so introduce their stories to your students. This helps bring our culture to the mainstream and counter the negative narrative that students often hear in the media. Challenging this negative perception is so important in addressing discrimination. 

  • Don’t be afraid to wear Aboriginal designed clothing. I often get asked if it is ok for non-Aboriginal people to wear Aboriginal print clothing or accessories and my answer is always yes. Most designers are very happy for non-Aboriginal people to wear their designs. The ones that should be left for mob are usually clearly marked and include easily seen information that a design is not ally-friendly and point you to their ally-friendly items. If you do wear blak designers take part in Wear it Blak Wednesday by using the following hashtags #wearitblakwednesday #onwednesdayswearblak. This helps spread the word about our deadly designers and supports economic development for our mob. 

  • Buy Blak. Buying from Aboriginal business supports communities by contributing to Aboriginal economic developing. Aboriginal businesses are more likely to employ Aboriginal people so strong businesses contribute to lowering unemployment rates as well as supporting Aboriginal families to break cycles of poverty that are far too common in our communities. Buying from Aboriginal business is particularly important if you are buying Aboriginal items – whether it be clothes, art or education resources. Buying from a Blak business means you can be confident you are buying authentic and culturally safe items. Trading Blak shares some great info on buying blak and how it help First Nations communities so check them out on facebook https://www.facebook.com/TradingBlak
​
As always, pick actions that feel comfortable for you, don’t feel you have to do it all. Any support is appreciated! I woulod love to hear about the things you do to support our communities. 
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Warami 2021

14/1/2021

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Warami 2021
​How is it half-way through January already? Time seems to pass faster and faster. My boys are growing too fast and I wish there was a way to slow down time, just a little. These last few weeks have been such a needed break from routine. We have loved the slower pace, the not needing to be anywhere, the extra time to read, swim, and play Nintendo – all three favourite pastimes here. School is approaching faster than most of us would like. The exception being Mr 5 who is very excited about heading off to big school this year so the start of school can’t come fast enough!
 
This time of year, for me, like all educators, isn’t just about the fun, it is also about getting ready for the year ahead. For us at Wingaru it means finalising our new lessons – “Seasons” will be available soon so keep an eye out for it – and getting ready to enrol our 2021 class groups. We are welcoming 35 new schools at the start of Term 1 which I am really excited about. Our set up team will certainly be busy! We can set up your 2021 classes as soon as you are ready. We will be in contact with your school’s primary contact shortly but you can send your class lists through anytime and we can get everything sorted so your accounts are ready to go. 
 
Most teachers are in full swing already – setting up classrooms and planning lessons for the year. The love that goes into setting up classrooms is amazing. If you are a parent, I hope you get the chance to take a minute to look around your child’s classroom and appreciate the time, effort and thought that has gone into the set up. Your teacher likely did that during their vacation time. 
 
If you are one of these teachers, we have some resources that you may find helpful. If you are setting up your classroom consider including some Aboriginal artwork. I have our 2021 Wingaru Calendar and Acknowledgement of Country poster for you here. If you are a subscriber you might like to check out our name labels and birthday calendar in the teacher resources section of the platform. I am a huge fan of Chloe Webb, a young Darug artist who has done this year’s artwork. 
 
Don’t forget to check out our planning templates https://www.wingaru.com.au/blog/planner-challenge to help you identify and plan where you can include Aboriginal and Torres Strait Islander content in your program this year. 
 
As always, sing out if I can help!
​


2021 Wingaru Calendar and ​Acknowledgement of Country Poster - Download from the links below
2021 Wingaru Calendar and ​Acknowledgement of Country Poster
wingaru_2021_calendar.pdf
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wingaru_acknowledgement_of_country_editable_poster_a4.pdf
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Are you a Wingaru Kids subscriber? Check out our birthday calendar and name labels in the teacher resources section of the platform.
Wingaru Kids birthday calendar
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Wingaru Wrap Up 2020

14/12/2020

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Wingaru Wrap Up 2020
2020. What a year! I for one am so glad that it is coming to an end! I am counting down the days until the holidays begin and we can slow down and sink into holiday mode and enjoy some salt-water healing on our usual trip north to gorgeous Gumbaynggirr Country.

It has been a big year for Wingaru and I am really proud of what we have achieved and the support we have been able to provide during this unusual year. Some of the wins for Wingaru in 2020 have been:

Supporting Schooling From Home
Supporting Schooling From Home

With many students schooling from home, we saw record numbers of students logging in to use our resources, completing activities that explored First Nations culture while strengthening their comprehension, problem solving and ICT skills. ​​


All Together Now
All Together Now

Our educators worked with Reconciliation NSW to deliver another year of All Together Now, an initiative to support teachers to celebrate Reconciliation Week and we are very pleased to be welcoming another round of finalists from the NSW Schools Reconciliation Challenge to the Wingaru Kids platform.​


Wingaru Butabuta
Wingaru Butabuta
​

​Our Butabuta team continued to support organisations, adapting quickly from face to face sessions to online training that saw the Aunties become zoom wizzes – well almost ;). This year we supported a number of amazing organisations with cultural awareness training as well as help to develop culturally safe work environments that support both staff and Aboriginal clients. We worked with Home Teacher to support their partnership with the Smith family to deliver home tutoring scholarships to 100 students. Many of these students identify as Aboriginal or Torres Strait Islander and we love being able to support this amazing group of teachers providing tutoring to do this in a culturally appropriate way.


Professional Development
Professional Development

We also launched digital Professional Development for teachers which is available individually or as part of the Wingaru Kids subscription. The feedback has been really positive with many teachers telling us they now feel more confident including Aboriginal perspectives in their teaching and with working with Aboriginal students and their families. We also provided PD for the Relief Teacher Association and I delivered a session at their annual conference – stepping out of my own comfort zone, as I support teachers to step out of their own.  You can check out our courses here. ​​​


Supporting Healthy Communities
Supporting Healthy Communities

Our IT team delivered a bespoke platform for the NSW Ministry of Health’s Aboriginal Health Knockout Challenge, supporting the amazing team running the program to expand the reach of this fantastic initiative that delivers life-changing health benefits to communities across NSW. I am in awe of the mobs who took part this year for all their hard work and the amazing results. ​​


Planning with Wingaru and Mr J Challenge
Planning with Wingaru and Mr J Challenge

The “Planning with Wingaru and Mr J Challenge” was a big focus for the Wingaru team in term 4 and I could not be happier with how it went. We saw so many deadly teachers sharing how they were including Aboriginal and Torres Strait Islander perspectives in their classrooms and supporting each other as they took on the challenge of increasing the amount of First Nations content that they included. I got to know the amazing Mr J who was so generous with his time and self in sharing his journey to refine his personal approaches to Aboriginal education. For so many teachers, getting Aboriginal education right means stepping out of their comfort zone completely which can be overwhelming and I know there are so many teachers who benefited from Mr J’s regular updates, tips and learnings as a non-Aboriginal teacher taking on this important area of education. I want to thank every teacher who has taken part in the Challenge. I’d love to hear how you went and how taking part changed your classroom. While the Challenge is over, the planners are still available to download here if you would like to plan your First Nation inclusions for next year. ​​


2020 has been a crazy year and I cannot wrap up without acknowledging the hard work of teachers who have showed amazing resilience and flexibility in supporting kids in this year of uncertainty. If you are a parent, please take the time to thank your teacher – they earn that thanks every year but this year more than ever that work needs to be acknowledged.  
 
If you are a teacher, I hope that during this busy time you have the opportunity to take a breath and look around at the world before you. As a teacher you have changed lives this year. You have given the gift of knowledge, helped build self-esteem and shape opinions. You have supported children and families to survive schooling from home and shown a flexibility that many didn’t know possible. You have undoubtedly worked into the night and woken worried about a student who struggles with change and needed extra support to cope with the chaos that has been 2020. Your dedication and hard work have not gone unnoticed.
 
While I am keen for this year to be done, I look forward to next year and all that lies ahead. We have some great things planned and I can’t wait to share them with you. We have new lessons coming about seasons, plant use and my personal favourite, a lesson about the Aboriginal history of Coffs Harbour featuring the stories of Gumbaynggirr Elder, Aunty Sue Hoskins, who generously spent time with us this year sharing her stories. We also have more PD coming and our cultural awareness calendar is filling up. 
 
Stay safe, keep healthy and enjoy the festive season!
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Mr J's Planner Challenge Wrap Up

11/12/2020

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Mr J's Planner Challenge Wrap Up
Well, here we are at the last full week of school here in NSW and the final challenge chatter email. I hope you’ve had a great week and an even better term despite the craziness that always is Term 4.

It’s hard to believe that we’ve come to the end of our #PlanningWithWingaruAndMrJChallenge already, it feels like just yesterday I sat down with my Wingaru Planner and looked at how I was going to embed Aboriginal and Torres Strait Islander perspectives each week. 

Despite, the name I’ve actually found this journey to be anything but a challenge. For me personally, it’s hasn’t been hard to find ways to embed this important cross curriculum priority, it’s been more about changing the way I think, being more mindful and forming new habits when it comes to planning my lessons and units of work. 

Thanks to the amazing resources from Wingaru and this incredible online community I’ve never been short of great lesson ideas, activities and resources that I can use throughout my week across a range of KLAs. My eyes have been opened to new perspectives, ideas and insights that I wasn’t aware of before and I’m so excited to take all of this with me into a new year.

For me, this was never about doing a “one off” thing for a term, but it was about changing the way I’ve done things for the last 12 and a half years as an educator and leader in schools. The way I look at it, this isn’t the end of our challenge but simply the start of a new journey and I’m really looking forward to taking this Challenge further and sharing many of the insights, resources and approaches that I’ve seen from others over the past 10 weeks with my colleagues and students. 

I just wanted to take this opportunity to thank you for being a part of our Challenge this term. I hope it’s been a positive experience for you as an educator and you’ve come away with something new that you can continue to use beyond this Challenge.

As a non-Aboriginal educator, 2020 has been a wake up call both personally and professionally and I’ve continually challenged myself to do better when it comes to embedding First Nations perspectives and content into my classroom because I had been ignorant up until now. For that I am deeply sorry and I am committed to doing better moving forward. 

Thank you again for those who followed along on this journey, for those who gave it a go and for those who shared their weekly intentions with us along with a snapshot into their classrooms. You’ve continued to inspire me and so many others.

Have a wonderful Christmas and New Year season friends!
Mr J
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Planner Challenge Wrap Up

11/12/2020

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Planner Challenge Wrap Up
The “Planning with Wingaru and Mr J Challenge” was a big focus for the Wingaru team in term 4 and I could not be happier with how it went. 
 
The Challenge encouraged teachers to include an Aboriginal or Torres Strait Islander perspective each week for term 4. That meant 10 opportunities for students to explore the fascinating cultures of Aboriginal and Torres Strait Islander people and to embed that knowledge within their understanding of Australian history. 
 
We wanted to show how accessible Aboriginal perspectives can be and support teachers to refine their approach and take away some of the hesitation that many teachers feel when it comes to including First Nations content in the classroom. 
 
We teamed up with the brilliant Mr J from Mr J’s Classroom (check his work out here). He agreed to share his journey as a non-Aboriginal teacher tackling the Challenge to increase Aboriginal content in his classroom. Mr J was so generous with his time and self in sharing his journey to refine his personal approaches to Aboriginal education and I know there are so many teachers who benefited from Mr J’s regular updates, tips and learnings.
 
The Challenge is something I have been thinking about for a while now. I talk to so many teachers who feel that Aboriginal perspectives are out of reach and I want to change that perception. By encouraging teachers to include content more often by aligning it with units of work they are already delivering, I believe we can have a huge impact on the collective knowledge Australians have about Aboriginal and Torres Strait Islander people and our cultures.  
 
We saw so many deadly teachers sharing how they were including Aboriginal and Torres Strait Islander perspectives in their classrooms and supporting each other as they took on the challenge of increasing the amount of First Nations content that they included. 
 
So many ideas were shared about ways to include perspectives in busy classrooms and I loved how many teachers I spoke to that said the Challenge had made them rethink how they do Aboriginal content and how they will continue to focus on including more. That’s what it was all about. 
 
I also spoke to a number of teachers who said the Challenge gave them confidence in the approaches they were already taking. Sometimes we just need that little bit of reassurance to give us confidence in our actions. 
 
I want to take this opportunity to thank every teacher who participated. I know stepping out of your comfort zone is not easy and changing the way you work can be hard, particularly when you are in charge of a busy classroom. 
 
We offered three chances to win a 12-month Wingaru Kids subscription for schools participating in the Challenge. The winners of these subscriptions are: 

For signing up to the Challenge:
Congratulations Jessica Malu!

For sharing their planner on social media:
Congratulations @mephamsensei!

For sharing their weekly intention on social media:
Congratulations @kicking.goalswithmiss.s!

We look forward to welcoming your schools to the Wingaru Kids mob.  
 
While the Challenge is over, the planners are still available to download HERE if you would like to plan your First Nation inclusions for next year.
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Christmas Activities For The Classroom

3/12/2020

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Christmas Activities For The Classroom
2020. What a year! I for one am so glad that it is coming to an end! I am counting down the days until the holidays begin and we can slow down and sink into holiday mode and enjoy some salt-water healing on our usual trip north to gorgeous Gumbaynggirr Country.
 
The tree is up, the elf has arrived and Christmas craft has started coming home from school – Christmas has arrived! While Christmas was not a traditional Aboriginal celebration, many of our mob embrace the holiday today and we celebrate it with great enthusiasm. Our mob gathers, we have a big feed and there is no shortage of laughter. Community Christmas events bring us together, providing opportunity for connection with people and culture. Blak Santas hand out gifts to our jarjums and the Aunties and Uncles gather, sharing stories that we have heard over and over but at the same time can never hear enough. 
 
But before we can get to that we have to make it through the final weeks of term. The energy of kids this time of year seems to be ebbing on exploding with cards and candy canes starting to be exchanged. Teachers are frantic, writing reports and finishing work units as well as planning for next year, all while managing the day-to-day of classrooms full of tired children who are ready for their summer break. 
 
Christmas craft is the perfect inclusion this time of year and this year we have some new handouts that bring an Aboriginal perspective into the busy classroom. Including simple activities like these helps keep Aboriginal content a regular inclusion in your classroom, even at this busy time. 
 
Have fun exploring bush flavours or creating some Aboriginal inspired gift-cards or tree decorations with your students – I would love to see what you do! ​​
Wingaru Christmas Activities on Classroom
Aboriginal/Indigenous Education Classroom Printable Resource for Christmas - Free
wingaru_candy_cane_holders.pdf
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wingaru_christmas_tags.pdf
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deadly_decorations.pdf
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lemon_myrtle_shortbread_cookies.pdf
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ceremonies_gatherings_find-a-word.pdf
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Taking a NAIDOC approach to the Planning Challenge?

16/10/2020

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Taking a NAIDOC approach to the Planning Challenge
Anyone who knows me, knows that I love a yarn and this week I have had so many interesting yarns with teachers about how they are approaching the Challenge. I love the diversity of approaches and the thought that has gone into the plans that are being rolled out across the country.

For some teachers this is the end of week 2 – can you believe how fast it is going? Astronomy was popular this week – lots of kids getting to learn about the amazing skies above us! We have two different astronomy lessons complete with video and other resources to support you on the Wingaru Kids platform. If you haven’t already come check them out!

NAIDOC is coming up and this year’s theme ‘Always was, always will be’ is a great theme to build your planner around. There are so many ways you can explore the theme. You might like to:
  • consider the political history of Aboriginal rights and our struggle for land rights; or
  • explore the relationship our people have with the land and how the ways our ancestors used land reflects the respect we hold for Country; or
  • investigate the work our communities are doing today to ensure a strong future for our mob
This is a great opportunity to reach out to your local community and learn about their initiatives and programs.

I have spoken to a few teachers who are using NAIDOC as inspiration for the Challenge so make sure you are sharing and following so you can see all the great ideas that are being shared! To give you some ideas on what you might do for a NAIDOC approach I have attached a sample planner below.

No matter how far in you are I would encourage you to check out some of the inspiration being shared under #PlanningWithWingaruAndMrJChallenge.

​

​Stage 2 NAIDOC Sample Planner - Download from link below
Stage 2 NAIDOC Sample Planner
wingaru_teacher_planner_s2_naidoc.pdf
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Challenge Sample Planners

29/9/2020

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Challenge Sample Planners
​This week we announced the #PlanningWithWingaruandMrJ Challenge – an initiative to get teachers thinking and talking about including more Aboriginal and Torres Strait Islander content in their classrooms. The response has been amazing! I am so excited at the number of teachers who have said they are going to take part! I can’t wait to see what everyone does. 
 
If you missed the initial posts about the Challenge, check out the previous blog, which has more information and the planner template: www.wingaru.com.au/blog/planner-challenge. You should also head on over to Mr J’s Learning Space to follow his journey. 
 
In the words of Mr J “the #planningwithwingaruandmrj challenge is all about taking that first step and deciding to think more intentionally about what we do and how we can naturally incorporate First Nations content into our teaching and share the journey together to inspire and support other educators as they try to do the same”.
 
To give you some ideas on what you might do to bring Aboriginal and Torres Strait Islander content in each week for term 4, we have created 3 sample planners that I have attached here. These planners, one for each stage, illustrate just some of the different approaches you could take in including a weekly First Nations perspective. 
 
Local Focus - Use term 4 to explore your local community. You could explore:
 
Country – how did the local mob use a river? or get to know the clans of the language group; 
 
Language – what is the local language? Can you find examples of it? Is there a local speaker you could invite in?
 
Land management - what bush tucker grows in the area? What tools would likely have been made given the material available in the local environment? What sustainability practices were likely practised?
 
Perhaps you could look at how the local people are represented today. The possibilities are endless. 
 
Build lessons around a single resource – this example shows how you can build experiences around one topic or resource. Consider the elements of your focus topic and build additional experiences to explore the elements. In our example we look at turtles but the same approach could be taken with many other subjects. Think about the key learning areas and how they may be present in your chosen resource. 
 
Focus on a single topic/unit – this example shows the possibilities of choosing a topic you are learning about in your class and exploring it from many angles which supports students to develop a strong understanding of the related issues. This works well for topics where students should consider different opinions and perspectives on an issue as they develop their own thoughts on it. 
 
You could apply any of these approaches to any stage with some tweaking or apply the approach to any topic that suits what is in your plan for term 4. Don’t be afraid to mix it up! The possibilities are endless – don’t forget to share your ideas by tagging  @wingaru_education and @mr.j.learning.space
​Stage 1 Sample Planner - Download from link below
Stage 1 Sample Planner
wingaru_teacher_planner_s1_darug_focus.pdf
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Stage 2 Sample Planner - Download from link below
Stage 2 Sample Planner
wingaru_teacher_planner_s2_hawksbeak_turtle.pdf
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Stage 3 Sample Planner - Download from link below
Stage 3 Sample Planner
wingaru_teacher_planner_s3_democracy.pdf
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Planner Challenge

25/9/2020

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Planner Challenge
​One question that teachers regularly ask me is how often they should include Aboriginal content or perspectives in their classrooms. There is no one answer that is going to work for every classroom and I always suggest that teachers start with what they are comfortable with. The most important thing is that you give it a go and build from there. 
 
That said, I would love to see teachers including Aboriginal and Torres Strait content once a week. I think this is attainable and planning can support you to reach this target. One teacher who has taken up this challenge is Mr J of Mr J’s Learning Space who you can follow on insta here www.instagram.com/mr.j.learning.space/.
 
Mr J is one of those teachers we all want our kids to have. His energy is amazing and I love that he is so inclusive with both his classroom content and his approach to school leadership. So, when he responded to a post about including perspectives weekly (saying that he was aiming to do just that) I reached out to offer him a planner that would support him to include content each week for a term. 
 
The planner is designed to help identify and organise the inclusion of First Nations content in all key learning areas for a term. I have included the planner below and I encourage you to take up the challenge of including Aboriginal and Torres Strait Islander content each week of term 4, 2020. 
 
Mr J will be including Aboriginal content in his classroom each week of term 4 and sharing it with you on his insta so make sure you follow along for inspiration and follow his tips to make this challenge achievable. Follow him here www.instagram.com/mr.j.learning.space/.
 
If you are reading this and thinking that I have lost touch with reality and there is no way you can include more in your already busy program, bear with me. I know including Aboriginal content or perspectives is daunting for many teachers. We will be sharing ideas and tips over the term to support you in the challenge, including examples of different approaches using the planner. Make sure you are following us on social media so you don’t miss these. 
 
There are so many ways you can bring Aboriginal content or perspectives into your classroom.  At Wingaru, we aim to support teachers by providing complete lessons that align with curriculum so that teachers can, if they choose, add an Aboriginal perspective to the content they are already teaching in the classroom. This approach means that even just 30 to 60 minutes can bring a new layer to student learning and increase the amount of Aboriginal content they are exposed to over the year. But if this approach isn’t for you that is ok. There are so many other ways you can approach bringing Aboriginal and Torres Strait Islander content in. You could:

  • Pick a topic that resonates with you and/or your students to explore;
  • Explore a topical event;
  • Explore a resource you love, like a book or other classroom resource created by Aboriginal educators;
  • Use a calendar event as the basis for a lesson;
  • Get outside and make links between nature and culture;
  • Set a homework challenge to bring a bush tucker item for lunch.

​Share your ideas with us online and borrow from other teachers’ ideas.
 
If one inclusion a week feels out of reach, don’t worry. Start where you are comfortable and increase at a pace that works for you. The Wingaru Planner is flexible and will work for you no matter how you approach the challenge or how many weeks you plan to include Aboriginal content. Just give it a go! 
 
Finally, share your experiences with us. We want to see how you are including Aboriginal perspectives and would love to hear your ideas for meeting the challenge. Use the hashtag #PlanningWithWingaruAndMrJ. 

Download the planner and social media templates and join us in term 4 for the #PlanningWithWingaruAndMrJ Challenge.
​A4 Aboriginal Perspectives Teacher Planner - Download from link below
A4 Aboriginal Perspectives Teacher Planner
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Challenge Social Media Templates ​- Download from links below
Challenge Social Media Templates
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Connecting with First Nations Content

26/8/2020

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Connecting with First Nations Content
​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.
First Nations Content
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We Can Support You To Talk About Race Relations In Your Classroom

16/6/2020

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We Can Support You To Talk About Race Relations In Your Classroom
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
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
​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
​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
​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
​Aussie Identity
Investigates stereotypes in the portrayal of the Australian identity
Lesson Category: Modern Life

​Cathy Freeman
​Cathy Freeman
Discusses the contribution of Cathy Freeman as both a sportsperson and a role model.
Lesson Category: Contact

Constitutional Recognition
​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
​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
​Democracy & Truth Telling
Looks at what truths need to be told to foster positive race relations in our democracy.
Lesson Category: Modern Life

Discrimination
​​Discrimination
Discusses types of racism and explores techniques to help stop it.
Lesson Category: Political Issues

Fair Skin Black Fella
​Fair Skin Black Fella
Looks at the impact of stereotypes about skin colour.
Lesson Categories: Modern Life

Maria Lock
​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
​NSW Freedom Ride
Introduces to the concepts of racism, segregation and political action.
Lesson Category: Political Issues

Oodgeroo Noonuccal
​Oodgeroo Noonuccal
Explores Oodgeroo’s writing and campaigning against discriminatory government practices at that time.
Lesson Category: Contact

Reconciling the Past
​Reconciling the Past
Explores the history of multiculturalism in Australia.
Lesson Category: Modern Life

Racism It Stops With Me
​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
​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
​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 National Apology
The apology acknowledged the existence and the impacts of the Stolen Generation.
Lesson Category: Political Issues

Treaty
​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
​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
​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.

Log into your Teacher Centre account to assign these lessons to your class or to view our full catalogue.

Don't have Wingaru Kids? Learn more about Wingaru Kids through our 10-day free trial. Sign your school up today at https://www.wingaru.com.au/wingaru-kids.html & see how we can help you include more Aboriginal & Torres Strait Islander perspectives in your classroom.⁠
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Racism + BLM

11/6/2020

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Racism + BLM
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.
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5 Deadly Tips to Celebrate National Reconciliation Week

20/5/2020

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5 Deadly Tips to Celebrate National Reconciliation Week
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. ​​
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Bush Medicines

5/5/2020

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Bush Medicines
Ya (hi) everyone, my name is Alana Gall and I am an Indigenous health researcher at Menzies School of Health Research. I come from a large Pakana/Tasmanian Aboriginal family. Our Ancestors connect us back to the North East coast of lutruwita/Tasmania, and more recently to the Bass Strait Islands of Cape Barren and Flinders Island. One of my family’s ancestors, a woman named Pularilpana, was abducted by European sealers in the early 1800s and taken to the Bass Strait Islands. A number of Pakana/Tasmanian Aboriginal families ended up on the many islands in north east Bass Strait (or the Furneaux Islands) but were eventually forced to live at the Aboriginal Reserve on Cape Barren Island. ningimpi-mana (My Nanna), was born on Flinders Island and grew up there and on Cape Barren Island. I currently work on Turrbal and Jagara Country in Brisbane.

I have always been exposed to natural medicines and cultural ways of life. My Dad, Andrew Gall (kurina), always hunted for food when I was young. He would catch snakes, go spear fishing and also hunt for kangaroos. My Mum, who is of English descent, was a keen gardener (as was her father) and growing food “organically” was just a normal part of our lives. So we tended to use both bush medicines that were traditionally used by my ancestors in Tasmania, as well as natural remedies passed down in my Mum’s family. Growing up I didn’t know this was different to other people and I always liked the idea of using the things placed on earth to heal. 

It wasn’t until my daughter was 5 years old though that I really understood just how powerful these natural medicines could be. She had suffered with pustular tonsillitis no less than 5 times in one year. The sixth bout was very stubborn, and I ended up having to go to the doctor for a third lot of antibiotics as it just wasn’t clearing up. This upset me as I hated seeing my daughter in so much pain and the doctor was saying she’d need to get her tonsils removed. I am of the belief that where possible we should keep everything in our bodies, as otherwise why would it be there? So I didn’t like that option either. I decided to jump on the internet and try to find an alternative so looked into natural medicines for tonsillitis on there. I ended up giving her Schuessler Tissue salts and echinacea tincture. Her pustular tonsillitis healed up and now she is 18 years old and hasn’t suffered with it since! This solidified in my mind just how powerful these medicines are and that I wanted to know more. 

Since that time my passion for natural medicines has seen me complete courses in Flower Essence therapy and Iridology, a degree in Nutritional medicine, and a Masters by research that focussed on traditional and complementary medicine use by Aboriginal and Torres Strait Islander cancer patients. Through this work I have been able to see just how important these medicines are to the people who use them. In one study I highlight the need for the health sector to open up communication about traditional and complementary medicines in the health care setting, and ensure they are not allowing their own biases about medicine to interfere with providing culturally safe care. As teachers and parents, it is equally important that we understand about these medicines so we can speak confidently about them, and also teach the young ones. This is especially true for the traditional medicines of my people, and other Aboriginal and Torres Strait Islanders around Australia. These medicines have been shown to provide them with physical, emotional and spiritual benefits, which is congruent with their differing views on health, being that of a holistic model of health. 

As teachers, it is especially important that you also provide a culturally safe space for Aboriginal and Torres Strait Islander children to learn. Through putting your bias aside (assuming you adhere to the reductionist model of health care that is the politically dominant one in Australia) you allow these children to feel accepted in the school setting. By teaching about bush medicine in the classroom, not only is this an interesting and engaging subject for all your students, you foster an environment of inclusion which in turn may reduce racism in the future generations. 

I am happy to share what I know, so please contact the team at Wingaru if you have any particular bush medicine topics you’d like to know more about and they can work with me to develop the resources you need to teach your children with confidence about this topic. 

nayri nina-tu (thank you) Alana
 

Pakana woman, Alana Gall, is an Indigenous health researcher at Menzies School of Health Research.
You can follow Alana’s work on: 
alana.gall@menzies.edu.au
TWITTER @LarnzLarnz
LINKEDIN https://au.linkedin.com/in/alana-gall-36535152
anti microbial bush medicine
anti microbial bush medicine myrtaceae family
antimicrobial_bush_medicine.pdf
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250 Years Since Cook Landed

27/4/2020

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250 Years Since Cook Landed
This week marks 250 years since Lieutenant James Cook explored the east coast of a largely unknown southern continent in the Endeavour and ultimately claimed the entire land for the British. Despite significant protests, the Australian Government recently planned extravagant events and monuments at enormous expense to celebrate that history*. 
Regardless of your views on settlement and the events leading to it, Cook’s journey of exploration was monumental in the development of the country that we now know as Australia. Like it or not, that visit by Cook was ultimately devastating for Aboriginal People and culture as British invasion brought death and destruction to our shores. 

Reading through Cook’s journals we know that Cook wasn’t welcomed when he first landed and encountered the Aboriginal People of Botany Bay. We also know that he was heavy handed in his approach when he was unable to appease them with trinkets. He quickly decided that the people he met here did not meet his definition of “civilised”. Later, when stranded for seven weeks at Endeavour River (near today’s Cooktown) Cook and his men lived alongside a local tribe and witnessed a harmonious and fulfilled society who wanted for nothing. Despite interacting peaceably and benefitting from the hospitality of the locals Cook went on to declare Australia terra nullius (belonging to no-one) and claimed the land for his country. 

However, this is not the story Australians have been taught. Cook, and the settlers that followed, have been given a heroic role in the history of Australia. In the 80s, when I was at school, I found myself participating in celebrations of Cook and his successors without any understanding of what these events meant for my People. There was never any inclusion of the Aboriginal perspective or a hint that these much-celebrated events had a negative impact on the existing population.

I often think about the day my mum sent me to school dressed as a settler. I wore a beautiful lemon dress that had long sleeves and a full skirt, very similar to the dresses that women wore back then. I was excited – that dress was pretty – the photos from the day are all about the dress as I showed it off, unaware of what we were really celebrating and how my mum must have felt sending her Aboriginal child off to school to celebrate the beginning of the destruction of her culture. It’s a feeling that I will not have to face as a parent. My generation, and those to follow, know it is our choice not to participate. And that choice is increasingly respected by the wider community.

However, imagine the possibilities if we, as a nation, had simply acknowledged the truth from the outset – that Australia was invaded and Cook’s visit began an onslaught that would change the Aboriginal way of life forever. Imagine where we could be if we didn’t spend centuries learning a false history and arguing about the injustices that occurred. If instead we accepted that the injustice happened and resulted in disadvantage; that the travesties occurred in another time when those actions were not seen as wrong; and that Australia was a result of all past actions, good or bad. 
Would we have spent centuries compounding the damage? Would we, as a nation, be more willing to see the impact and acknowledge the resulting disadvantage? Would we be more willing to work towards a solution? Would we have made greater progress in the work towards reconciliation? 

We will never know. But this week, as the nation talks about Cook and his great ship “discovering” this land, Aboriginal land, don’t forget to also talk about the People who were already here. You don’t need to assign a good role and a bad role. We just need to respect and acknowledge both perspectives and recognise the truth of our history. It isn’t pretty but it is only with truth that we that can move forward.

* Covid-19 has meant that these events have not proceeded in 2020.
cook explores australia
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Anzac Day 2020

16/4/2020

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Anzac Day 2020
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
aboriginal diggers fact sheet
aboriginal diggers crossword puzzle
anzac aboriginal diggers
aboriginal diggers memory game
Aboriginal Diggers Word Find.pdf
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Aboriginal Diggers Fact Sheet.pdf
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Aboriginal Anzacs Match Infants.pdf
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Aboriginal Anzacs Match Primary.pdf
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Aboriginal Diggers Crossword.pdf
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Aboriginal Perspectives This Easter - Free Printable Activity Day 4

10/4/2020

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Aboriginal Perspectives This Easter - Free Printable Activity Day 4
This week we have been celebrating eggs! Eggs are an important part of bush tucker. The types of eggs available to Aboriginal people differed depending on the environment they lived in.

Download each activity sheet from the last four days to explore the types of eggs included in the traditional Aboriginal diet.


Remember to follow us on social media for alerts on our free printable activities.

Facebook - www.facebook.com/wingaru
Instagram - 
www.instagram.com/wingaru_education/
Twitter - https://twitter.com/WingaruEd
wingaru easter egg puzzle
wingaru_easter_egg_puzzle.pdf
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Aboriginal Perspectives This Easter - Free Printable Activity Day 3

9/4/2020

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Aboriginal Perspectives This Easter - Free Printable Activity Day 3
This week we are celebrating eggs! Eggs are an important part of bush tucker. The types of eggs available to Aboriginal people differed depending on the environment they lived in. Each day this week we will have an activity sheet to explore the types of eggs included in the traditional Aboriginal diet.

Remember to follow us on social media for alerts on our free printable activities.

Facebook - www.facebook.com/wingaru
Instagram - 
www.instagram.com/wingaru_education/
Twitter - https://twitter.com/WingaruEd
bush tucker foods egg
find_a_word_bush_tucker_foods_-_eggs.pdf
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Aboriginal Perspectives This Easter - Free Printable Activity Day 2

8/4/2020

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Aboriginal Perspectives This Easter - Free Printable Activity Day 2
This week we are celebrating eggs! Eggs are an important part of bush tucker. The types of eggs available to Aboriginal people differed depending on the environment they lived in. Each day this week we will have an activity sheet to explore the types of eggs included in the traditional Aboriginal diet.

Remember to follow us on social media for alerts on our free printable activities.

Facebook - www.facebook.com/wingaru
Instagram - 
www.instagram.com/wingaru_education/
Twitter - https://twitter.com/WingaruEd
bush tucker food egg memory game
bush_tucker_eggs_match.pdf
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Aboriginal Perspectives This Easter

7/4/2020

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Aboriginal Perspectives This Easter
2020 has brought a lot of changes to all of us. We are spending more time at home as lockdowns and isolation restrictions are in place around the country and getting tighter as COVID-19 continues to impact our lives. It certainly is not life as usual. 

Easter has arrived without the usual fanfare. There were no Easter hat parades or egg hunts and there will be no family gatherings to celebrate the occasion. For my family this means a quiet weekend at home instead of the holiday we usually enjoy with my parents. My boys look forward to the time they get to spend with nanny and poppy and the realisation that we will not be seeing them has brought great disappointment. Luckily, they have an amazing nanny who has posted their usual PJ gift and a few small treats and we have organised a facetime call so all is not lost. I have it on good authority the Easter Bunny will still be able to visit. 
The boys are also missing the craft they would normally do at school at this time of year. I will admit that Easter activities are something that I usually leave to the teachers so I didn’t have anything up my sleeve to cater to this request but after some discussions we have decided to make some paper baskets and leave some of our local friends some small gifts – contactless of course. We have also been having some conversations about eggs  - both the chocolate and non-chocolate variety and how people use them.

While Easter is not an Aboriginal celebration, eggs were a big part of customary life and looking at how Aboriginal people used eggs is a great perspective for all age groups and an easy one to discuss at home. Over the next few days I’ll be sharing worksheets the Wingaru Educators have created that may keep your young people occupied for a while and help them to explore how eggs were included in traditional bush tucker.​

I wish you and your mob a safe and healthy Easter.
look and find bush tucker foods eggs
Look & Find Bush Tucker Foods - Eggs
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Supporting Schools During these Unusual Times PLUS Coronavirus Social Story

31/3/2020

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Supporting Schools During these Unusual Times PLUS Coronavirus Social Story
What a week Australia has had! With increasing uncertainty about just about everything, life is changing drastically for most Australians. For schools around Australia these changes are immense and teachers and principals are working overtime to do everything they can to support education for our kids. It is not an enviable job – catering to kids who have to attend daily as well as those that can stay home while putting together programs for online learning in case we are not back to school as normal for term 2 and supporting their students who are feeling the uncertainty. Then of course they have their own families to organise and plan for. 
It is a confusing time and everyone is worried. Parents have questions and are feeling the pressure of taking on a bigger role in their children’s day to day education which is not easy. It is a good time remember to be kind to each other. Teachers are doing the best they can. I have spoken to many teachers in the last week who are searching for the right resources to keep kids on track with their learning goals. Nothing replaces a classroom teacher but teachers are working to come up with the next best thing – a balanced, engaging program that can be delivered digitally or via take-home packs. Trust your kid’s teachers, be patient and be kind. We are all in this together. 

Wingaru Kids is a tool that can support schools in this time. It offers a range of lessons meeting outcomes from all key learning areas and students can access the resources from anywhere. For teachers it offers quality content that can be provided with little preparation and for students it offers engaging content that provides variety in the work that is being sent home. We have been contacted by many parents this week asking how they can access our resources. We are working on how to do this but at this time the best way is to speak to your classroom teacher about organising access through your school. They can set up a free trial and our team are working to set accounts up in just a few hours. We are working with schools to meet their budget so we encourage them to get in touch and see what we can do. 

Our educators are also working on resources that we will be sharing on our social media so make sure to follow us on facebook and Instagram so you don’t miss them. 

Speaking with many teachers and parents this week, one thing is very clear - we are all worried about how this epidemic affects our kids. Coronavirus is everywhere we turn and kids are hearing so much information that they probably don’t understand. The uncertainty is a cause of worry for many. Mr 8 saw a report on the news about the impact of the virus on Aboriginal people and asked me if he was going to die. The concern in his face was heartbreaking – it’s a level of worry that none of us want our kids to feel. After a yarn with a few kids in my life I realised they were all experiencing a new level of concern and while the specific worries differed, the level of concern was high. I reached out to Nathenya, the director of Kids Steps Speech Pathology, who we provided Cultural Awareness Training to late last year.  I explained that some were worried because they heard that old people would die and Aboriginal people were going to be one of the groups most affected and asked her if she had any suggestions on how I could support my kids. Nathenya said some of her clients had expressed similar concerns and gave me some strategies that might help not only my jarjums but many of our young friends out there. I have attached a social story that might be of help to your family. Please use it with your children and share it with other families that you think could do with some support.​

I hope your mob stays safe and healthy in this time.
covid social story
covid-19_social_story.pdf
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CULTURAL BURNING

12/3/2020

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cultural burning
The catastrophic bushfires that have torched much of the country since September have raised many questions about fire management in Australia. While a shocked and shattered population are blaming everyone from environmentalists to the Prime Minister other stories are emerging of what appear to be lucky escapes but may just hold the answer to best-practice fire management for the future.

There are many different types of fire that occur in Australia. These include:
  • naturally occurring, for example through lightning strikes
  • accidental, from human sources such as discarded cigarettes
  • fires that are deliberately lit and controlled as a form of land management.

There are three main types of deliberate fires in Australian bushland:
  • Hazard Reduction Burns – a method of burning in non-fire seasons to reduce the fuel load in Australian bush in order to lessen the severity of bushfires over the summer. These burns need particular weather to be undertaken successfully (ie not too wet) and to be done safely (not too hot, or windy, or dry).
  • Back Burns – these are fires that are lit in the middle of a bushfire emergency that are aimed at reducing the fuel load in an area of bush towards which an out-of-control bushfire is approaching. It aims to reduce the impact of an approaching fire by giving it less to burn and reducing its ability to spread.
  • Cultural burning – burning of bush by Indigenous People for the purposes of reducing the severity of wild fires and establishing an environment of diverse native plants that attract and support a variety of wildlife.

Cultural burning is also known as firestick farming and it is no coincidence that the word farming is used in this phrase. For traditional Aboriginal People land was their food, their livelihood, their country and their home. Despite over two centuries of colonial propaganda, we now know that Aboriginal People managed crops (of grasses, grains and tubers) to provide sustainable food. They farmed eels and fish to establish an ongoing food source. And through cultural burning they managed the safety of the land that supported plant and animal species that provided food and resources for survival. The fire was used to manage the land and produce more favourable outcomes for survival. 

Cultural burning employs small, “cool” fires that encourage the regrowth of desirable native plants.

It is a practice that has been perfected over centuries. There are cultural protocols involved. Indigenous practitioners vary their techniques to match the particular country that they are in. Their knowledge of the land enables a targeted approach. 
The heat of any fire will determine what plants grow back. For example:
  • An extremely hot fire (such as an out-of-control bushfire) can burn the top levels of soil, destroying seeds and killing the micro-organisms that provide nutrients for regrowth.
  • A hot fire (as deployed by Rural Fire Services for hazard reduction burns) can cause the return of weed plants or abundant natives like bracken fern which can become the next dangerous fuel load.  
  • A cool fire can remove leaf and bark litter and clear patches of sandy soil that enable the regrowth of a variety of desirable native grasses and ground cover plants.

Hazard reduction burns are a contentious issue. There is much misinformation by climate deniers that the 2019-20 summer fires are purely the result of tree-hugging environmentalists preventing the undertaking of hazard reduction burns. This has been countered by a range of experts from scientists to fire chiefs who explain that such burns are never the decision of community groups or political parties. Hazard reduction burns must be undertaken when circumstances and resources allow. The weather must be favourable to undertake hazard reduction burns. If the ground is too wet after rain, the fires won’t burn. If the land is too dry and the wind is strong, the fires can’t be undertaken safely. Even when conditions are ideal there is public outcry that the smoke has settled in heavily populated areas causing health risks (for example, hazard reduction burns in the Blue Mountains have been known to fill the Sydney basin with smoke). 

Aspects of climate change (longer, hotter summer periods, more heatwaves and longer-lasting drought) have been seen to reduce the window in which hazard reduction burns can be undertaken and that in turn puts pressure on fire services to maximise the efficiency of burns when they can be done. But this approach could be contrary to the practice of cultural burning because a hot, hurried burn may cause the regrowth of a plant community that becomes the fuel load of a subsequent fire season.
Cultural burning is a practice developed over millennia. Indigenous fire management involves many layers of knowledge. Practitioners must know about different country, different types of tree, different ecosystems that burn differently at different times of year. It aims for “cool” burns that improves the health of Country and makes a safer environment. It is an ongoing process. As plants regrow the type and distribution of species is monitored to see if further burning is required. Ongoing inspection and maintenance is crucial.
In the recent summer bushfire crisis stories have emerged of unprotected properties surviving a fire that completely surrounded them. Owners had evacuated and thought their homes were lost. No-one remained to extinguish the flames and yet the homes escaped the blaze. This seemingly miraculous outcome has been attributed to recent cultural burns which reduced to fuel load in the nearby bush in those specific locations. 

In other places, the fuel load on the ground meant fires burnt so ferociously that they reached the canopy of the trees where the eucalyptus oil provided an additional, explosive fuel source that was difficult to combat and often caused firefighters to retreat and homes to be lost.
​

Australians are indebted to the brave and hardworking volunteer firefighters who have faced this catastrophe with bravery, skill and dedication. Some have paid the ultimate price, losing their lives to save others and questions will be asked about how this can be avoided in the future. Why does so much responsibility fall to unpaid citizens? How can we reduce the risks in the summers ahead.
Meanwhile, throughout Australia, many Aboriginal groups are learning and teaching the ageless methods of cultural burning. While some fire-fighting experts have denounced the current method of hazard reduction burns in favour of cultural burning, the practice has not been widely employed. Hopefully as the smoke recedes and the embers of this terrible summer die out there will be extensive investigation of how we manage fire risk on this continent with appropriate deference to the people who have been practising their methods and refining their techniques for thousands of years.
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Incorporating Aboriginal Perspectives in your Classroom in 2020

23/1/2020

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Can you believe it is 2020 already? I feel like 2019 passed by in a blink and all of a sudden we are here, a few days away from a new school year. A fresh start with new challenges ahead for teachers, students and parents. 

Aboriginal perspectives is one of those challenges for many teachers. Putting together a program that meets curriculum requirements, is engaging and works for the kids in their class is no small feat, especially since a teacher may not have met the students in their class for the year ahead. Yet teachers do this year in and year out, usually during the holidays. 

One of the challenges that comes up during this planning is how to incorporate Aboriginal perspectives, and how to do it in a meaningful way. The fear of being seen as tokenistic often means teachers do not include an activity out of respect and not wanting to offend somebody. I would love to see teachers feel comfortable in including perspectives, even if they are small. Small does not mean tokenistic. Short activities or pieces of information contribute to a child’s knowledge base and understanding of the world around them and when it comes to Aboriginal perspectives, short learning opportunities are much better than what most kids are getting now. 

Wingaru Kids supports teachers to include a short activity/session that relates to something already being explored in the classroom. For example, include Aboriginal Astronomy with your study of Earth and Space Science or learn to count in Darug when exploring numbers and counting in Maths classes. This is a really easy way to include perspectives across all key learning areas. 
​

The whole purpose of Aboriginal perspectives is to give kids an appreciation and understanding of Aboriginal and Torres Strait Islander people. It would be great to see 2020 as the year that we focus on getting more perspectives in the classroom and letting small things grow into a solid knowledge base for students going forward. 
As a starting point you could:

  • Start the day by acknowledging the Traditional Owners of the land your school is on. 
  • Find out how to say hello or good morning in the local language and greet your students in language. 
  • Acknowledge key dates on the Aboriginal calendar and talk about what those dates mean and how that are observed – I have included our 2020 calendar with this post so you have a handy list of significant dates. 
  • Talk about the issues in the media – the beginning of the school year starts just after Australia Day. Ask students what they did – there will likely be some who attended Aboriginal events; talk about how Aboriginal people might feel about the date we celebrate on; talk about why Aboriginal people might refer to the day as Invasion Day or Survival Day. Encourage everyone to respect each other’s views and consider them.
  • Bring some native fruits in for students to try during ‘munch and crunch’ time.
  • Include some Aboriginal resources in your classroom – posters, books, stickers, art. And make sure you use them or talk about them. 
  • Follow Wingaru Education on social media and/or sign up to our monthly newsletter for ideas and free resources that may work in your classroom. ​

​
​I’d love to hear how you are incorporating Aboriginal perspectives in your classroom. Maybe the things you are doing are just what another teacher needs to get the ball rolling in their classroom.
Incorporating Aboriginal Perspectives in your Classroom in 2020
Wingaru 2020 Calendar.pdf
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Choosing to Identify

19/12/2019

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Choosing to Identify
A few months ago I went to a networking meeting – an opportunity to meet with other business people in the area in the hope of meeting some like-minded people who might one day be interested in collaborating on a project. To be honest I hate these events. I am not great at small talk and I feel awkward in a room of strangers. I try to make myself go a couple of times a year because as I tell my kids, it is good to step out of your comfort zone occasionally and challenge yourself to practice something you are not comfortable doing. I have also met some inspiring people doing some amazing things at these events so deep down I know it is a worthwhile activity despite my hesitation.
 
At this particular event I found myself talking to a lad, making small talk about his start up and the challenges he has faced in getting his vision from paper into the real world. His story was interesting and very different to mine. He was friendly and I think good hearted and I was enjoying our conversation. He asked about my journey and the barriers we face at Wingaru and I shared some of our barriers including race-based barriers that we are working to overcome. I talked about the assumed deficit that many people think Aboriginal people have – like we somehow cannot achieve to the same level as non-Aboriginal people, that we don’t quite do as good a job as our non-Aboriginal counter parts; how people incorrectly assume we have received massive amounts of funding to create our resources so our resources should be free of charge; how people continually dismiss Aboriginal education as an Aboriginal issue rather than a crucial part of Australia’s education system; and how as a business we often have to deal with racism before we can discuss our projects. 
 
His interest in what I am trying to achieve was genuine and he confessed that I was the first Aboriginal person he had ever met. To be honest I am always a little shocked when people tell me they don’t know any blackfullas. Honestly, we are everywhere! But it is something I hear often, although I suspect that most people have met an Aboriginal person but haven’t realised because most of us don’t fit the stereotype that people are expecting. I shouldn’t have been too shocked when he suggested I pretend I wasn’t Aboriginal so that I didn’t have to face the adversity that our mob face. At least he didn’t suggest I line up for my free car or house, right?
 
It makes sense really. Why would anyone want to face the adversity that Aboriginal people face every day? Why, if we had a choice, would we put ourselves out there to become the subject of racial hate, disadvantage and misconceptions that continually pop up as barriers that stand in our way?
 
Because being Aboriginal isn’t a choice. It is part of who I am. I have always been raised to be proud of my culture and my mob. We are resilient, we are strong, we are still here despite every attempt to keep us down. I couldn’t pretend I am not Aboriginal even if I wanted to. It would be like pretending I am a duck instead of a human. I don’t know how to be anything but an Aboriginal woman. And I wouldn’t trade it for anything. I am part of an amazing culture and a great community. I am proud of all the things we as a people have achieved. 
 
This seemingly innocent comment highlighted just how far mainstream Australia is from understanding Aboriginal Australia. To think that it is as simple as choosing not to be who you are so that you are treated appropriately by other people feels like something from 100 years ago, not today. In the past Aboriginal people did deny their Aboriginality out of fear but surely we are past that? How are we approaching 2020 and people still think like this? Not because they are trying to be disrespectful but because they don’t know better? If there was ever an argument for changes in Aboriginal education for all Australians, this is it. We cannot have another generation not knowing. We need change. ​​
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Acknowledgment

Wingaru Education acknowledges the Traditional Owners of Country throughout Australia and their continuing connection to land, sea and community. We pay our respects to them and their cultures, to the Elders past, present, and emerging.

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