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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. -
RAL-Chapter-9.Pdf (PDF, 231.64KB)
9 Maam ngawaala: biindu ngaawa nyanggan bindaayili. Language centres: keeping language strong Anna Ash, Pauline Hooler, Gary Williams and Ken Walker1 Abstract We begin by describing the history and main activities of Muurrbay Aboriginal Language and Culture Co-operative and Many Rivers Aboriginal Language Centre. Comments from Elders, language teachers and researchers are included to reflect the opinions of a diverse range of Aboriginal and non-Aboriginal people. We discuss some aspects of research, publishing, language education and information technology. Finally we make some recommendations for groups who are just starting out on this challenging but rewarding road. This volume was at least partially inspired by The green book of language revitalization in practice. There is a chapter in that book called ‘Diversity in Local Language Maintenance and Restoration: A Reason for Optimism’. It emphasises that there is a positive future for the revitalisation of Aboriginal languages: There is reason for optimism because local language communities all over the world are taking it upon themselves to act on behalf of their imperilled linguistic traditions in full understanding of, and in spite of, the realistic perception that the cards are stacked against them. There is, in effect an international movement in which local communities work in defiance of the forces pitted against their embattled languages. It has something of the character of a modern miracle, if you think about it – while they share the goal of promoting a local language, these groups are essentially independent of one another, coming together sometimes to compare notes, but operating in effective separation. Two factors in our optimism are the very existence of the movement itself and what is sometimes decried as a flaw in the movement: the feature of 1 All authors are from the Muurrbay Aboriginal Language and Culture Co-operative & Many Rivers Aboriginal Language Centre. -
Intimacies of Violence in the Settler Colony Economies of Dispossession Around the Pacific Rim
Cambridge Imperial & Post-Colonial Studies INTIMACIES OF VIOLENCE IN THE SETTLER COLONY ECONOMIES OF DISPOSSESSION AROUND THE PACIFIC RIM EDITED BY PENELOPE EDMONDS & AMANDA NETTELBECK 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 Penelope Edmonds Amanda Nettelbeck Editors Intimacies of Violence in the Settler Colony Economies of Dispossession around the Pacific Rim Editors Penelope Edmonds Amanda Nettelbeck School of Humanities School of Humanities University of Tasmania University of Adelaide Hobart, TAS, Australia Adelaide, SA, Australia Cambridge Imperial and Post-Colonial Studies Series ISBN 978-3-319-76230-2 ISBN 978-3-319-76231-9 (eBook) https://doi.org/10.1007/978-3-319-76231-9 Library of Congress Control Number: 2018941557 © The Editor(s) (if applicable) and The Author(s) 2018 This work is subject to copyright. -
Muurrbay Aboriginal Language and Culture Co-Operative
Many Rivers Aboriginal Language Centre Muurrbay auspices Many Rivers Aboriginal Language Centre, a regional language activity that provides language revitalisation support to Aboriginal communities of coastal NSW. Seven languages are supported, from the Queensland border to the Hawkesbury River: Bundjalung – Yugambeh dialect chain; Yaygirr; Gumbaynggirr; Dhanggati; Gathang (Birrbay, Warrimay and Guringay); Hunter River & Lake Macquarie Language (Awabakal/Wonnarua); and Muurrbay Darkinyung. We work closely with Elders and local language, culture Aboriginal Language and educational organisations to conduct research, publish accessible grammars and dictionaries and develop and Culture Co-operative engaging educational courses and resources. Recent projects include: Nambucca Heads • publishing the Yaygirr dictionary and grammar • developing Certificate I and II courses in several languages • creating an online dictionary resources in partnership with First Voices, Canada • supporting language use in new domains including radio, songs, plays, festivals, and education and government departments • publishing Dhanggati and Gathang language learning resources with CDs Languages supported by Muurrbay - Many Rivers • videoing language, culture and stories of Bundjalung Elders • translating songs, prayers, speeches and signage projects. Muurrbay Aboriginal Language Many Rivers Aboriginal and Culture Co-operative Language Centre Ken Walker Gary Williams Anna Ash Chairperson Language Researcher Co-ordinator Phone: 0265 694 294 Phone: 0265 685 695 Fax: 0265 694 295 Fax: 0265 694 295 Mobile: 0488 126 875 Mobile: 0404 456 992 Email: [email protected] Email: [email protected] Muurrbay Tree by Gumbaynggirr-Bundjalung 14 Bellwood Road artist Sharon Smith Nambucca Heads NSW 2448 www.muurrbay.org.au Muurrbay aims to support Aboriginal people, particularly Gumbaynggirr, in the revival Mandy Davis teaching the 2011 Great Lakes TAFE students. -
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 -
Gumbaynggirr Language and Culture Nest
Gumbaynggirr Language and Culture Nest Stage 1 Final Report Prepared for the Aboriginal Communities of Coffs Harbour, Grafton and Nambucca NSW. June 2018 Ilan Katz, Jan Idle, Shona Bates, Wendy Jopson, Michael Barnes This report belongs to the Aboriginal Communities of Coffs Harbour, Grafton and Nambucca. The Gumbaynggirr Language and Culture Nest operates on Gumbaynggirr Country. The evaluation team from the Social Policy Research Centre acknowledges the Gumbaynggirr peoples as the traditional custodians of the land we work on and pay our respect to Elders past, present and future and all Aboriginal people in the region. Acknowledgements We thank the Aboriginal Communities involved for their participation and support in this evaluation. We would like to thank Tony Dreise and Dr Lynette Riley – both members of the Evaluation Steering Committee – for reviewing the report. The OCHRE Evaluation was funded by Aboriginal Affairs NSW. The views expressed in this report are those of the authors and may not reflect those of Aboriginal Affairs NSW or the New South Wales Government. We would like to acknowledge the contribution of Aboriginal Affairs NSW for their support. Evaluation Team Prof Ilan Katz, Michael Barnes, Shona Bates, Dr Jan Idle, Dr BJ Newton, Wendy Jopson For further information: Ilan Katz +61 2 9385 7800 Social Policy Research Centre UNSW Sydney NSW 2052 Australia T +61 2 9385 7800 F +61 2 9385 7838 E [email protected] W www.sprc.unsw.edu.au © UNSW Australia 2018 The Social Policy Research Centre is based in the Faculty of Arts & Social Sciences at UNSW Sydney. This report is an output of the OCHRE Evaluation, funded by Aboriginal Affairs NSW. -
CAEPR WORKING PAPER No. 75/2010
CENTRE FOR ABORIGINAL ECONOMIC POLICY RESEARCH Looking After Country in New South Wales: Two Case Studies of Socioeconomic Benefits for Aboriginal People J. Hunt CAEPR WORKING PAPER No. 75/2010 ANU COLLEGE OF ARTS & SOCIAL SCIENCES Series Note The Centre for Aboriginal Economic Policy Research (CAEPR) was established at The Australian National University (ANU) in April 1990. Since 1 January 2010, CAEPR has operated as an academic unit within the Research School of Social Sciences in the College of Arts and Social Sciences at ANU. The Centre is funded from a variety of sources including ANU, Australian Research Council, industry and philanthropic partners, the Department of Families, Housing, Community Services and Indigenous Affairs, and State and Territory governments. CAEPR’s principal objective is to undertake high-quality, independent research that will assist in furthering the social and economic development and empowerment of Aboriginal and Torres Strait Islander people throughout Australia. Its aim is to combine academic and teaching excellence on Indigenous economic and social development and public policy with realism, objectivity and relevance. CAEPR is Australia’s foremost social science research centre focusing on Indigenous economic and social policy from a national perspective. The Centre’s publications, which include the CAEPR Working Paper series established in 1999, aim to report on Indigenous circumstance, inform public debate, examine government policy, and influence policy formulation. Working Papers are often work-in-progress -
Aboriginal Languages
Aboriginal Languages Advice on Programming and Assessment for Stages 4 and 5 Acknowledgements The map on p 8 is © Department of Lands, Panorama Ave, Bathurst, NSW, www.lands.nsw.gov.au © 2003 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. When you access the Material you agree: • to use the Material for information purposes only • to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW • to acknowledge that the Material is provided by the Board of Studies NSW • not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee • to include this copyright notice in any copy made • not to modify the Material or any part of the material without the express prior written permission of the Board of Studies NSW. -
RAL-Chapter-25.Pdf (PDF, 245.03KB)
25 English influence on the pronunciation of re-awakened Aboriginal languages Nicholas Reid1 Abstract This chapter explores the influence of literacy and teaching, by first language speakers of English, on the pronunciation of Aboriginal languages in the context of language re-awakening in New South Wales (NSW). Wherever languages are learned in the absence of a generation of first language speakers we find that the learners’ first language will have a major impact – the linguistic resources that you have to build on play a strong role in shaping the new language that you acquire. This paper canvasses some pronunciation changes currently taking place in NSW in the context of learning revitalised languages. It raises the need for open discussion about the authenticity of re-created languages and argues that, for re-created languages, phonemic orthographies might not be the best choice. While this paper focuses on New South Wales its arguments may be relevant to other parts of the country where re-creation-type programs are underway. What is being learned in revitalisation programs Language re-awakening work undertaken in NSW typically involves learners whose first language is Australian English (from standard to Aboriginal English varieties) engaged in the learning of Aboriginal languages. The input that learners receive is generally either written language in the form of wordlists, learner guides or other pedagogical materials, or spoken language samples modeled by someone else who also learned pronunciation from written sources. In some lucky cases there are still Elders with enough speaking knowledge to record words as pronunciation guides, however the usual scenario involves careful decision-making about how words should be pronounced and sentences constructed, under two serious restrictions: the absence 1 School of Behavioural, Cognitive & Social Science, University of New England.