Tasmanians for Constitutional Recognition of Aborigin
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Benevolent Colonizers in Nineteenth-Century Australia Quaker Lives and Ideals
Benevolent Colonizers in Nineteenth-Century Australia Quaker Lives and Ideals Eva Bischoff Cambridge Imperial and Post-Colonial Studies Series Series Editors Richard Drayton Department of History King’s College London London, UK Saul Dubow Magdalene College University of Cambridge Cambridge, UK The Cambridge Imperial and Post-Colonial Studies series is a collection of studies on empires in world history and on the societies and cultures which emerged from colonialism. It includes both transnational, comparative and connective studies, and studies which address where particular regions or nations participate in global phenomena. While in the past the series focused on the British Empire and Commonwealth, in its current incarna- tion there is no imperial system, period of human history or part of the world which lies outside of its compass. While we particularly welcome the first monographs of young researchers, we also seek major studies by more senior scholars, and welcome collections of essays with a strong thematic focus. The series includes work on politics, economics, culture, literature, science, art, medicine, and war. Our aim is to collect the most exciting new scholarship on world history with an imperial theme. More information about this series at http://www.palgrave.com/gp/series/13937 Eva Bischoff Benevolent Colonizers in Nineteenth- Century Australia Quaker Lives and Ideals Eva Bischoff Department of International History Trier University Trier, Germany Cambridge Imperial and Post-Colonial Studies Series ISBN 978-3-030-32666-1 ISBN 978-3-030-32667-8 (eBook) https://doi.org/10.1007/978-3-030-32667-8 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2020 This work is subject to copyright. -
House of Assembly Wednesday 11 November 2020
PARLIAMENT OF TASMANIA HOUSE OF ASSEMBLY REPORT OF DEBATES Wednesday 11 November 2020 REVISED EDITION Wednesday 11 November 2020 The Speaker, Ms Hickey, took the Chair at 10 a.m., acknowledged the Traditional People and read Prayers. QUESTIONS Launceston General Hospital - Commission of Inquiry into Child Abuse Claims Ms WHITE question to MINISTER for HEALTH, Ms COURTNEY [12.02 p.m.] Former LGH nurse, Jim Griffin, was charged with heinous child sex offences in October last year. You have been aware of this deeply disturbing case for nearly a year. Why was an independent inquiry only established last month? ANSWER Madam Speaker, I thank the member for her question. As I outlined yesterday to the parliament the safety of our children is the highest priority of this Government and, I would hope, the Tasmanian community. The Premier and I have announced an independent investigation into this matter. As I have outlined both to the parliament and also publicly the terms of reference for this investigation have been informed by expert advice. I am advised that the terms of reference are broad enough to give the investigator the scope she needs to be able to investigate these matters. I know that I, the secretary of the Department of Health, and the Premier are fully committed to ensuring this matter is thoroughly investigated and acting upon the findings of this investigation. With regard to the matter of when information was provided, in terms of advice to the LGH around the suspension of this individual's working with vulnerable people provision, on that day I am advised the staff member was directed to not attend work, and access to the hospital and its information systems were blocked. -
Tasmanian Aboriginal Studies
PDF generated on: 2021-09-28 20:55:40 AEST https://www.tasc.tas.gov.au/ Tasmanian Aboriginal Studies 15 LEVEL 2 TCE CREDIT POINTS COURSE CODE TAS215118 COURSE SPAN 2018 — 2026 COURSE STATUS LIVE READING AND WRITING STANDARD YES MATHEMATICS STANDARD NO COMPUTERS AND INTERNET STANDARD NO The course aims to develop the knowledge, dispositions and understanding necessary for learners to gain an awareness of Tasmanian Aboriginal historical & contemporary experiences as they apply to place, culture and people The course aims to develop learner understanding of the complexity and differing cultural perspectives of Tasmanian Aboriginal history and identity. It provides learners with the opportunity to develop reflective and culturally sensitive responses to the Tasmanian Aboriginal narrative. The course further provides all learners, Indigenous and non-Indigenous, with understandings which will benefit them by exploring shared histories and involve themselves in active reconciliation. Rationale Tasmanian Aboriginal Studies Level 2 provides learners with an opportunity to study the histories, cultures, values, beliefs, lifestyles and contributions of Tasmanian Aboriginal people in past and present contexts. The course aims to develop the knowledge, dispositions and understanding necessary for learners to gain an awareness of Tasmanian Aboriginal historical and contemporary experiences as they apply to place, culture and people. The course aims to develop learner understanding of the complexity and differing cultural perspectives of Tasmanian Aboriginal history and identity. It provides learners with the opportunity to develop reflective and culturally sensitive responses to the Tasmanian Aboriginal narrative. The course further provides all learners, Indigenous and non-Indigenous, with understandings which will benefit them by exploring shared histories and involve themselves in active reconciliation. -
Claiming the Aboriginal Body in Tasmania an Anthropological Study of Repatriation and Redress
Prostor kraj čas 3 Claiming the Aboriginal Body in Tasmania An Anthropological Study of Repatriation and Redress Maja Petrović-Šteger PROSTOR, KRAJ, ČAS 1 PROSTOR, KRAJ, ČAS 3 CLAIMING THE ABORIGINAL BODY IN TASMANIA An Anthropological Study of Repatriation and Redress Maja Petrović-Šteger Photography: Maja Petrović-Šteger Issued by: Institute of Anthropological and Spatial Studies, ZRC SAZU For the Series: Ivan Šprajc For the Publisher: Oto Luthar Proofreading: James Griffiths Design: Jana Kuharič CIP – Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 572(0.034.2) PETROVIĆ-Šteger, Maja Claiming the aboriginal body in Tasmania [Elektronski vir] : an anthropological study of repatriation and redress / [besedilo, fotografije] Maja Petrović-Šteger. - El. knjiga. - Ljubljana : Založba ZRC, 2013. - (Prostor, kraj, čas, ISSN 2335-4208 ; 3) ISBN 978-961-254-486-7 (pdf) 268860416 Način dostopa (URL): http://zalozba.zrc-sazu.si/p/P03 © 2013, author. This publication is available under the terms of the Creative Commons 2.5 license, which, subject to author's approval, permits noncommercial use but does not allow for any amendments. 2 PROSTOR, KRAJ, ČAS 3 CLAIMING THE ABORIGINAL BODY IN TASMANIA An Anthropological Study of Repatriation and Redress Maja Petrović-Šteger 3 Abstract How do contemporary Tasmanian Aboriginals think of the body? How do they think of the dead body and of their human remains? This work examines the intersection of different cultural, biological and legal concepts of authenticity and belonging as these concepts come into focus as the stake of disputes over Aboriginal remains. In claiming remains, Tasmanians engage a complex set of discursive practices in which the aboriginal body is denoted, performed and negotiated in various ways as the sign of ancestral rights. -
Voices of Aboriginal Tasmania Ningina Tunapri Education
voices of aboriginal tasmania ningenneh tunapry education guide Written by Andy Baird © Tasmanian Museum and Art Gallery 2008 voices of aboriginal tasmania ningenneh tunapry A guide for students and teachers visiting curricula guide ningenneh tunapry, the Tasmanian Aboriginal A separate document outlining the curricula links for exhibition at the Tasmanian Museum and the ningenneh tunapry exhibition and this guide is Art Gallery available online at www.tmag.tas.gov.au/education/ Suitable for middle and secondary school resources Years 5 to 10, (students aged 10–17) suggested focus areas across the The guide is ideal for teachers and students of History and Society, Science, English and the Arts, curricula: and encompasses many areas of the National Primary Statements of Learning for Civics and Citizenship, as well as the Tasmanian Curriculum. Oral Stories: past and present (Creation stories, contemporary poetry, music) Traditional Life Continuing Culture: necklace making, basket weaving, mutton-birding Secondary Historical perspectives Repatriation of Aboriginal remains Recognition: Stolen Generation stories: the apology, land rights Art: contemporary and traditional Indigenous land management Activities in this guide that can be done at school or as research are indicated as *classroom Activites based within the TMAG are indicated as *museum Above: Brendon ‘Buck’ Brown on the bark canoe 1 voices of aboriginal tasmania contents This guide, and the new ningenneh tunapry exhibition in the Tasmanian Museum and Art Gallery, looks at the following -
Black and White Children in Welfare in New South Wales and Tasmania, 1880-1940
‘Such a Longing’ Black and white children in welfare in New South Wales and Tasmania, 1880-1940 Naomi Parry PhD August 2007 THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Parry First name: Naomi Abbreviation for degree as given in the University calendar: PhD School: History Faculty: Arts and Social Sciences Title: ‘Such a longing’: Black and white children in welfare in New South Wales and Tasmania, 1880-1940 Abstract 350 words maximum: When the Human Rights and Equal Opportunities Commission tabled Bringing them home, its report into the separation of indigenous children from their families, it was criticised for failing to consider Indigenous child welfare within the context of contemporary standards. Non-Indigenous people who had experienced out-of-home care also questioned why their stories were not recognised. This thesis addresses those concerns, examining the origins and history of the welfare systems of NSW and Tasmania between 1880 and 1940. Tasmania, which had no specific policies on race or Indigenous children, provides fruitful ground for comparison with NSW, which had separate welfare systems for children defined as Indigenous and non-Indigenous. This thesis draws on the records of these systems to examine the gaps between ideology and policy and practice. The development of welfare systems was uneven, but there are clear trends. In the years 1880 to 1940 non-Indigenous welfare systems placed their faith in boarding-out (fostering) as the most humane method of caring for neglected and destitute children, although institutions and juvenile apprenticeship were never supplanted by fostering. Concepts of child welfare shifted from charity to welfare; that is, from simple removal to social interventions that would assist children's reform. -
The Aborigines of Tasmania
This is a digital copy of a book that was preserved for generations on library shelves before it was carefully scanned by Google as part of a project to make the world's books discoverable online. It has survived long enough for the copyright to expire and the book to enter the public domain. A public domain book is one that was never subject to copyright or whose legal copyright term has expired. Whether a book is in the public domain may vary country to country. Public domain books are our gateways to the past, representing a wealth of history, culture and knowledge that's often difficult to discover. Marks, notations and other marginalia present in the original volume will appear in this file - a reminder of this book's long journey from the publisher to a library and finally to you. Usage guidelines Google is proud to partner with libraries to digitize public domain materials and make them widely accessible. Public domain books belong to the public and we are merely their custodians. Nevertheless, this work is expensive, so in order to keep providing this resource, we have taken steps to prevent abuse by commercial parties, including placing technical restrictions on automated querying. We also ask that you: + Make non-commercial use of the files We designed Google Book Search for use by individuals, and we request that you use these files for personal, non-commercial purposes. + Refrain from automated querying Do not send automated queries of any sort to Google's system: If you are conducting research on machine translation, optical character recognition or other areas where access to a large amount of text is helpful, please contact us. -
The Roving Party &
The Roving Party & Extinction Discourse in the Literature of Tasmania. Submitted by Rohan David Wilson, BA hons, Grad Dip Ed & Pub. School of Culture and Communication, Faculty of Arts, University of Melbourne. October 2009. Submitted in total fulfilment of the requirements of the degree of Master of Arts (Creative Writing). Abstract The nineteenth-century discourse of extinction – a consensus of thought primarily based upon the assumption that „savage‟ races would be displaced by the arrival of European civilisation – provided the intellectual foundation for policies which resulted in Aboriginal dispossession, internment, and death in Tasmania. For a long time, the Aboriginal Tasmanians were thought to have been annihilated, however this claim is now understood to be a fallacy. Aboriginality is no longer defined as a racial category but rather as an identity that has its basis in community. Nevertheless, extinction discourse continues to shape the features of modern literature about Tasmania. The first chapter of this dissertation will examine how extinction was conceived of in the nineteenth-century and traces the influence of that discourse on contemporary fiction about contact history. The novels examined include Doctor Wooreddy’s Prescription for Enduring the Ending of the World by Mudrooroo, The Savage Crows by Robert Drewe, Manganinnie by Beth Roberts, and Wanting by Richard Flanagan. The extinctionist elements in these novels include a tendency to euglogise about the „lost race‟ and a reliance on the trope of the last man or woman. The second chapter of the dissertation will examine novels that attempt to construct a representation of Aboriginality without reference to extinction. -
Questions for Discussion 26Th June 2018
Episode 18 Questions for discussion 26th June 2018 Gaming Addiction 1. What was the main point of the story? 2. What organisation has recently listed game addiction as a mental health disorder? 3. When is a person considered addicted to gaming? Give an example. 4. How does the chemical dopamine make us feel? 5. How do kids that are addicted to gaming react when they stop playing? 6. Just because you play a lot of games doesn’t mean you an addict. True or false? 7. How many kids around the world are affected by gaming addiction? a. 6% b. 16% c. 60% 8. How often do you play video games? 9. Do you think playing too many games can affect your mental health? Explain. 10. What did you learn watching the BTN story? Write a message about the story and post it in the comments section on the story page. Get your class involved in BTN’s Ask A Reporter! This week’s topic is Gaming Addiction. World Cup Coverage 1. Discuss the BTN story with another student. 2. Who holds the exclusive broadcast rights to most games at this year’s World Cup? 3. What happened to Optus’ streaming service of the World Cup? 4. How did people react to Optus’ broadcast problems? 5. What did the Prime Minister do? 6. The World Cup is not a very big sporting event. True or false? 7. How does buying the rights to an event like the World Cup help broadcasters? 8. What is an anti-siphoning scheme? 9. How much did SBS pay for the rights to broadcast the World Cup a few years ago? a. -
The Man and the Woman and the Edison Phonograph: Race, History and Technology Through Song
AJE: Australasian Journal of Ecocriticism and Cultural Ecology, Vol. 1, 2011/2012 ASLEC-ANZ The Man and the Woman and the Edison Phonograph: Race, History and Technology Through Song BRUCE WATSON, Songwriter Victoria As a child I was fascinated by this photograph. The elderly, dignified Aboriginal woman singing into a large brass horn attached to an Edison phonograph, while a distinguished gentleman dusts the loose wax off the cylinder with a fine brush. The photo was taken on 10 October 1903 at Barton Hall in Sandy Bay, a suburb of Hobart, Tasmania. The woman is Fanny Cochrane Smith. The man is Horace Watson. Fig. 1 Fanny Cochrane Smith and Horace Watson Source: Personal collection, Bruce Watson But it wasn’t until, as an adult, I saw the photo in the Tasmanian Museum and Art Gallery that I realised just how extraordinary it is. Tasmania’s and Australia’s history reverberate through it. It is the story of cultural contact, genocide and reconciliation, of tradition and modernity. And it is the act of folklore collection at its most poignant. This is the story of these two people, their lives and their legacies. It is also the story of the legacy of the event depicted in the photograph and its meanings beyond these two people. The woman in the photo is Fanny Cochrane, born in Wybalenna on Flinders Island in early December 1834. The Aboriginal settlement (originally ‘Pea Jacket Point’) was renamed Wybalenna, meaning ‘Black Man’s houses’ (Plomley 65), and by 1834 there was an indigenous population of ‘about one hundred and thirty men, women and children’ (Plomley 75). -
Cultural Transmission
OCHRE Cultural Transmission Tasmanian Aboriginal people continue to teach and pass on cultural knowledge and practices. The following article provides evidence of the ongoing transmission of culture. CROSS CURRICULUM PRIORITIES KEY CONCEPT Aboriginal and Torres Strait Cultural transmission is the process Islander Histories and Cultures through which cultural elements, in the form of attitudes, values, beliefs [and practices]… CONTENT AREAS are passed on to and taught to individuals and groups. Civics and Citizenship Encyclopaedia of Child Behaviour and Development HPE English SUPPORTING CONCEPTS Geography culture ڇ Science identity ڇ connection to place ڇ GENERAL CAPABILITIES Intercultural Understanding GUIDING QUESTION Critical and Creative Thinking How does cultural transmission occur Ethical Understanding over time? Personal and Social Capability This printed material is to be used with Ochre – a Living Cultures multimedia curriculum resource that can be found at www.theorb.tas.gov.au The Living Cultures Ochre resource and this supplementary printed material have been designed to foster culturally responsive practice when learning about Tasmanian Aboriginal Histories and Cultures. THE ORB → LIVING CULTURES → OCHRE → UNBROKEN RELATIONSHIP → CULTURAL TRANSMISSION Introduction Rodney Dillon and Sharnie Everett discuss the importance of country/place to the process of cultural transmission. Here they are talking about Murrayfield on Bruny Island. Rodney says: Sharnie responds: You know you go to some places and you say, Yeah, right in this very location. Where we are well, our families could have been here and right now there’s a guarantee we’re doing the could have been there. But you walk around same thing, talking and sharing stories and here and, you know, there’s all the old oysters, feeling the ochre. -
Tasmanian Aboriginality at the Tasmanian Museum and Art Gallery
Article Type: Original Article Corresponding author mail-id: [email protected] “THIS EXHIBITION IS ABOUT NOW”: Tasmanian Aboriginality at the Tasmanian Museum and Art Gallery Christopher Berk UNIVERSITY OF MICHIGAN ABSTRACT This article focuses on the design and execution of two exhibits about Tasmanian Aboriginality at the Tasmanian Museum and Art Gallery. The first is a Tasmanian Aboriginal group exhibit from 1931, which was heavily informed by ideologies of Tasmanian primitivity and extinction. The second is the 2008 tayenebe, a celebration of the resurgence of fiber work among Tasmanian Aboriginal women. In each instance, the Tasmanian Aboriginal people are on display, but the level of community control and subtext is notably different. This article builds on discussions of cultural revitalization and reclamation by showing the process and how it is depicted for public consumption. [cultural revitalization, representation, indigeneity, Tasmania, Australia] Australia’s Aboriginal peoples have been central to how anthropologists have historically thought about progress and difference. Tasmania’s Aboriginal peoples receive less attention, both in Australia and in discussions of global indigenous movements. Before and after their supposed extinction in 1876, they were considered the most “primitive” culture ever documented (Darwin 2004; Stocking 1987; Tylor 1894; among many others). Ideologies of primitivism have historically been perpetuated and disseminated by cultural institutions around the world. James Clifford (1997) recounts a 1989 community consultation meeting with Tlingit representatives at the Portland Museum of Art during which the Tlingit Author Manuscript people told politically motivated tales about community concerns like land rights. The story of This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record.