DOCSLIB.ORG

An Aboriginal History

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Aboriginal History My Story of Annie’s Mob: An Aboriginal History Annie’s Mob This is Annie’s Mob as they go through their journeys of life. Their lives follow different paths. Nevertheless, each one has their own family with dreams and roads to walk but they will always be Annie’s Mob. 1 Annie’s Mob: The Story of an Aboriginal family Normae Bennett Dip. Teach; (W.A.C.A.E) B. Ed.; (E.C.U) ` M.A (Curtin U.T) This thesis is presented for the degree of Doctor of Philosophy, Murdoch University 2016. 2 DECLARATION I declare that this thesis is my own account of my research and contains as its main content work which has not been previously submitted for a degree at any tertiary educational institution. ………………………….. 3 Abstract As an Aboriginal author, my thesis is grounded in an Indigenist paradigm; a paradigm that places Indigenous experiences at the center of inquiry and whose goals are to “serve and inform the Indigenous struggle for self-determination” (Rigney, 1997, p. 119). Hence, this thesis is an auto/ethnographic journey based on my lived experiences. Apart from my memories I draw on family documents as well as other printed source material, such as the diaries of my Grandfather and departmental files. In the era when I was growing up, the cliché of; “Children should be seen and not heard” was popular. Not only that, my mother often told us that we children were never to tell anyone our business or talk about our personal life. Therefore, I never spoke freely about my family’s life, my growing up years and how I was ashamed of being an Aboriginal when I was younger. While was raising my four grandchildren, I started thinking about my family’s history and how my children and grandchildren knew little of our history. Through reading articles and books by Indigenous authors I came to better understand our history and have come to appreciate that our history must be documented by Indigenous peoples. Although many stories have been written about Indigenous peoples by non-Indigenous writers, these writings tend to perpetuate misconceptions and stereotypes about the First Peoples of Australia. An Indigenist approach seeks to debunk these misconceptions and place the Indigenous experience at the center of the inquiry. Reflecting on the stories written by Indigenous authors, I decided to follow their example and tell my family’s story as best I could, despite my mother’s injunction never to tell anyone “our business”. Therefore, Annie’s Mob is the story of my own life as well as the story of my family, given that my life has unfolded within the context of my family and the historical times in which we lived. I hope my story will encourage other women and men to document their history and leave their stories as a legacy for the future. 4 CONTENTS Chapter 1 Introduction .......................................................................................................................13 Aboriginal Way...………………………………………………………………………………..13 Story-telling……………………………………………………………………………………...15 Overview of Chapters ………………………………………………………………………….16 Chapter 2 Aboriginal History; a Brief Overview..……………………………………………………...21 History……………………………………………………………………………………………21 Terra Nullius…………………………………………………………………………………….22 Fighting Back……………………………………………………………………………………25 Protesting the Injustices……………………………………………………………………….26 Making their Mark………………………………………………………………………………30 Fighting On……………………………………………………………………………………...33 Land Rights……………………………………………………………………………………..39 Mabo: The Milestone Decision……………..…………………………………………………40 Chapter 3 Aboriginal Research……………………………………………………………………..45 Representation………………………………………………………………………….45 Source Material………………………………………………………………………………..48 Doing Research..............................................................................................................52 Our Ways………………………………………………………………………………………52 Indigenist Research…………………………………………………………………………..54 Indigenous Research…………………………………………………………………………56 Autoethnology…………………………………………………………………………………62 Yarning in Research………………………..………………………………………………...65 5 Importance of Stories…………………………………………………………………………..69 Annie’s Mob: My Story…………... …………………………………………………………...79 Chapter 4 Nanambinia Station..................................................................................................81 Life on the Station ….......................................................................................................81 Diary Entries …………………………………………………………………………………...82 Memories of Nanambinia……………………………………………………………………...85 Not all Work……………………………………………………………………………………..86 Workers………………………………………………………………………………………….89 Chapter 5 Introducing Our Mob……………………………………………………………………...92 Why Annie’s Mob ………………………………………………………………………………92 The Family………………………………………………………………………………………92 Oliver Family…………………………………………………………………………………….92 Tucker Family ................................................................................................................93 Anna Whitehand ............................................................................................................96 Diemer Family ...............................................................................................................97 Dimer Family .................................................................................................................97 The Passing of Pioneers ..............................................................................................102 A New Era ..................................................................................................................102 William Tucker and Annie Dimer....................................................................................104 My Mother ...................................................................................................................107 Mum and Dad’s Children .............................................................................................116 Chapter 6 Consequences of the Acts .............................................................................................. 124 Inhumane Laws ...........................................................................................................124 6 Western Australian Laws ............................................................................................ 124 Aboriginal Protection Act 1905 .....................................................................................127 Native Administration Act 1936 ....................................................................................131 The Affects of the Acts on My Family ...........................................................................132 Certificate of Exemption and the Citizenship Act .........................................................1 35 Applying for a Certificate of Exemption .......................................................................137 Dads’ Saga...…………………………………………………………………………………..145 Chapter 7 Some of My Journey ......................................................................................................... 152 The Beginning .............................................................................................................152 Kalgoorlie Central School……………………………………………………………………155 Growing Up .................................................................................................................164 Boxing ........................................................................................................................1 70 Witches and Being Clean ............................................................................................ 171 AmusingOurselves……………………………………………………………………………173 Death of a King ...........................................................................................................1 74 Sleeping Over………………………………………………………………………………….175 Racism ........................................................................................................................1 76 Being Ashamed ...........................................................................................................178 Chapter 8 Being Aboriginal…..…………………………………………….……………………….184 How Much Aboriginal ................................................................................................... 184 My Journey……………..……………………………………………………………………...185 Avoidance ....................................................................................................................186 On Show ......................................................................................................................191 7 What Name..................................................................................................................192 No Attention……………………………………………………………………………………193 Chapter 9 The Journey Continues ........................................................................................ 197 Into the Wide World .....................................................................................................197 Working .......................................................................................................................198 With Family…………………………………………………………………………………….200 Back to Nanambinia .....................................................................................................203 Cultural Ways ..............................................................................................................205 Nursing Assistant .........................................................................................................209
Load more

Recommended publications
  • SOLONEC Shared Lives on Nigena Country
    Shared lives on Nigena country: A joint Biography of Katie and Frank Rodriguez, 1944-1994. Jacinta Solonec 20131828 M.A. Edith Cowan University, 2003., B.A. Edith Cowan University, 1994 This thesis is presented for the degree of Doctor of Philosophy of The University of Western Australia School of Humanities (Discipline – History) 2015 Abstract On the 8th of December 1946 Katie Fraser and Frank Rodriguez married in the Holy Rosary Catholic Church in Derby, Western Australia. They spent the next forty-eight years together, living in the West Kimberley and making a home for themselves on Nigena country. These are Katie’s ancestral homelands, far from Frank’s birthplace in Galicia, Spain. This thesis offers an investigation into the social history of a West Kimberley couple and their family, a couple the likes of whom are rarely represented in the history books, who arguably typify the historic multiculturalism of the Kimberley community. Katie and Frank were seemingly ordinary people, who like many others at the time were socially and politically marginalised due to Katie being Aboriginal and Frank being a migrant from a non-English speaking background. Moreover in many respects their shared life experiences encapsulate the history of the Kimberley, and the experiences of many of its people who have been marginalised from history. Their lives were shaped by their shared faith and Katie’s family connections to the Catholic mission at Beagle Bay, the different governmental policies which sought to assimilate them into an Australian way of life, as well as their experiences working in the pastoral industry.
    [Show full text]
  • Edexcel GCSE English Literature
    GCSE ENGLISH LIT POETRY CLASHES AND COLLISIONS The Exam Structure You will answer two questions on poetry. The exam will last one hour and forty-five minutes and is worth 25% of your total GCSE. The exam is divided into two sections: Section A: Unseen Poetry Section B: Anthology Poems • You will answer 1 question in 2 parts. • You will be presented with a • Each part is worth 15 MARKS poem you have not studied. • This section is worth 30 MARKS • You read through the poem and answer the questions set. • In part (a) you will be asked a question about a named poem from the anthology This section is worth 20 MARKS collection you have studied. • In part (b) you will answer one question from a choice of two in which you will be expected to link/compare two poems. GCSE POETRY: Section B CLASHES AND COLLISIONS Foundation Tier Mark Scheme Section B: Anthology Poems: Part (a) questions Band Mark AO2: Explain how language, structure and form contribute to writer’s presentation of ideas, themes and settings • Little explanation of how the writer conveys his thoughts & feelings. 1 1-3 • Little relevant connection made between the presentation of thoughts & feelings and the language used. • Little relevant textual reference to support response. • Limited explanation of how the writer conveys his thoughts & feelings to create effect. • Limited relevant connection made between the presentation of thoughts & feelings and 2 4-6 the language used. • Limited relevant textual reference to support response. • Some explanation of how the writer conveys his thoughts & feelings to create effect.
    [Show full text]
  • Indigenous Design Issuesceduna Aboriginal Children and Family
    INDIGENOUS DESIGN ISSUES: CEDUNA ABORIGINAL CHILDREN AND FAMILY CENTRE ___________________________________________________________________________________ 1 INDIGENOUS DESIGN ISSUES: CEDUNA ABORIGINAL CHILDREN AND FAMILY CENTRE ___________________________________________________________________________________ 2 INDIGENOUS DESIGN ISSUES: CEDUNA ABORIGINAL CHILDREN AND FAMILY CENTRE ___________________________________________________________________________________ TABLE OF CONTENTS PREFACE .................................................................................................................................... 5 ACKNOWELDGEMENTS............................................................................................................ 5 INTRODUCTION ......................................................................................................................... 5 PART 1: PRECEDENTS AND “BEST PRACTICE„ DESIGN ....................................................10 The Design of Early Learning, Child-care and Children and Family Centres for Aboriginal People ..................................................................................................................................10 Conceptions of Quality ........................................................................................................ 10 Precedents: Pre-Schools, Kindergartens, Child and Family Centres ..................................12 Kulai Aboriginal Preschool .............................................................................................
    [Show full text]
  • By-Elections in Western Australia
    By-elections in Western Australia Contents WA By-elections - by date ...................................................................................................................................................................................................... 3 WA By-elections - by reason ................................................................................................................................................................................................ 14 By-elections due to the death of a sitting member ........................................................................................................................................................... 14 Ministerial by-elections.................................................................................................................................................................................................... 16 Fresh election ordered ...................................................................................................................................................................................................... 17 Seats declared vacant ....................................................................................................................................................................................................... 17 WA By-elections - by electorate ..........................................................................................................................................................................................
    [Show full text]
  • Limited Review of the Anangu Pitjantjatjara Yankunytjatjara Land Rights Act 1981, I Am Pleased to Present the Following Final Report and Recommendations
    Limited review of the Anangu Pitjantjatjara Yankunytjatjara Land Rights Act 1981 Final Report The Hon Ian Hunter MLC Minister for Aboriginal Affairs and Reconciliation Parliament House ADELAIDE SA 5000 Dear Minister On behalf of the Review Panel appointed to assist in a limited review of the Anangu Pitjantjatjara Yankunytjatjara Land Rights Act 1981, I am pleased to present the following Final Report and recommendations. This Final Report follows the Interim Report of 21 November 2013. It takes into account further consultations as recommended in the Interim Report and the discussions and outcome of the Special General Meeting convened by the Executive Board of Anangu Pitjantjatjara Yankunytjatjara to discuss and decide on the recommendations made by the Panel in the Interim Report. As with the Interim Report, this Final Report has been prepared in accordance with the Terms of Reference provided and following consultation and discussion across the APY Lands as described. The recommendations in this Final Report are largely the same as those set out in the Interim Report, with small but important modifications to four of the recommendations to better accord with what Anangu have told the Panel subsequent to the Interim Report. The Panel underscores that the recommendations in this Final Report have not been either confirmed or rejected by all Anangu for reasons which are indicated in this Report. Further processes are recommended to enable Anangu to reach a consensus about the recommendations. Yours sincerely Hon. Dr. Robyn Layton AO QC Panel Chair April 2014 P a g e | 2 Table of Contents Acknowledgements .......................................................................................................... 7 Executive Summary .........................................................................................................
    [Show full text]
  • GCSE English Literature Poetry Anthology
    IN THE THIRD-CLASS SEAT SAT THE JOURNEYING BOY, AND THE ROOF-LAMP’S OILY FLAME PLAYED DOWN ON HIS LISTLESS FORM AND FACE, BEWRAPT PAST KNOWING TO WHAT HE WAS GOING, INOR THE WHENCEBAND OF HIS HAT THE HE JOURNEYING CAME. BOY HAD A TICKET STUCK; AND A STRING AROUND HIS NECK BORE THE KEY OF HIS BOX, THAT TWINKLED GLEAMS OF THE LAMP’S SAD BEAMS WHATLIKE PAST A CAN LIVING BE YOURS, O JOURNEYING THING. BOY TOWARDS A WORLD UNKNOWN,UNKNOWN, WHO CALMLY, AS IF INCURIOUS QUITE ON ALL AT STAKE, CAN UNDERTAKE KNOWSTHIS YOUR PLUNGE SOUL A SPHERE, 0ALONE? JOURNEYING BOY, OUR RUDE REALMS FAR ABOVE, WHENCE WITH SPACIOUS VISION YOU MARK AND METE THIS REGION OF SIN THAT YOU FIND YOU IN, BUTUPDATED EDITION: ARE SEPTEMBER 2020 NOT OF? 1 OCR (Oxford, Cambridge and RSA Examinations) The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA © Oxford, Cambridge and RSA Examinations 2020 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of the publisher, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organisation. This book must not be circulated in any other binding or cover and this same condition must be imposed on any acquirer. ISBN 978 019 834090 4 Designed and produced by Oxford University Press Printed by Rotolito SpA 10 9 8 7 6 5 4 3 ACKNOWLEDGEMENTS We are grateful for permission to reprint the following copyright material in this anthology.
    [Show full text]
  • Tjayiwara Unmuru Celebrate Native Title Determination
    Aboriginal Way Issue 54, October 2013 A publication of South Australian Native Title Services Tjayiwara Unmuru celebrate native title determination Tjayiwara Unmuru Federal Court Hearing participants in SA’s far north. De Rose Hill achieves Australia’s first native title compensation determination Australia’s first native title The name of De Rose Hill will go down Under the Native Title Act, native title and this meant open communication compensation consent in Australian legal history for a number holders may be entitled to compensation between parties and of course determination was granted to of reasons. on just terms where an invalid act impacts overcoming the language barriers and on native title rights and interests. we thank the State for its cooperation the De Rose Hill native title “First, because you brought one of the for what was at times a challenging holders in South Australia’s early claims for recognition of your native Karina Lester, De Rose Hill Ilpalka process,” said Ms Lester. far north earlier this month. title rights over this country, and because Aboriginal Corporation chairperson you had the first hearing of such a claim said this is also a significant achievement Native title holder Peter De Rose said the The hearing of the Federal Court was in South Australia.” for the State, who played a key role in compensation determination was a better held at an important rock hole, Ilpalka, this outcome and have worked closely experience compared to the group’s fight on De Rose Hill Station. Now, again, you are leading the charge. with De Rose Hill Ilpalka Aboriginal for native title recognition which lasted This is the first time an award of Corporation through the entire process.
    [Show full text]
  • Roads 2030 Strategies for Significant Local Government Roads – Goldfields Esperance Region P a G E
    Roads 2030 Strategies for Significant Local Government Roads – Goldfields Esperance Region Page | i CONTENTS ROADS2030REGIONALSTRATEGIESFORSIGNIFICANTLOCALROADS GOLDFIELDSESPERANCEREGION INTRODUCTION REGIONAL MAP ROAD/ROUTES PAGE ALBIONDOWNS–YEELIRRIEROAD………………………………………………………………………………….. 5 BANDYA–BANJAWARNROUTE……………………………………………………………………………………….. 6 BARWIDGEE–YANDALROUTE…………………………………………………………………………………………. 7 BLACKSTONE–WARBURTONROAD………………………………………………………………………………… 8 BROADARROW–CARBINEROUTE………………………………………………………………………………….. 9 BULONGROAD…………………………………………………………………………………………………………….….. 10 BURRAROCKROAD…………………………………………………………………………………………………….……. 11 CAPELEGRANDROAD………………………………………………………………………………………………….….. 12 CARINSROAD…………………………………………………………………………………………………………….…….. 13 CASCADESROAD…………………………………………………………………………………………………………….… 14 CAVEHILLROAD………………………………………………………………………………………………………………. 15 COOLGARDIE–MENZIESROUTE………………………………………………………………………………….…… 16 COOLINUPROAD……………………………………………………………………………………………………….…….. 17 DARLOTROAD………………………………………………………………………………………………………….………. 18 DAYLUPROAD……………………………………………………………………………………………………….…………. 19 DURKINROAD………………………………………………………………………………………………………………….. 20 ELEVENMILEBEACHROAD………………………………………………………………………………………………. 21 ELORA–MTWELDROAD…………………………………………………………………………………………………. 22 ERLISTOUNROAD…………………………………………………………………………………………………………….. 23 ESPERANCETOWNROADS………………………………………………………………………………………………. 24 FISHERIESROAD………………………………………………………………………………………………………………. 25 GILES–MULGAPARKROAD………………………………………………………………………………………….... 26 GLENORN–YUNDAMINDRA…………………………………………………………………………………………….
    [Show full text]
  • Languages and Dialects of the Goldfields Region
    Languages and Dialects of the Goldfields Region The Goldfields region of Western Australia is home to around 7,200 Aboriginal people who represent 12% of the region’s population.1 An estimated 2,900 people speak an Aboriginal language as a first language.2 Many of the remaining Aboriginal population speak an Aboriginal language as a second or subsequent language, are a partial speaker, recaller and/or speak an Aboriginal dialect of English or speak Standard Australian English. Identifying the languages and their dialects of the northern, western and southern districts of the region has proven to be difficult as there is meager historical linguistic material prior to 2011. Multiple forms of names are recorded in historical material and the relationships between the names needed to be investigated. However, Ngaanyatjarra and dialects, and Yankunytjatjarra as well as Walpiri and Pintupi from the Northern Territory have been well documented. Speakers of each of these languages are found in the Goldfields region. The southern and western Goldfields regions were heavily impacted during European settlement due to a number of mineral booms, in particular during initial gold rushes between 1890 and 1910. The region experienced an influx of around 20,000 people in a 2-year period during the first gold rushes at Coolgardie and Kalgoorlie. This boom decimated a number of Aboriginal populations through the spread of disease and starvation, competition for sparse water and food, and through massacres. Most Aboriginal people who survived the first wave of European settlement were relocated to the nine missions established in the region or were sent to other missions outside the area such as Mogumber Mission near Perth.
    [Show full text]
  • Aboriginal History Journal: Volume 21
    Aboriginal History Volume twenty-one 1997 Aboriginal History Incorporated The Committee of Management and the Editorial Board Peter Read (Chair), Rob Paton (Secretary), Peter Grimshaw (Treasurer/Public Officer), Neil Andrews, Richard Baker, Ann Curthoys, Brian Egloff, Geoff Gray, Niel Gunson, Luise Hercus, Bill Humes, Ian Keen, David Johnston, Harold Koch, Isabel McBryde, Diane Smith, Elspeth Young. Correspondents Jeremy Beckett, Valerie Chapman, Ian Clark, Eve Fesl, Fay Gale, Ronald Lampert, Campbell Macknight, Ewan Morris, John Mulvaney, Andrew Markus, Bob Reece, Henry Reynolds, Shirley Roser, Lyndall Ryan, Bruce Shaw, Tom Stannage, Robert Tonkinson, James Urry. Aboriginal History aims to present articles and information in the field of Australian ethnohistory, particularly in the post-contact history of the Aborigines and Torres Strait Islanders. Historical studies based on anthropological, archaeological, linguistic and sociological research, including comparative studies of other ethnic groups such as Pacific Islanders in Australia will be welcomed. Issues include recorded oral traditions and biographies, narratives in local languages with translations, previously unpublished manuscript accounts, resumes of current events, archival and bibliographical articles, and book reviews. Editors 1997 Rob Paton and Di Smith, Editors, Luise Hercus, Review Editor and Ian Howie Willis, Managing Editor. Aboriginal History Monograph Series Published occasionally, the monographs present longer discussions or a series of articles on single subjects of contemporary interest. Previous monograph titles are D. Barwick, M. Mace and T. Stannage (eds), Handbook of Aboriginal and Islander History; Diane Bell and Pam Ditton, Law: the old the nexo; Peter Sutton, Country: Aboriginal boundaries and land ownership in Australia; Link-Up (NSW) and Tikka Wilson, In the Best Interest of the Child? Stolen children: Aboriginal pain/white shame, Jane Simpson and Luise Hercus, History in Portraits: biographies of nineteenth century South Australian Aboriginal people.
    [Show full text]
  • How to Read and Write Goldfields Aboriginal Languages
    HOW TO READ AND WRITE GOLDFIELDS ABORIGINAL LANGUAGES GOLDFIELDS ABORIGINAL LANGUAGE CENTRE 2018 264 HANNAN ST, KALGOORLIE WA 6430 (08) 9021 3788 [email protected] WWW.WANGKA.COM.AU 2 How to Read and Write GoLdfieLds AboriginaL Languages Nov 2018 Table of Contents Introduction ..................................................................................................................................... 4 The Sounds Found in Goldfields Aboriginal Languages ...................................................................... 5 Online Audio Files ............................................................................................................................ 6 Vowels ............................................................................................................................................. 7 Consonants ...................................................................................................................................... 8 Consonant Phonemes found in Standard AustraLian EngLish ............................................................... 8 Voiced and Unvoiced Consonants ....................................................................................................... 8 Phonemes Uncommon in Standard Australian EngLish ........................................................................ 9 Consonants table ............................................................................................................................... 10 Features of the Goldfields Languages ............................................................................................
    [Show full text]
  • Poetry from Different Cultures Year 9, Spring Term
    English Literature- Poetry from Different Cultures Year 9, Spring Term. Key poems: Language Devices: Key Themes: ‘Not My Business’ by Niyi Osundare Sensory language is language that connects to the five Ignorance, choices, community, exploitation, discrimination, The narrator watches each night as people are mistreated senses (sight, sound, smell, taste, touch) to create an image prejudice, identity, heritage, responsibility but decides to do nothing to interfere as long as he is safe. or description (including onomatopoeia a word that sounds Contextual Information: similar to its sound “Imagine the drip of it, the small Apartheid – a political and social system in South Africa while ‘Nothing’s Changed’ by Tatamkhulu Afrika splash…”) it was under white minority rule from 1948 to the early An autobiographical poem about the apartheid system in IMAGERY: 1990s. The word apartheid means "apartness" in Afrikaans. South Africa. This explores racism and the irony that nothing Personification giving an inanimate object human attributes The civil rights movement in America was a decades-long has changed. “It took a hurricane to bring her closer” movement with the goal of securing legal rights for African Metaphor referring to person or object by referring to Americans that other Americans already held. ‘Search for my Tongue’ by Sujata Bhatt something with similar characteristics “Sometimes the Key words A poem about living in a foreign country and feeling sudden rush of fortune” Identity the perception you develop about yourself disconnected from your cultural background and your first Extended Metaphor a comparison between two unlike Culture ideas, customs, social behaviour or a particular group language.
    [Show full text]