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  • 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 .............................................................................................
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  • Restoring Identity
    restoring identity Final report of the Moving forward consultation project Amanda Cornwall Public Interest Advocacy Centre 2009 Copyright © Public Interest Advocacy Centre Ltd (PIAC), June 2009 This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior permission. First published 2002 by PIAC Revised edition June 2009 by PIAC ISBN 978 0 9757934 5 9 ACKNOWLEDGMENTS The Public Interest Advocacy Centre (PIAC) would like to thank all of the people who participated in focus group meetings and made submissions as part of the project. We appreciate that for many people it is difficult to talk about the past and how it affects their lives today. We thank the members of the reference group for their support and hard work during the original project: Elizabeth Evatt, PIAC’s Chairperson; Audrey Kinnear, Co-Person of the National Sorry Day Committee; Brian Butler, ATSIC Social Justice Commission; Harold Furber, Northern Territory stolen generations groups; and Dr William Jonas, Aboriginal and Torres Strait Islander Social Justice Commissioner, HREOC. PIAC would like to thank Darren Dick, Chris Cunneen, Reg Graycar and Jennifer Clarke who provided comments on the draft report in 2002 and Tom Poulton, Bianca Locsin and Chris Govey, of Allens Arthur Robinson, who provided pro bono assistance in drafting the Stolen Generations Reparations Bill that appears as Appendix 4 of this revised edition. Cover Image: National Painting of the Stolen Generation by Joy Haynes Editor: Catherine Page Design: Gadfly Media Enquiries to: Public Interest Advocacy Centre Ltd ABN 77 002 773 524 Level 9, 299 Elizabeth Street Sydney NSW 2000 AUSTRALIA Telephone: (02) 8898 6500 Facsimile: (02) 8898 6555 E-mail: [email protected] www.piac.asn.au Aboriginal and Torres Strait Islander readers are warned that this publication may contain references to deceased persons.
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  • Bringing Them Home 20 Years On: an Action Plan for Healing Bringing Them Home 20 Years On: an Action Plan for Healing
    Bringing Them Home 20 years on: an action plan for healing Bringing Them Home 20 years on: an action plan for healing Aboriginal and Torres Strait Islander Healing Foundation Contents Executive summary 4 Background 6 The Stolen Generations 7 The Bringing Them Home report 10 Responding to Bringing Them Home 14 Why action is needed now 19 An action plan for making things right 26 Action one: comprehensive response for Stolen Generations members 27 Action two: healing intergenerational trauma 40 Action three: creating an environment for change 45 Appendix 1: key themes and recommendations from the Bringing Them Home report 50 Bibliography 52 We acknowledge Stolen Generations members across Australia, including those who have passed on, for their courage in sharing their stories and wisdom in the Bringing Them Home report. Notes 54 This report, written by Pat Anderson and Edward Tilton, was guided by the Healing Foundation’s Stolen Generations Reference Committee. The Committee’s efforts were central to ensuring that this report reflects the experience of Stolen Generations and for forming the critical recommendations to bring about change in Australia. We acknowledge and thank all other contributors who were consulted for this report. 1 …the past is very much with us today, in the continuing devastation of the lives of Indigenous Australians. That devastation cannot be addressed unless the whole community listens with an open heart and mind to the stories of what has happened in the past and, having listened and understood, commits itself to reconciliation. Extract from the 1997 Bringing Them Home report 2 Executive summary On 26 May 1997 the landmark Bringing Them Home report was tabled in Federal While this report might primarily detail the response from government to the Parliament.
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  • The Stolen Generations and Genocide: Robert Manne’S in Denial: the Stolen Generations and the Right
    The Stolen Generations and genocide: Robert Manne’s In denial: the Stolen Generations and the Right Bain Attwood In recent years many Australians have been troubled over two words or terms, the Sto- len Generations and genocide, and no more so than when they have appeared in tandem, as they did in the report of the Human Rights and Equal Opportunity Com- mission’s inquiry into the separation of Aboriginal children, Bringing Them Home,1 and the inquiry that gave rise to it.2 Subsequently many conservatives have increased their attacks upon so-called black armband history and particularly the Stolen Generations narrative.3 This assault gathered momentum during 1999 and 2000, eventually provok- ing the political commentator and historian Robert Manne to pen In denial: the Stolen Generations and the Right, an essay in which, to quote the publicists for this new venture in Australian publishing, the Australian Quarterly Essay, he sets out to ‘demolish’ these critics and their ‘demolition’ of the history presented by Bringing Them Home.4 Manne, as he makes abundantly clear throughout In denial, is not only convinced there is ‘a growing atmosphere of right-wing and populist resistance to discussion of historical injustice and the Aborigines’ in Australia today; he also believes there has been ‘an orchestrated campaign’ by a ‘small right-wing intelligentsia’ to ‘change the moral and political balance … with regard to the Aboriginal question as a whole’ and ‘the issue of the Stolen Generations’ in particular. Manne also fears this has been effec- tive, creating ‘scepticism and outright disbelief’ among ‘a highly receptive audience’.5 1.
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  • The Role of Oral History and Testimony in Building and Fragmenting Australian Collective History and the Stolen Generations
    NEW: Emerging Scholars in Australian Indigenous Studies Bringing the Truth Home: the role of oral history and testimony in building and fragmenting Australian collective history and the Stolen Generations Koreen Cueto University of Technology Sydney, Faculty of Arts and Social Sciences, PO Box 123, Ultimo NSW 2017, Australia. [email protected] DOI: https://doi.org/10.5130/nesais.v4i1.1524 Abstract: Australia’s fraught colonial past has made the search for a collective history exceptionally difficult; history wars surrounding policies of child removal in particular are a testament to the nation’s fractured memory. This essay examines the role of oral history in the promotion of both truth and healing – not only for separated Indigenous families, but also for the collective national identity which has suffered as a result of colonial Australia’s failure to pay heed to Indigenous voices. Keywords: Stolen Generations; history wars; oral history Introduction The issue of Australian collective history and memory has been difficult since stories of the Stolen Generations began to emerge. The ‘central truth’ of child removal policies has since been littered with ‘small truths’, personal and localised accounts from those who experienced such policies (Read 2002). For the most part, the evidence gathered from the Bringing Them Home Inquiry, the largest study of the separation of Aboriginal and Torres Strait Islander children from their families, were oral testimonies. In this essay, I aim to explore the role of oral testimony in understanding the Stolen Generations narrative. First, I will explore the inception of the technique, bringing to light issues of validity.
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  • Indigenous Engagement Protocols for Threatened Species Researchers
    Indigenous Engagement Protocols for Threatened Species Researchers This document has been endorsed by the Indigenous Reference Group (IRG) of the National Environmental Science Program’s Threatened Species Recovery Hub and authored by hubs Indigenous Liaison Officer, Bradley Moggridge, who brings his Indigenous voice and experience as a research scientist and natural resource practitioner to the practice of ethical research. Aboriginal and Torres Strait Islander people are advised that these protocols may contain images of people who have passed onto the Dreaming. Cover image: Tiwi Land Ranger Colin Kerinaiua and Charles Darwin University researcher Dr Hugh Davies discuss burning strategies on the Tiwi Islands. Image: Nicolas Rakotopare 2 Table of contents 1.0 Introduction .....................................................................................................................................................................................4 2.0 Indigenous Engagement Participation Strategy .......................................................................................................................4 2.1 Other Relevant Resource .............................................................................................................................................................. 5 3.0 Basis for the Protocols ................................................................................................................................................................... 6 4.0 Cultural Protocols ..........................................................................................................................................................................
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  • Bringing Them Home Fact Sheet.Pub
    Stolen generations—bringing them home Who are the stolen generations? administrators treated such children as though they had no The term “stolen generations” refers to the large numbers of Aboriginal ancestry. Churches also became involved in Indigenous children removed from their families and housing and preparing Indigenous children for their future communities through much of the twentieth century, many roles in white society as part of this servant class. in ways which could only be described as stolen or kidnapped. The Bringing Them Home Report uses “forcible How many Indigenous children were taken? removal policies” to identify the authority under which There are immense difficulties in estimating the number of children were removed illegally or through “compulsion, children taken. Many records have been lost and, in many duress or undue influence”. cases, no records were kept. Early in the twentieth century only those of full Aboriginal inheritance were defined as Australia’s official approach to Indigenous people moved Aboriginal, so many of those removed were not identified. In from an early period of segregation, through a period of fact the administrative procedure deliberately attempted to protectionism – where the Indigenous population was moved remove a person’s Aboriginal identity. And since anyone who to reserves or missions controlled by white officials – to an acknowledged Aboriginality put their children at risk of era of assimilation in which Aboriginal Australians were to be removal, many people of mixed Aboriginal and white merged and to disappear within the general population. Child heritage were obliged to be a party to this. separation policies and practices of the time became tools for the assimilation of Indigenous children.
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  • Bringing Them Home Rightsed | Bringing Them Home Bringing Them Home
    Human rights education resources for teachers Photo: Heide Smith Bringing them home rightsED | Bringing them home Bringing them home Subjects: Society and Environment, English, Arts/Drama, Human rights Australian Studies, Aboriginal Studies, education resources Civics and Citizenship, Geography, History for teachers Level: Some activities suitable for Year 5 and up (most activities suitable for Year 9 and up) Time needed: 1–10 lessons (can be used as a complete unit of study or separately as required – refer to individual activities) Introduction In 1997, the Human Rights and Equal Opportunity Commission (now the Australian Human Rights Commission) released its report Bringing them home: National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families. Following this, the Commission received extensive requests from teachers for information about the report. The resources on this site have been developed in response to this request. There are a variety of worksheets that can be used in either the classroom or in the community. Warning: These materials may contain images of deceased Aboriginal and Torres Strait Islander persons. Aim The teaching activities are intended to help students gain a comprehensive knowledge and understanding of the issues surrounding the forcible removal of Indigenous people in Australian history. The aim of each activity is detailed in the teaching and learning strategies. Activities can be photocopied for class use and used individually or as an entire resource. Learning
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  • The Stolen Generations, the History Wars and Polesapart by Indigenous New Media Artist R E A
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Flinders Academic Commons 2010 14th InternationalInformation Conference Visualisation Information Visualisation Embodying Affect: the Stolen Generations, the History Wars and PolesApart by Indigenous New Media Artist r e a Christine Nicholls Flinders University, Adelaide, South Australia {[email protected]} Abstract In her 2009 new media artwork PolesApart, 1. Introduction Australian Aboriginal artist r e a, 1 of the Gamilaraay people in northern New South Wales, explores issues In her 2009 video artwork PolesApart, Australian relating to the Stolen Generations of Aboriginal Aboriginal artist r e a, of the Gamilaraay people in children. Based on the personal experiences of her northern New South Wales, explores issues relating to grandmother and great aunt as ‘stolen children’, r e a the Stolen Generations of Aboriginal children. amplifies the work’s familial dimension by enacting the R e a’s work, based on the experiences of her role of the protagonist fleeing from forced servitude. This grandmother and great aunt, has a strongly personal, paper looks at PolesApart in the broader context of the familial dimension. This paper looks at PolesApart in the interrelated phenomena of the stolen generations and the broader context of the stolen generations (the forcible so-called ‘history wars’. It is posited that the power, removal of Australian Aboriginal children from their immediacy and affective dimensions of (moving) visual families) and the so-called ‘history wars’ (continuing imagery have been instrumental in shifting Australians’ ideological disagreements about the precise nature of the 2 knowledge about the stolen generations from the margins facts about and effects of ‘contact history’).
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  • Indigenous Dvds
    Hot topics Indigenous DVDs This guide contains descriptions of DVDs released Mabo directed by Rachel Perkins. 103 since 2011 and an alphabetical listing of older releases. min. Australian Broadcasting Corporation, 2012. DVD MAB 88 directed by Adrian Russell Wills. 57 min. Australian Broadcasting Corporation, “Mabo tells the story of Eddie Koiki Mabo, 2014. DVD EIG the Torres Strait Islander who left school at fifteen, yet spearheaded the High Court “On January 26th 1988 over 2.5 million challenge that once and for all overthrew the people lined Sydney Harbour to be part of notion of terra nullius.” – Back cover. the celebrations commemorating the arrival Classification : PG (Mild themes, violence & coarse language) of the First Fleet in New South Wales and the beginning of European settlement in Murundak: songs of freedom written Australia. As the First Fleet reenactment sailed through the and directed by Natasha Gadd and heads thousands of Aboriginal people from all over the country Rhys Graham. 82 min. Madman made their presence known with the March for ‘Freedom, Entertainment, 2011. DVD MUR Justice and Hope’. It was the largest march in Sydney since the Vietnam moratorium. The march was a statement of “Murundak: songs of freedom is a survival and at the exclusion of an Aboriginal voice in documentary that journeys into the heart of Australian history. 1988 was dubbed ‘The Year of Mourning’ Aboriginal protest music following the Black and the march was aimed at drawing national and international Arm Band, a gathering of some of attention to Australia’s appalling human rights record .” – Australia’s finest Indigenous musicians, as they take to the Distributor website.
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  • Our Future in Our Hands
    2009 Our future in our hands Creating a sustainable National Representative Body for Aboriginal and Torres Strait Islander peoples © Australian Human Rights Commission August 2009. This work is protected by copyright. Apart from any use permitted under the Copyright Act 1968 (Cth), no part may be used or reproduced by any process without prior written permission from the Australian Human Rights Commission. Enquiries should be addressed to Public Affairs at: [email protected]. ISBN 978-1-921449-12-3 Steering Committee for the National Representative Body consultations Chair: Mr Tom Calma; Members: Dr Mark Bin Bakar; Ms Tanya Hosch; Mr Geoff Scott; Dr Jackie Huggins AM; Mr Tim Goodwin; Ms Nala Mansell-McKenna (to July 2009); Ms Yananymul Mununggurr; Mr Jason Glanville; and Mr John Toshi Kris. Professor Mick Dodson was invited to participate on the committee as an expert advisor. Cover Artwork The Barunga Statement, Barunga, Various artists 1988, Parliament House Art Collection, Canberra, ACT. This publication can be found in electronic format on the Australian Human Rights Commission’s website at: www.humanrights.gov.au/social_justice/repbody. For further information about the Australian Human Rights Commission, please visit: www.humanrights.gov.au or email: [email protected]. You can also write to: Public Affairs Australian Human Rights Commission GPO Box 5218 Sydney NSW 2001 Design and layout JAG Designs Printing Paragon Printers Australasia 2009 Our future in our hands – Creating a sustainable National Representative Body for Aboriginal and Torres Strait Islander peoples Report of the Steering Committee for the creation of a new National Representative Body “The discussion about a new National Representative Body is about our place at the table in making the decisions that impact on our communities, on our men, our women and our children.
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  • Family History Kit Contents
    Australian Institute of Aboriginal and Torres Strait Islander Studies Family History Unit 51 Lawson Crescent, Acton, ACT 2601 GPO Box 553, Canberra ACT 2601 P 1800 352 553 E [email protected] aiatsis.gov.au Family History Kit Contents Before You Start ________________________________________________________________ 3 Stolen Generations ______________________________________________________________ 4 Proof of Aboriginality ____________________________________________________________ 8 Understanding the Challenges ___________________________________________________ 11 Indigenous Names _____________________________________________________________ 13 Thinking about Place ___________________________________________________________ 17 Researching one Ancestor ______________________________________________________ 20 Past Caring ____________________________________________________________________ 25 Research Step-By-Step ________________________________________________________ 28 Indigenous Family History Research in Seven Steps________________________________ 29 Develop your Research Plan _____________________________________________________ 31 Get Organised _________________________________________________________________ 34 Start with Yourself _____________________________________________________________ 39 Background Reading ___________________________________________________________ 42 Search for Records _____________________________________________________________ 46 Put it all Together ______________________________________________________________
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