South Australian Native Title Services Ltd Annual Report 2019/2020 Contents
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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 ............................................................................................. -
Coober Pedy, South Australia
The etymology of Coober Pedy, South Australia Petter Naessan The aim of this paper is to outline and assess the diverging etymologies of ‘Coober Pedy’ in northern South Australia, in the search for original and post-contact local Indigenous significance associated with the name and the region. At the interface of contemporary Yankunytjatjara and Pitjantjatjara opinion (mainly in the Coober Pedy region, where I have conducted fieldwork since 1999) and other sources, an interesting picture emerges: in the current use by Yankunytjatjara and Pitjantjatjara people as well as non-Indigenous people in Coober Pedy, the name ‘Coober Pedy’ – as ‘white man’s hole (in the ground)’ – does not seem to reflect or point toward a pre-contact Indigenous presence. Coober Pedy is an opal mining and tourist town with a total population of about 3500, situated near the Stuart Highway, about 850 kilometres north of Adelaide, South Australia. Coober Pedy is close to the Stuart Range, lies within the Arckaringa Basin and is near the border of the Great Victoria Desert. Low spinifex grasslands amounts for most of the sparse vegetation. The Coober Pedy and Oodnadatta region is characterised by dwarf shrubland and tussock grassland. Further north and northwest, low open shrub savanna and open shrub woodland dominates.1 Coober Pedy and surrounding regions are arid and exhibit very unpredictable rainfall. Much of the economic activity in the region (as well as the initial settlement of Euro-Australian invaders) is directly related to the geology, namely quite large deposits of opal. The area was only settled by non-Indigenous people after 1915 when opal was uncovered but traditionally the Indigenous population was western Arabana (Midlaliri). -
Aboriginal Agency, Institutionalisation and Survival
2q' t '9à ABORIGINAL AGENCY, INSTITUTIONALISATION AND PEGGY BROCK B. A. (Hons) Universit¡r of Adelaide Thesis submitted for the degree of Doctor of Philosophy in History/Geography, University of Adelaide March f99f ll TAT}LE OF CONTENTS ii LIST OF TAE}LES AND MAPS iii SUMMARY iv ACKNOWLEDGEMENTS . vii ABBREVIATIONS ix C}IAPTER ONE. INTRODUCTION I CFIAPTER TWO. TI{E HISTORICAL CONTEXT IN SOUTH AUSTRALIA 32 CHAPTER THREE. POONINDIE: HOME AWAY FROM COUNTRY 46 POONINDIE: AN trSTä,TILISHED COMMUNITY AND ITS DESTRUCTION 83 KOONIBBA: REFUGE FOR TI{E PEOPLE OF THE VI/EST COAST r22 CFIAPTER SIX. KOONIBBA: INSTITUTIONAL UPHtrAVAL AND ADJUSTMENT t70 C}IAPTER SEVEN. DISPERSAL OF KOONIBBA PEOPLE AND THE END OF TI{E MISSION ERA T98 CTIAPTER EIGHT. SURVTVAL WITHOUT INSTITUTIONALISATION236 C}IAPTER NINtr. NEPABUNNA: THtr MISSION FACTOR 268 CFIAPTER TEN. AE}ORIGINAL AGENCY, INSTITUTIONALISATION AND SURVTVAL 299 BIBLIOGRAPI{Y 320 ltt TABLES AND MAPS Table I L7 Table 2 128 Poonindie location map opposite 54 Poonindie land tenure map f 876 opposite 114 Poonindie land tenure map f 896 opposite r14 Koonibba location map opposite L27 Location of Adnyamathanha campsites in relation to pastoral station homesteads opposite 252 Map of North Flinders Ranges I93O opposite 269 lv SUMMARY The institutionalisation of Aborigines on missions and government stations has dominated Aboriginal-non-Aboriginal relations. Institutionalisation of Aborigines, under the guise of assimilation and protection policies, was only abandoned in.the lg7Os. It is therefore important to understand the implications of these policies for Aborigines and Australian society in general. I investigate the affect of institutionalisation on Aborigines, questioning the assumption tl.at they were passive victims forced onto missions and government stations and kept there as virtual prisoners. -
Management Plan for Recreational Fishing in South Australia
Management Plan for Recreational Fishing in South Australia August 2020 Information current as of 14 August 2020 © Government of South Australia 2020 Disclaimer PIRSA and its employees do not warrant or make any representation regarding the use, or results of the use, of the information contained herein as regards to its correctness, accuracy, reliability and currency or otherwise. PIRSA and its employees expressly disclaim all liability or responsibility to any person using the information or advice. All enquiries Primary Industries and Regions SA (PIRSA) Level 15, 25 Grenfell Street GPO Box 1671, Adelaide SA 5001 T: 08 8226 0900 E: [email protected] - 2 - Table of Contents 1 Fishery to which this plan applies ................................................................................. 5 2 Consistency with other management plans .................................................................. 5 3 Term of the plan and review of the plan ........................................................................ 6 4 Fisheries management in South Australia .................................................................... 6 5 Description of the fishery .............................................................................................. 7 5.1 Biological and environmental characteristics .......................................................... 9 5.2 Biology of key recreational species ....................................................................... 11 5.3 Social and economic characteristics .................................................................... -
Mattingley Christobel Maralinga's Long Shadow Final Draft Teachers
BOOK PUBLISHERS Teachers’ Notes by Rob Andrew Maralinga’s Long Shadow: Yvonne’s Story by Christobel Mattingley ISBN 9781760290177 Recommended for ages 12-18 yrs These notes may be reproduced free of charge for use and study within schools but they may not be reproduced (either in whole or in part) and offered for commercial sale. Developed with the assistance of Nuclear Futures lphville community arts, film, theatre, environment nuclearfutures.org Introduction ........................................... 2 Links to the curriculum ............................ 3 Using these notes in the classroom ..... 5 Classroom activities ................................ 5 End-of-unit activities ....................... 11 Author motivation ................................. 12 About the writers .................................. 15 83 Alexander Street PO Box 8500 Crows Nest, Sydney St Leonards NSW 2065 NSW 1590 ph: (61 2) 8425 0100 [email protected] Allen & Unwin PTY LTD Australia Australia fax: (61 2) 9906 2218 www.allenandunwin.com ABN 79 003 994 278 INTRODUCTION Maralinga’s Long Shadow is a powerful telling of the experiences of Yvonne Edwards, an Anangu woman who was forcibly removed from her homelands as a child, due to the British nuclear tests at Maralinga in South Australia. The book gives an intimate view of the effects of the tests on one particular family and their community through the life of Yvonne Edwards—as a child, young woman, mother, grandmother and community activist. Maralinga’s Long Shadow highlights the long term effects of the forced relocation of Aboriginal people from their traditional homelands and contains within it the story of yet another member of the Stolen Generation—Yvonne Edwards’ first child, who was removed after Yvonne was deceived into signing a paper to give him up. -
Our Knowledge for Country
2 2 STRENGTHENING OUR KNOWLEDGE FOR COUNTRY Authors: 2.1 INTRODUCTION TO CARING FOR COUNTRY 22 Barry Hunter, Aunty Shaa Smith, Neeyan Smith, Sarah Wright, Paul Hodge, Lara Daley, Peter Yates, Amelia Turner, 2.2 LISTENING AND TALKING WITH COUNTRY 23 Mia Mulladad, Rachel Perkins, Myf Turpin, Veronica Arbon, Eleanor McCall, Clint Bracknell, Melinda McLean, Vic 2.3 SINGING AND DANCING OUR COUNTRY 25 McGrath, Masigalgal Rangers, Masigalgal RNTBC, Doris 2.4 ART FOR COUNTRY 28 Yethun Burarrwaŋa, Bentley James, Mick Bourke, Nathan Wong, Yiyili Aboriginal Community School Board, John Hill, 2.5 BRINGING INDIGENOUS Wiluna Martu Rangers, Birriliburu Rangers, Kate Cherry, Darug LANGUAGES INTO ALL ASPECTS OF LIFE 29 Ngurra, Uncle Lex Dadd, Aunty Corina Norman-Dadd, Paul Glass, Paul Hodge, Sandie Suchet-Pearson, Marnie Graham, 2.6 ESTABLISHING CULTURAL Rebecca Scott, Jessica Lemire, Harriet Narwal, NAILSMA, KNOWLEDGE DATABASES AND ARCHIVES 35 Waanyi Garawa, Rosemary Hill, Pia Harkness, Emma Woodward. 2.7 BUILDING STRENGTH THROUGH KNOWLEDGE-RECORDING 36 2.8 WORKING WITH OUR CULTURAL HIGHLIGHTS HERITAGE, OBJECTS AND SITES 43 j Our Role in caring for Country 2.9 STRENGTHENING KNOWLEDGE j The importance of listening and hearing Country WITH OUR KIDS IN SCHOOLS 48 j The connection between language, songs, dance 2.10 WALKING OUR COUNTRY 54 and visual arts and Country 2.11 WALKING COUNTRY WITH j The role of Indigenous women in caring WAANYI GARAWA 57 for Country 2.12 LESSONS TOWARDS BEST j Keeping ancient knowledge for the future PRACTICE FROM THIS CHAPTER 60 j Modern technology in preserving, protecting and presenting knowledge j Unlocking the rich stories that our cultural heritage tell us about our past j Two-ways science ensuring our kids learn and grow within two knowledge systems – Indigenous and western science 21 2 STRENGTHENING OUR KNOWLEDGE FOR COUNTRY 2.1 INTRODUCTION TO CARING We do many different actions to manage and look after Country9,60,65,66. -
Hdl 67064.Pdf
1 2 INDIGENOUS DESIGN ISSUES: CHRISTIES BEACH ABORIGINAL CHILDREN AND FAMILY CENTRE ___________________________________________________________________________________ TABLE OF CONTENTS PREFACE .................................................................................................................................. 5 ACKNOWLEDGEMENTS .......................................................................................................... 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 ............................................................................ 12 The Djidi Djidi Aboriginal School ................................................................... 13 Waimea Kohanga Reo Victory School .......................................................... 15 Mnjikaning First Nation Early Childhood Education Centre........................... 16 Native Child and Family Services of Toronto ............................................... -
Place Names of South Australia: W
W Some of our names have apparently been given to the places by drunken bushmen andfrom our scrupulosity in interfering with the liberty of the subject, an inflection of no light character has to be borne by those who come after them. SheaoakLog ispassable... as it has an interesting historical association connectedwith it. But what shall we say for Skillogolee Creek? Are we ever to be reminded of thin gruel days at Dotheboy’s Hall or the parish poor house. (Register, 7 October 1861, page 3c) Wabricoola - A property North -East of Black Rock; see pastoral lease no. 1634. Waddikee - A town, 32 km South-West of Kimba, proclaimed on 14 July 1927, took its name from the adjacent well and rock called wadiki where J.C. Darke was killed by Aborigines on 24 October 1844. Waddikee School opened in 1942 and closed in 1945. Aboriginal for ‘wattle’. ( See Darke Peak, Pugatharri & Koongawa, Hundred of) Waddington Bluff - On section 98, Hundred of Waroonee, probably recalls James Waddington, described as an ‘overseer of Waukaringa’. Wadella - A school near Tumby Bay in the Hundred of Hutchison opened on 1 July 1914 by Jessie Ormiston; it closed in 1926. Wadjalawi - A tea tree swamp in the Hundred of Coonarie, west of Point Davenport; an Aboriginal word meaning ‘bull ant water’. Wadmore - G.W. Goyder named Wadmore Hill, near Lyndhurst, after George Wadmore, a survey employee who was born in Plymouth, England, arrived in the John Woodall in 1849 and died at Woodside on 7 August 1918. W.R. Wadmore, Mayor of Campbelltown, was honoured in 1972 when his name was given to Wadmore Park in Maryvale Road, Campbelltown. -
First AIATSIS Summit Held in Adelaide
Issue 83, Winter 2021 A publication by South Australian Native Title Services www.nativetitlesa.org Ngarrindjeri elder Major ‘Moogy’ Sumner AM performs a smoking ceremony on the banks of the Karrawirra Parri (River Torrens) for delegates on Day 3 of the Summit. Kaurna elder Jeffrey Newchurch sits to the left. First AIATSIS Summit held in Adelaide This year the Australian Institute of The AIATSIS Summit was held from was a chance to reconnect and celebrate academics, and legal experts. It was an Aboriginal and Torres Strait Islander 31 May to 4 June at the Adelaide Mabo Day and National Reconciliation opportunity to strengthen Aboriginal and Studies (AIATSIS) combined the biennial Convention Centre with hosts Kaurna Week as a community on Kaurna land. Torres Strait Islander cultures, knowledge, and governance following the isolation Indigenous Research Conference and Yerta Aboriginal Corporation (KYAC) and Over 900 delegates attended across the brought on by the COVID-19 pandemic. Native Title Conference to make the co-convenor South Australian Native five days which included presentations first AIATSIS Summit. Title Services (SANTS). The Summit and workshops led by community leaders, Continued on page 2 Inside: Nauo and Wirangu agree on consent determinations 4 New carbon farming Code recognises native title rights 5 Kaurna cultural burn makes history 6 Book launch: Sorry and Beyond – Healing the Stolen Generations 10 First AIATSIS Summit held in Adelaide Continued from page 1 Bunuba woman June Oscar AO, the Aboriginal and Torres Strait Islander What we heard at the Social Justice Commissioner, shared AIATSIS Summit the Wiyi Yani U Thangani (Women’s Voices) Aboriginal Commissioner for Children Report. -
Extract from the National Native Title Register
Extract from the National Native Title Register Determination Information: Determination Reference: Federal Court Number(s): SAD6025/1998 NNTT Number: SCD2012/002 Determination Name: Dodd v State of South Australia Date(s) of Effect: 22/05/2012 Determination Outcome: Native title exists in parts of the determination area Register Extract (pursuant to s. 193 of the Native Title Act 1993) Determination Date: 22/05/2012 Determining Body: Federal Court of Australia ADDITIONAL INFORMATION: Not Applicable REGISTERED NATIVE TITLE BODY CORPORATE: Arabana Aboriginal Corporation RNTBC Agent Body Corporate Level 1, 345 King William Street ADELAIDE SA 5000 Note: current contact details for the Registered Native Title Body Corporate are available from the Office of the Registrar of Indigenous Corporations www.oric.gov.au COMMON LAW HOLDER(S) OF NATIVE TITLE: 5 Under the relevant traditional laws and customs of the Arabana people the native title holders comprise those living Aboriginal people who both self-identify as Arabana and who are recognised as being Arabana by other Arabana people based on: (1) Filiation, including by adoption, from an Arabana parent or grandparent; or (2) Long term co-residence with Arabana people on Arabana country; and who satisfy one or more of the following criteria: (a) Being raised in Arabana country and being bound by its system of law and custom; (b) Living and behaving appropriately with Arabana people in accordance with Arabana laws and customs; National Native Title Tribunal Page 1 of 12 Extract from the National -
Western Sydney Inst. of TAFE, Blacktown (Australia). ISBN-0-7310
DOCUMENT RESUME ED 412 400 CE 074 961 TITLE Numerous Connections. INSTITUTION Western Sydney Inst. of TAFE, Blacktown (Australia). ISBN ISBN-0-7310-8840-9 PUB DATE 1996-00-00 NOTE 213p. AVAILABLE FROM Adult Literacy Information Office, Level 1, 6-8 Holden Street, Ashfield, New South Wales 2131, Australia. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; Basic Skills; Foreign Countries; Instructional Materials; *Integrated Curriculum; Learning Activities; *Literacy Education; Mathematics Instruction; *Mathematics Skills; *Numeracy; Student Evaluation; Teaching Guides IDENTIFIERS Australia ABSTRACT This resource includes units of work developed by different practitioners that integrate the teaching of literacy with the teaching of numeracy in adult basic education. It is designed to provide models of integration for teachers to develop similar resources on different contexts or themes. The units follow slightly different formats. Unit lengths vary from a few sessions to the basis of a semester's work. The way in which literacy and numeracy are integrated also varies; in some units there are literacy and numeracy activities on the same theme or context, and in others activities are more closely woven. The nine sections are on these topics: water, gardens, reasonable force, aboriginal land, work, women in Australia, tourist spots, juggling pool, and banking. Components of each section include the following: learning outcomes; topics; resources; future directions; teacher notes that correlate in a column format whether the activity is primarily literacy or numeracy or both, activities, resources, and assessment; and handouts. Units list additional resources that can be used to extend the students' understanding of particular mathematical skills. -
Communities Lock out Coronavirus
Aboriginalboriginal Way www.nativetitlesa.org Issue 78, Autumn 2020 A publication of South Australian Native Title Services Above: Kaurna reburial of ancestors disturbed by Northern Connector project. Read full article on page 6. Communities lock out coronavirus Across South Australia, Aboriginal The closures mean that even residents of The communities’ decisions to shut strict new rules for entry into their communities have braced themselves the communities cannot re-enter if they their doors came after concern for the community on 5 March. against the deadly coronavirus are sick, have travelled overseas recently welfare of Aboriginal people, particularly The APY Art Centre Collective worked (COVID-19), which has swept the or have had contact with someone with people in remote areas grew following for some time to evacuate Elders from world, by closing their doors to the virus. Even if community members are the announcement of the pandemic by the lands, planning for older artists that outside visitors. cleared to return, they need to self-isolate the World Health Organisation. wished to do so to relocate to a boarding The Premier of South Australia announced for 14 days before going back to the According to the Federal Government, house in Adelaide. in March that movement into certain community and to their home. Aboriginal and Torres Strait Islander The collective, which represents artists remote areas across South Australia peoples and people living in remote Davenport Community Council explained from seven communities across the was restricted. Arrangements for the communities are at greater risk that they took the action to protect their APY Lands, had warned that it would shutdowns were supported and managed from COVID-19.