Environment and Technology in Contemporary Aboriginal Australian Poetry
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Fact Sheet Number 14
FACT SHEET No. #4 DEEP TIME AND DRAGON DREAMING: THE SUSTAINABLE ABORIGINAL SPIRITUALITY OF THE SONG LINES, FROM CELEBRATION TO DREAMING John Croft update 28th March 2014 This Factsheet by John Croft is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. Permissions beyond the scope of this license may be available at [email protected]. ABSTRACT: It is suggested that in a culture that is suicidal, to get a better understanding of what authentic sustainability is about requires us to see through the spectrum of a different culture. Australian Aboriginal cultures, sustainable for arguably 70,000 years, provide one such useful lens. TABLE OF CONTENTS INTRODUCTION .............................................................................................................................2 AN INTRODUCTION TO ABORIGINAL CULTURE ............................................................................... 4 THE UNSUSTAINABILITY OF CIVILISED CULTURES ........................................................................... 6 DREAMING: AN ALTERNATIVE VIEW OF TIME? ............................................................................. 10 ABORIGINAL DREAMING, DEEP ECOLOGY AND THE ECOLOGICAL SELF ....................................... 17 DREAMING AND SUSTAINABILITY ................................................................................................. 21 DISCOVERING YOUR OWN PERSONAL SONGLINE ......................................................................... 24 _____________________________________________________________________________________D -
German Lutheran Missionaries and the Linguistic Description of Central Australian Languages 1890-1910
German Lutheran Missionaries and the linguistic description of Central Australian languages 1890-1910 David Campbell Moore B.A. (Hons.), M.A. This thesis is presented for the degree of Doctor of Philosophy of The University of Western Australia School of Social Sciences Linguistics 2019 ii Thesis Declaration I, David Campbell Moore, certify that: This thesis has been substantially accomplished during enrolment in this degree. This thesis does not contain material which has been submitted for the award of any other degree or diploma in my name, in any university or other tertiary institution. In the future, no part of this thesis will be used in a submission in my name, for any other degree or diploma in any university or other tertiary institution without the prior approval of The University of Western Australia and where applicable, any partner institution responsible for the joint-award of this degree. This thesis does not contain any material previously published or written by another person, except where due reference has been made in the text and, where relevant, in the Authorship Declaration that follows. This thesis does not violate or infringe any copyright, trademark, patent, or other rights whatsoever of any person. This thesis contains published work and/or work prepared for publication, some of which has been co-authored. Signature: 15th March 2019 iii Abstract This thesis establishes a basis for the scholarly interpretation and evaluation of early missionary descriptions of Aranda language by relating it to the missionaries’ training, to their goals, and to the theoretical and broader intellectual context of contemporary Germany and Australia. -
Teachers' Notes for Secondary Schools
artback nt: arts development and touring presents teachers’ notes for secondary schools teachers’ notes for secondary schools table of contents History - Djuki Mala [The Chooky Dancers] pg 3 Activity - Djuki Mala Zorba the Greek on YouTube pg 3 Activity - Online video - Elcho Island and The Chooky Dancers pg 3 Activity - Traditional dance comparison pg3 Home - Elcho Island pg 4 History pg 5 Activity - Macassar research pg 5 Activity - ‘Aboriginal’ vs ‘Indigenous’ pg 5 Activity - Gurrumul research pg 6 Activity - ‘My Island Home’ pg 6 Activity - Film: ‘Big Name No Blankets’ pg 6 Community pg 7 Activity - Elcho Island: Google Earth pg 7 Yolngu Culture pg 8 Activity - Film: ‘Yolgnu Boy’ + questions pg 8 Activity - Film: ‘Ten Canoes’ pg 9 Activity - Documentary: ‘Balanda and the Bark Canoes’ pg 9 Activity - Yolgnu culture clips online pg 9 Clans and Moieties pg 9 Activity - Clans and moieties online learning pg 9 Language pg 10 Activity - Yolngu greetings pg 10 Useful links and further resources pg 11 usage notes These notes are intended as a teaching guide only. They are suitable for high school students at different levels and teachers should choose from the given activities those that they consider most suitable for different year groups. The notes were developed by Mary Anne Butler for Artback NT: Arts Development and Touring. Thanks to Stuart Bramston, Shepherdson College, Jonathan Grassby, Linda Joy and Joshua Bond for their assistance. teachers’ notes page 2 of 11 History - Djuki Mala [T he Chooky Dancers] In 2007, on a basketball court in Ramingining, a group of Elcho Island dancers calling themselves the Chooky Dancers choreographed and performed a dance routine to the tune of Zorba the Greek. -
Indigenous Poems - Oodgeroo Noonuccal INTRODUCTION
Classic Australian literature: lessons for life Suitable for Grades 7-10 Indigenous Poems - Oodgeroo Noonuccal INTRODUCTION The indigenous poetry of Oodgeroo Noonuccal is significant in the history of Australian culture. The political and cultural themes of dispossession and cultural divides are as relevant now as the time in which they were written. Students will examine two different styles of poetry, their structure, style and historical context; from their understanding of contemporary issues they will create texts, design visual elements of story, research local history and create biographical articles. A variety of texts are available as resources including radio interview, historical archives, poetry websites and youtube clips. Included are poetry analysis worksheets, vocabulary activities and suggested summative and formative assessment. POEMS ‘We are going ’[available online at http://www.poetrylibrary.edu.au/poets/noonuccal-oodgeroo ] ‘No more boomerang’ This poem is read aloud to the indigenous music of the band ‘coloured stone’ http://youtu.be/codU1Ei2Etg] Summary Oodgeroo Noonuccal (formerly known as Kath walker ) was the first indigenous female poet to have her works published in 1964 to great success as the title We are going. Awarded the OBE in 1970 she famously returned the honour in 1987 in protest of the Bicentennial Celebrations Australia Day 1988. Born on North Stradbroke Island Minjerribah she worked in domestic service in Brisbane while raising two children. She returned to Minjerribah as a ‘grandmother’ and educator -
Yurunnhang Bungil Nyumba: Infusing Aboriginal Ways of Being Into Teaching Practice in Australia
The University of Notre Dame Australia ResearchOnline@ND Theses 2020 Yurunnhang Bungil Nyumba: Infusing Aboriginal ways of being into teaching practice in Australia Lisa Buxton The University of Notre Dame Australia Follow this and additional works at: https://researchonline.nd.edu.au/theses Part of the Education Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Publication Details Buxton, L. (2020). Yurunnhang Bungil Nyumba: Infusing Aboriginal ways of being into teaching practice in Australia (Doctor of Education). University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/248 This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. Yurunnhang Bungil Nyumba: Infusing Aboriginal ways of being into teaching practice in Australia Lisa Maree Buxton MPhil, MA, GDip Secondary Ed, GDip Aboriginal Ed, BA. Submitted in partial fulfilment of the requirements for the Doctor of Education School of Education Sydney Campus January, 2020 Acknowledgement of Country Protocols The protocol for introducing oneself to other Indigenous people is to provide information about one’s cultural location, so that connection can be made on political, cultural and social grounds and relations established. (Moreton-Robinson, 2000, pp. xv) I would like firstly to acknowledge with respect Country itself, as a knowledge holder, and the ancients and ancestors of the country in which this study was conducted, Gadigal, Bidjigal and Dharawal of Eora Country. -
The Astronomy of the Kamilaroi and Euahlayi Peoples and Their Neighbours
The Astronomy of the Kamilaroi and Euahlayi Peoples and Their Neighbours By Robert Stevens Fuller A thesis submitted to the Faculty of Arts at Macquarie University for the degree of Master of Philosophy November 2014 © Robert Stevens Fuller i I certify that the work in this thesis entitled “The Astronomy of the Kamilaroi and Euahlayi Peoples and Their Neighbours” has not been previously submitted for a degree nor has it been submitted as part of requirements for a degree to any other university or institution other than Macquarie University. I also certify that the thesis is an original piece of research and it has been written by me. Any help and assistance that I have received in my research work and the preparation of the thesis itself has been appropriately acknowledged. In addition, I certify that all information sources and literature used are indicated in the thesis. The research presented in this thesis was approved by Macquarie University Ethics Review Committee reference number 5201200462 on 27 June 2012. Robert S. Fuller (42916135) ii This page left intentionally blank Contents Contents .................................................................................................................................... iii Dedication ................................................................................................................................ vii Acknowledgements ................................................................................................................... ix Publications .............................................................................................................................. -
Ideas for Your Classroom Year 1–2
TEACHER RESOURCES IDEAS FOR YOUR CLASSROOM YEAR 1–2 FRIDAY 7 MAY 2021 YEARS 4–6YEARS 1–2 03 FRIDAY MAY06 THE STUDIO MAY SUBIACO ARTS CENTRE SESSION: THE ART OF COLLABORATION 9.50AM – 10.35AM CURRICULUM LINKS: There’s a special kind of magic that can General capabilities: Personal & social capability happen when you put a writer and an artist English: storytelling, features of plot, character & setting, together - just ask Jane Godwin and Anna Walker. The Melbourne based writer and artist personal responses to literature, literature & context have created eight children’s picture books Visual art: colour, line, shape, space together, telling enchanting and timeless Health: Friendship, feelings stories about what it is to be young. Join Jane and Anna as they share some of the joy of creative collaboration. SESSION: MY CULTURE AND ME CURRICULUM LINKS: 11.00AM – 11.45AM Aboriginal & Torres Strait Islander A proud Kamilaroi and Euahlayi man from Cross-curricular priorities: south-west Queensland, Gregg Dreise is a (ATSI) histories & culture storyteller and artist. He’s also a musician English: listening & speaking interactions, personal responses, who loves sharing the sounds of the didgeridoo vocabulary, responding to literature, evaluating texts and guitar with young people. His latest Visual art: Aboriginal art book Hello and Welcome celebrates Australia’s Music: Aboriginal music Indigenous heritage and is a companion book Dance: Aboriginal dance to his highly acclaimed My Culture and Me. Let Gregg guide you into a world of song and story. SESSION: VIOLET’S WONDERFUL WORLD OF NOTHING CURRICULUM LINKS: 12.30PM – 1.15PM English: narrative writing, imagination, features of literary Have you ever wondered if nothing is real? texts, plot, visual language What exactly is nothing? Where does it live? Visual art: experimentation with visual elements of shape, Violet is a little girl who’s always thinking colour, line & texture, appreciation of artwork, personal about everything, until one day she starts opinions and ideas about artworks thinking about nothing. -
18 February 2016
United Wambo Open Cut Coal Project 11.3.16 WLALC Feedback ‐ 18 February 2016 GC01 Page | 233 United Wambo Open Cut Coal Project GC01 Page | 234 United Wambo Open Cut Coal Project 11.3.17 Archaeological Test Excavation Comments ‐ United response to PCWP GC01 Page | 235 United Wambo Open Cut Coal Project 11.3.18 Archaeological Test Excavation Comments ‐ United response to WLALC GC01 Page | 236 United Wambo Open Cut Coal Project 11.3.19 Peer review of OzArk report GC01 Page | 237 United Wambo Open Cut Coal Project GC01 Page | 238 United Wambo Open Cut Coal Project GC01 Page | 239 United Wambo Open Cut Coal Project GC01 Page | 240 United Wambo Open Cut Coal Project GC01 Page | 241 United Wambo Open Cut Coal Project 11.3.20 Tocumwal Response to Peer Review GC01 Page | 242 United Wambo Open Cut Coal Project GC01 Page | 243 United Wambo Open Cut Coal Project GC01 Page | 244 United Wambo Open Cut Coal Project GC01 Page | 245 United Wambo Open Cut Coal Project 11.3.21 Glencore Response to PCWP 1st June Letter GC01 Page | 246 United Wambo Open Cut Coal Project GC01 Page | 247 United Wambo Open Cut Coal Project GC01 Page | 248 United Wambo Open Cut Coal Project GC01 Page | 249 United Wambo Open Cut Coal Project 11.3.22 Response from PCWP GC01 Page | 250 United Wambo Open Cut Coal Project 11.3.23 Feedback from WNAC GC01 Page | 251 United Wambo Open Cut Coal Project GC01 Page | 252 United Wambo Open Cut Coal Project GC01 Page | 253 United Wambo Open Cut Coal Project GC01 Page | 254 United Wambo Open Cut Coal Project 11.4 Plains Clans of the Wonnarua Peoples ACHAR GC01 Page | 255 GLENCORE UNITED COLLIERIES ABORIGINAL CULTRAL HERITAGE ASSESSMENT Company Glencore Coal Assets Australia Contact Aislinn Farnon Date 21 October 2015 Integrating Landscape Science & Aboriginal Culture Knowledge For Our Sustainable Future Contents 1 Introduction ................................................................................................................... -
FARMS WITHOUT FENCES Over Untold Millennia, Aboriginal People Developed Knowledge Systems That Allowed Them to Live in Sustainable Harmony with the Land
READINGS IN AUSTRALIAN HISTORY -The History you were never taught INTRODUCTION TO THE COURSE The readings before you have been produced by Jim Poulter over several years. During this time Jim has tutored U3A classes in Australian History and given innumerable talks to schools and community groups, in order that we might better share and take pride in our rich Australian Aboriginal history and heritage. Over the last few years Jim has also written a popular monthly column ‘Birrarung Stories’ for the Warrandyte Diary Community Newspaper. A retired Social Worker, Jim’s close knowledge of our rich Aboriginal history and heritage does not come from abstract academic study, it comes from lived experience. Jim Poulter’s family first settled on the Yarra Rive at Templestowe in 1840. Close relationships were established with the local Aboriginal community, and these have endured through the generations. Jim has therefore been privy to the oral history both of his own family and Aboriginal families. He has known and worked with many iconic Aboriginal Elders and tribal people who have trusted him with their knowledge. Many of his thirty books on our Australian Aboriginal history and heritage have been in collaboration with or the endorsement of Aboriginal Elders. The nearly sixty articles in this course have been grouped within eight themes, in order to guide your learning about what has previously been a much neglected aspect of our Australian history. To aid student reflection about the content and issues raised in each of eight themes, questions will be posed for consideration and as a stimulus for discussion with others. -
Songlines on Screen 2015
Songlines on Screen 2015 CONTENTS 2 Introduction 4 Footprints 6 Naji 8 Tjawa Tjawa 10 Goorrandalng: Brolga Dreaming 12 Bulunu Milkarri 14 Wurray 16 Wardbukkarra 18 Ngapa Jukurrpa: Water Dreaming 20 Desert Dingo 22 Damari and Guyala: A Story of Two Brothers Cover images (left–right, top–bottom): Footprints, Wurray, Bulunu Milkarri, Damari and Guyala, Wardbukkarra, Naji, Ngapa Jukurrpa, Desert Dingo, Tjawa Tjawa, Goorrandalng Credits not contractual “This country holds our story forever like an archive. Travelling through country, the songs reveal themselves. They are embedded in country.” Francis Jupurrurla Kelly (November 2013) 1 Songlines on Screen The Songlines on Screen initiative proudly presents 10 short films from the remote regions of Western, Northern and Central Australia. These films represent Aboriginal people’s ongoing connection to land and culture as told throughout time by the way of creation songs. A special collaboration between Screen Australia and NITV, the funding initiative has provided a vital opportunity for the recording of Indigenous songlines which have incorporated the full spectrum of storytelling including dance, song, art, body painting and sites of significance. Continued support towards the practising and sharing of songlines on country will ensure the wellbeing of both the country and its people. Songlines are a library of information. They are many things: a road map, a bible, our history. The examples and stories in songlines guide the way we live and give us our unique cultural identities. But our culture and history is an oral one and if it is not talked about it is forgotten. In order for our culture to survive it must move from oral to documented. -
A Typology of the Traditional Games of Australian Aboriginal and Torres Strait Islander Peoples
A Typology of the Traditional Games of Australian Aboriginal and Torres Strait Islander Peoples Ken Edwards Author Ken Edwards has studied health and physical education, environmental science and sports history. He has taught health and physical education at both primary and secondary school level and has been a Head of Health and Physical Education at various schools. Ken completed a Ph.D. through UQ and has been an academic at QUT and Bond University and is now an Associate Professor in Sport, Health and Physical Education at USQ (Springfield Campus). Ken has had involvement in many sports as a player, coach and administrator. Wener ganbony tilletkerrin? What shall we play (at) first (Language of the Western people of Victoria) A Typology of the Traditional Games of Australian Aboriginal and Torres Strait Islander Peoples Ken Edwards Artwork by Aboriginal artist Maxine Zealey (of the Gureng Gureng people in Queensland). Copyright © 2012 by Ken Edwards. All rights are reserved. No portion of this book may be reproduced in any form or by any means without the written permission of the Copyright owner. ISBN 978-0-9872359-0-9 Paper size: 16.5cms X 23 cms Page printing for ebook: Scale to fit A4 Acknowledgements Great excitement existed amongst the players in this game, which was begun in this manner: each player had one of these toys in his hands, standing at a mark on the ground some 30 yards or 40 yards from the disc. The thrower standing on the mark would measure the distance with his eye, and turning round would walk some few yards to the rear, and suddenly turning to the front would run back to the mark, discharging his weitweit with great force at the disc. -
Reconstructing Aboriginal Economy and Society: the New South Wales
Reconstructing Aboriginal 12 Economy and Society: The New South Wales South Coast at the Threshold of Colonisation John M. White Ian Keen’s 2004 monograph, Aboriginal Economy and Society: Australia at the Threshold of Colonisation, represents the first anthropological study to draw together comparative pre- and postcolonial data sets and sources to explain the nature and variety of Aboriginal economy and society across the Australian continent. Keen’s (2004: 5) rationalisation for comparing the economy and society of seven regions was ‘mainly descriptive and analytical’, in order to ‘shed light on the character of each region, and to bring out their similarities and differences’. In doing so, as Veth (2006: 68) commented in his review of the book, ‘It speaks to meticulous and exhaustive research from myriad sources including social anthropology, linguistics, history, ecology and, not the least, archaeology’. Following its publication, Aboriginal Economy and Society: Australia at the Threshold of Colonisation won Keen his second Stanner Award from the Council of the Australian Institute of Aboriginal and Torres Strait Islander Studies in 2005. In this chapter, I draw upon Keen’s comparative method to profile the ecology, institutions and economy of the Yuin people of (what is now) the Eurobodalla region of the New South Wales south coast at the time of European colonisation.1 1 Elsewhere I have documented the role of Aboriginal workers in the New South Wales south coast horticultural sector in the mid-twentieth century (White 2010a, 2010b, 2011) and have detailed the reactions of Yuin people to colonial incursions, which involved the development of intercultural relations that were mediated by exchange (White 2012).