Yarnupings Issue 1 March 2018
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
CLS Sprig of Heather June 2014
Sprig Of Heather June 2014 Sprig Of Heather Vol 21 No 2 June 2014 The Official Newsletter of Clan Little Society New Zealand & Australia www.littleclan.net Sprig Of Heather June 2014 As I wrote this editorial a call came in on SKYPE from a friend in Auckland. Oh how our world has changed ! We are now more inter connected through diverse technologies than at any time in History. Had our ancestors a fraction of the technologies we have today how would we have evolved? Scotland in early 1800s was a largely agricultural nation. Work was usually manual and cottage-based. A shift in this trend came with the industrial age. The industrialisation of Scotland began in the late 18th and early 19th centuries. The adoption of mechanisation led to the building of factories and a move away from cottage industries. Production was linked to the use of machines as well as the establishment of the railway and canal networks, which transported the raw materials from the dockland (notably cotton) and were able to distribute the finished goods. With the arrival of the steam engine, numbers of miners increased in order to produce the coal needed to power the engines. Iron and steel works also became a major employer at the time. In Scotland the hundred years between 1840 and 1940 saw enormous change in the countries economic and social structure. Our ancestors living in 1840 would have been astounded at the scale and pace of change in the century ahead. Since the dawn of civilization, there existed a need to communicate information over distance. -
19 Language Revitalisation: Community and School Programs Working Together
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sydney eScholarship 19 Language revitalisation: community and school programs working together Diane McNaboe1 and Susan Poetsch2 Abstract Since it was published in 2003 the New South Wales Aboriginal Languages K– 10 Syllabus has led to a substantial increase in the number of school programs operating in the state. It has supported the quality of those programs, and the status and recognition given to Aboriginal languages and cultures in the curriculum. School programs also complement community initiatives to revitalise, strengthen and share Aboriginal languages in New South Wales. As linguistic and cultural knowledge increases among adult community members, school programs provide a channel for them to continue to develop their own skills and knowledge and to pass on this heritage. This paper takes Wiradjuri as an example of language revitalisation, and describes achievements in adult language learning and the process of developing a school program with strong input from community. A brief history of Wiradjuri language revitalisation Wiradjuri is one of the central inland New South Wales (NSW) languages (Wafer & Lissarrague 2008, pp. 215–25). In recent decades various language teams have investigated and analysed archival sources for Wiradjuri and collected information from both written and oral sources (Büchli 2006, pp. 58–60). These teams include Grant and Rudder (2001a, b, c, d; 2005), Hosking and McNicol (1993), McNicol and Hosking (1994) and Donaldson (1984), as well as Christopher Kirkbright, George Fisher and Cheryl Riley, who have been working with Wiradjuri people in and near Sydney. -
Endeavour Anniversary
Episode 10 Teacher Resource 28th April 2020 Endeavour Anniversary Students will investigate Captain Endeavour History Cook’s voyage to Australia on 1. When did the Endeavour set sail from England? board the HMB Endeavour. Students will explore the impact 2. Who led the voyage of discovery on the Endeavour? that British colonisation had on 3. Describe James Cook’s background. the lives of Aboriginal and Torres 4. What did Cook study that would help him to become a ship’s Strait Islander Peoples. captain? 5. Fill in the missing words: By the 18th Century, _________________ had been mapping the globe for centuries, claiming HASS – Year 4 ______________ and resources as their own. (Europeans and land) The journey(s) of AT LEAST ONE 6. Who was Joseph Banks? world navigator, explorer or trader 7. Why did Banks want to travel on the Endeavour? up to the late eighteenth century, including their contacts with other 8. The main aim of the voyage was to travel to… societies and any impacts. 9. What rare event was the Endeavour crew aiming to observe? 10. What was their secret mission? The nature of contact between 11. Who was Tupaia? Aboriginal and Torres Strait Islander Peoples and others, for 12. After leaving Tahiti, where did the Endeavour go? example, the Macassans and the 13. What happen in April 1770? Europeans, and the effects of 14. Complete the following sentence. Australia was known to Europeans these interactions on, for at the time as New___________________. (Holland) example, people and environments. 15. Describe the first contact with Indigenous people. -
Re-Awakening Languages: Theory and Practice in the Revitalisation Of
RE-AWAKENING LANGUAGES Theory and practice in the revitalisation of Australia’s Indigenous languages Edited by John Hobson, Kevin Lowe, Susan Poetsch and Michael Walsh Copyright Published 2010 by Sydney University Press SYDNEY UNIVERSITY PRESS University of Sydney Library sydney.edu.au/sup © John Hobson, Kevin Lowe, Susan Poetsch & Michael Walsh 2010 © Individual contributors 2010 © Sydney University Press 2010 Reproduction and Communication for other purposes Except as permitted under the Act, no part of this edition may be reproduced, stored in a retrieval system, or communicated in any form or by any means without prior written permission. All requests for reproduction or communication should be made to Sydney University Press at the address below: Sydney University Press Fisher Library F03 University of Sydney NSW 2006 AUSTRALIA Email: [email protected] Readers are advised that protocols can exist in Indigenous Australian communities against speaking names and displaying images of the deceased. Please check with local Indigenous Elders before using this publication in their communities. National Library of Australia Cataloguing-in-Publication entry Title: Re-awakening languages: theory and practice in the revitalisation of Australia’s Indigenous languages / edited by John Hobson … [et al.] ISBN: 9781920899554 (pbk.) Notes: Includes bibliographical references and index. Subjects: Aboriginal Australians--Languages--Revival. Australian languages--Social aspects. Language obsolescence--Australia. Language revival--Australia. iv Copyright Language planning--Australia. Other Authors/Contributors: Hobson, John Robert, 1958- Lowe, Kevin Connolly, 1952- Poetsch, Susan Patricia, 1966- Walsh, Michael James, 1948- Dewey Number: 499.15 Cover image: ‘Wiradjuri Water Symbols 1’, drawing by Lynette Riley. Water symbols represent a foundation requirement for all to be sustainable in their environment. -
EORA Mapping Aboriginal Sydney 1770–1850 Exhibition Guide
Sponsored by It is customary for some Indigenous communities not to mention names or reproduce images associated with the recently deceased. Members of these communities are respectfully advised that a number of people mentioned in writing or depicted in images in the following pages have passed away. Users are warned that there may be words and descriptions that might be culturally sensitive and not normally used in certain public or community contexts. In some circumstances, terms and annotations of the period in which a text was written may be considered Many treasures from the State Library’s inappropriate today. Indigenous collections are now online for the first time at <www.atmitchell.com>. A note on the text The spelling of Aboriginal words in historical Made possible through a partnership with documents is inconsistent, depending on how they were heard, interpreted and recorded by Europeans. Original spelling has been retained in quoted texts, while names and placenames have been standardised, based on the most common contemporary usage. State Library of New South Wales Macquarie Street Sydney NSW 2000 Telephone (02) 9273 1414 Facsimile (02) 9273 1255 TTY (02) 9273 1541 Email [email protected] www.sl.nsw.gov.au www.atmitchell.com Exhibition opening hours: 9 am to 5 pm weekdays, 11 am to 5 pm weekends Eora: Mapping Aboriginal Sydney 1770–1850 was presented at the State Library of New South Wales from 5 June to 13 August 2006. Curators: Keith Vincent Smith, Anthony (Ace) Bourke and, in the conceptual stages, by the late Michael -
DEADLYS® FINALISTS ANNOUNCED – VOTING OPENS 18 July 2013 Embargoed 11Am, 18.7.2013
THE NATIONAL ABORIGINAL & TORRES STRAIT ISLANDER MUSIC, SPORT, ENTERTAINMENT & COMMUNITY AWARDS DEADLYS® FINALISTS ANNOUNCED – VOTING OPENS 18 July 2013 Embargoed 11am, 18.7.2013 BC TV’s gripping, award-winning drama Redfern in the NBA finals, Patrick Mills, are finalists in the Male Sportsperson Now is a multiple finalist across the acting and of the Year category, joining two-time world champion boxer Daniel television categories in the 2013 Deadly Awards, Geale, rugby union’s Kurtley Beale and soccer’s Jade North. with award-winning director Ivan Sen’s Mystery Across the arts, Australia’s best Indigenous dancers, artists and ARoad and Satellite Boy starring the iconic David Gulpilil. writers are well represented. Ali Cobby Eckermann, the SA writer These were some of the big names in television and film who brought us the beautiful story Ruby Moonlight in poetry, announced at the launch of the 2013 Deadlys® today, at SBS is a finalist with her haunting memoir Too Afraid to Cry, which headquarters in Sydney, joining plenty of talent, achievement tells her story as a Stolen Generations’ survivor. Pioneering and contribution across all the award categories. Indigenous award-winning writer Bruce Pascoe is also a finalist with his inspiring story for lower primary-school readers, Fog Male Artist of the Year, which recognises the achievement of a Dox – a story about courage, acceptance and respect. Aboriginal and Torres Strait Islander musicians, will be a difficult category for voters to decide on given Archie Roach, Dan Sultan, The Deadly Award categories of Health, Education, Employment, Troy Cassar-Daley, Gurrumul and Frank Yamma are nominated. -
Traditional Wiradjuri Culture
Traditional Wiradjuri Culture By Paul greenwood I would like to acknowledge the Wiradjuir Elders, past and present, and thank those who have assisted with the writing of this book. A basic resource for schools made possible by the assistance of many people. Though the book is intended to provide information on Wiradjuri culture much of the information is generic to Aboriginal culture. Some sections may contain information or pictures from outside the Wiradjuri Nation. Traditional Wiradjuri Culture Wiradjuri Country There were many thousands of people who spoke the Wiradjuri language, making it the largest nation in NSW. The Wiradjuri people occupied a large part of central NSW. The southern border was the Murray River from Albury upstream towards Tumbarumba area. From here the border went north along the edges of the mountains, past Tumut and Gundagai to Lithgow. The territory continued up to Dubbo, then west across the plains to the Willandra creek near Mossgiel. The Booligal swamps are near the western border and down to Hay. From Hay the territory extended across the Riverina plains passing the Jerilderie area to Albury. Wiradjuri lands were known as the land of three rivers; Murrumbidgee (Known by its traditional Wiradjuri name) Gulari (Lachlan) Womboy (Macquarie) Note: The Murrumbidgee is the only river to still be known as its Aboriginal name The exact border is not known and some of the territories overlapped with neighbouring groups. Places like Lake Urana were probably a shared resource as was the Murray River. The territory covers hills in the east, river floodplains, grasslands and mallee country in the west. -
Extension Activities in Australian History Sample
EBOOK CODE: REAU7079 Sample Contents Teachers' Notes 4 German Settlers Australian Curriculum Links 4 Student Information Page 38 Activity Page 1 39 SECTION 1: CAPTAIN JAMES COOK Activity Page 2 40 Captain James Cook And Tupaia Student Information Page 6 SECTION 4: NOTABLE COLONIAL PEOPLE Activity Page 1 7 Mary Reibey (1777 - 1855) Activity Page 2 8 Student Information Page 42 Activity Page 3 9 Activity Page 1 43 Activity Page 2 44 The Voyage To New Zealand Student Information Page 10 William Barak (1823 – 1903) Activity Page 11 Student Information Page 45 Activity Page 1 46 First Contact With The Māori People Activity Page 2 47 Student Information Page 12 Activity Page 1 13 William James Farrer (1845 – 1906) Activity Page 2 14 Student Information Page 48 Activity Page 1 49 SECTION 2: THE COLONISERS AND NATIVE PEOPLES Activity Page 2 50 First Impressions Of The Eora Student Information Page 16 Activity Page 1 17 SECTION 5: WORKING FOR AUSTRALIANS' RIGHTS Activity Page 2 18 The Changing Role Of Australian Women Activity Page 3 19 Student Information Page 52 Activity Page 53 On The Other Side Of The World Student Information Page 20 A Woman’s Right to Vote Activity Page 1 21 Student Information Page 54 Activity Page 2 22 Activity Page 1 55 Activity Page 2 56 News From Sydney Cove Student Information Page 23 Working For Indigenous Rights Activity Page 1 24 Student Information Page 57 Activity Page 2 25 Activity Page 1 58 Activity Page 2 59 Australia’s Natural Wonders Student Information Page 26 Senator Neville Bonner (1922-1999) Activity -
Innovate Reconciliation Action Plan
Innovate Reconciliation Action Plan April 2017 - March 2019 2 Index 3 | Message from the CEO and Chair 10 | Our Partnerships 4 | Our Vision for Reconciliation 11 | Activities/Initiatives 4 | Our Organisation 12 | Our Planned Activities 5 | The Hunter Region 12 | Relationships 6 | Hunter Primary Care Staff 14 | Respect 7 | Our Reconciliation Action Plan (RAP) 17 | Opportunities 8 | Achievements of our first RAP 19 | Tracking and Progress 9 | Case studies of how our staff and services make a difference in the community (L-R) Athlone Riches, Cody Faulkner, Katie Vullo, Sally Henning, Lauren Sullivan, Janelle White, Kevin Sweeney, Jennifer Vardanega. Not pictured: Glen Boyd, Byron Williams, Kathy Piper, Amanda Fletcher Hunter Primary Care acknowledges the diversity of Aboriginal and Torres Strait Islander cultures across Australia, and the importance of providing culturally sensitive services that meet community and individual needs. We believe that reconciliation is an important step towards creating a more inclusive and respectful nation – where the contribution of Aboriginal and Torres Strait Islander peoples and their cultures are valued, and they can participate in opportunities afforded to all Australians. Aboriginal and Torres Strait Islander peoples should be aware that this document may contain images or names of people who have since passed away. 3 Message Hunter Primary Care wishes to acknowledge the Traditional Owners of the land that from the we live and work on, and pay our respects to Elders past and present and to emerging Chair and community leaders. We acknowledge the important role of Aboriginal and Torres Strait CEO Islander peoples within Hunter Primary Care and the communities we work with. -
Health and Physical Education
Resource Guide Health and Physical Education The information and resources contained in this guide provide a platform for teachers and educators to consider how to effectively embed important ideas around reconciliation, and Aboriginal and Torres Strait Islander histories, cultures and contributions, within the specific subject/learning area of Health and Physical Education. Please note that this guide is neither prescriptive nor exhaustive, and that users are encouraged to consult with their local Aboriginal and Torres Strait Islander community, and critically evaluate resources, in engaging with the material contained in the guide. Page 2: Background and Introduction to Aboriginal and Torres Strait Islander Health and Physical Education Page 3: Timeline of Key Dates in the more Contemporary History of Aboriginal and Torres Strait Islander Health and Physical Education Page 5: Aboriginal and Torres Strait Islander Health and Physical Education Organisations, Programs and Campaigns Page 6: Aboriginal and Torres Strait Islander Sportspeople Page 8: Aboriginal and Torres Strait Islander Health and Physical Education Events/Celebrations Page 12: Other Online Guides/Reference Materials Page 14: Reflective Questions for Health and Physical Education Staff and Students Please be aware this guide may contain references to names and works of Aboriginal and Torres Strait Islander people that are now deceased. External links may also include names and images of those who are now deceased. Page | 1 Background and Introduction to Aboriginal and Torres Strait Islander Health and Physical Education “[Health and] healing goes beyond treating…disease. It is about working towards reclaiming a sense of balance and harmony in the physical, psychological, social, cultural and spiritual works of our people, and practicing our profession in a manner that upholds these multiple dimension of Indigenous health” –Professor Helen Milroy, Aboriginal Child Psychiatrist and Australia’s first Aboriginal medical Doctor. -
Book Proposal 3
Rock and Roll has Tender Moments too... ! Photographs by Chalkie Davies 1973-1988 ! For as long as I can remember people have suggested that I write a book, citing both my exploits in Rock and Roll from 1973-1988 and my story telling abilities. After all, with my position as staff photographer on the NME and later The Face and Arena, I collected pop stars like others collected stamps, I was not happy until I had photographed everyone who interested me. However, given that the access I had to my friends and clients was often unlimited and 24/7 I did not feel it was fair to them that I should write it all down. I refused all offers. Then in 2010 I was approached by the National Museum of Wales, they wanted to put on a retrospective of my work, this gave me a special opportunity. In 1988 I gave up Rock and Roll, I no longer enjoyed the music and, quite simply, too many of my friends had died, I feared I might be next. So I put all of my negatives into storage at a friends Studio and decided that maybe 25 years later the images you see here might be of some cultural significance, that they might be seen as more than just pictures of Rock Stars, Pop Bands and Punks. That they even might be worthy of a Museum. So when the Museum approached me three years ago with the idea of a large six month Retrospective in 2015 I agreed, and thought of doing the usual thing and making a Catalogue. -
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.