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Traditional Language Used in Production
Traditional Language Used in Production 75 Traditional Language Used in Production There were several dialects spoken within the Border Rivers and Gwydir catchments. They included the Gamilaraay, Yuwalaraay and Yuwalayaay dialects as spoken by members of the Kamilaroi (Gomeroi) nation. The Nganyaywana language was spoken by members of the Anaiwan (or Eneewin) nation, whose land extends south from the border with the Banbai nation (near Guyra) towards Uralla and westward towards Tingha. Other notable languages within the area included Yukumbal (Jukumbal), from the Bundarra/Tingha/Inverell area, and Ngarabal, which was spoken around the Glen Innes area. This book uses and provides information on a few of the dialects spoken within the catchment. It is not intended for this book to be a language reference book, but the use of language names is included to help keep our language alive and for educational purposes. In some cases Aboriginal words have not been included as it has not been possible to collect detailed information on the relevant dialects. This book uses words and references primarily relating to the Gamilaraay, Yuwalaraay, Yuwalayaay, Banbai and Nganyaywana dialects (White 2010 pers. comm.). English Word Traditional Language / Dialect / Explanation Aboriginal nation anaiwan (Uralla/Bundarra / Armidale) district axe (handle) birra (Yuwaalayaay) axe (stone) birran.gaa (Yuwaalaraay) gambu (Yuwaalaraay) (Yuwaalayaay) tila (Nganyaywana-Anaiwan) yuundu (Gamilaraay) (Yuwaalaraay) (Yuwaalayaay) Aboriginal nation of the Guyra region banbai -
The Builders Labourers' Federation
Making Change Happen Black and White Activists talk to Kevin Cook about Aboriginal, Union and Liberation Politics Kevin Cook and Heather Goodall Published by ANU E Press The Australian National University Canberra ACT 0200, Australia Email: [email protected] This title is also available online at http://epress.anu.edu.au National Library of Australia Cataloguing-in-Publication entry Author: Cook, Kevin, author. Title: Making change happen : black & white activists talk to Kevin Cook about Aboriginal, union & liberation politics / Kevin Cook and Heather Goodall. ISBN: 9781921666728 (paperback) 9781921666742 (ebook) Subjects: Social change--Australia. Political activists--Australia. Aboriginal Australians--Politics and government. Australia--Politics and government--20th century. Australia--Social conditions--20th century. Other Authors/Contributors: Goodall, Heather, author. Dewey Number: 303.484 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the publisher. Cover images: Kevin Cook, 1981, by Penny Tweedie (attached) Courtesy of Wildlife agency. Aboriginal History Incorporated Aboriginal History Inc. is a part of the Australian Centre for Indigenous History, Research School of Social Sciences, The Australian National University and gratefully acknowledges the support of the School of History RSSS and the National Centre for Indigenous Studies, The Australian National -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UM l films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type o f computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UME a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, b^inning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back o f the book. Photographs included in the original manuscript have been reproduced xerographically in this copy, ffigher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UM l directly to order. UMl A Bell & Howell Infoimation Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 Velar-Initial Etyma and Issues in Comparative Pama-Nyungan by Susan Ann Fitzgerald B.A.. University of V ictoria. 1989 VI.A. -
Schools Reconciliation Challenge E
Introduction 2 How to Enter 2 About the NSW Reconciliation Council 3 Schools Reconciliation Challenge 4 Why Reconciliation? 5 Why Art? 5 2011 Artwork Gallery 6 Exploring the theme: Our Place 7 Sample Art Lessons 8 Culturally Appropriate Teaching 12 Strategies for teaching Aboriginal Students 13 Terminology 13 Lift Out Reconciliation Timeline 16 Fact Sheets 14 Reconciliation 14 Aboriginal NSW 21 Australian Aboriginal and Torres Strait Islander Peoples 25 2011 Schools Reconciliation Honour Roll 29 Entry Form 31 Terms and Conditions 32 "#$%&'&()*'+)&, The Schools Reconciliation Challenge is an art competition for young This kit has been people in NSW aged 10–16. This resource is a teaching kit which endorsed and is builds upon the objectives outlined in the NSW Creative Arts Syllabus supported by the K-6 and NSW Visual Arts Syllabus 7–10. Aboriginal Education Activities contained within help students to explore the relationship Consultative Group NSW between artist, artworks, the audience and the world, whilst developing (AECG NSW) their own artmaking practice by creating work to submit in the competition. Aboriginal and Torres Strait Islander readers are warned that this publication may contain references to deceased persons. Effort has been undertaken to ensure that the information contained in this book is correct, and the NSW Reconciliation Council regrets any offence that errors or omissions may cause. ! .(/'01($$2*'3/1$41)2)5&)$4'6(522/47/'8 ./9:'!;'-<!- .(/'59&'$='9/1$41)2)5&)$4'>'&(9$%7('&(/'/?/*'$='?$%47'@/$@2/ The Schools Reconciliation Challenge is an annual art competition for young people aged 10–16, running for the duration of Term 1 (closing on April 5 2012). -
Handbook of Western Australian Aboriginal Languages South of the Kimberley Region
PACIFIC LINGUISTICS Series C - 124 HANDBOOK OF WESTERN AUSTRALIAN ABORIGINAL LANGUAGES SOUTH OF THE KIMBERLEY REGION Nicholas Thieberger Department of Linguistics Research School of Pacific Studies THE AUSTRALIAN NATIONAL UNIVERSITY Thieberger, N. Handbook of Western Australian Aboriginal languages south of the Kimberley Region. C-124, viii + 416 pages. Pacific Linguistics, The Australian National University, 1993. DOI:10.15144/PL-C124.cover ©1993 Pacific Linguistics and/or the author(s). Online edition licensed 2015 CC BY-SA 4.0, with permission of PL. A sealang.net/CRCL initiative. Pacific Linguistics is issued through the Linguistic Circle of Canberra and consists of four series: SERIES A: Occasional Papers SERIES c: Books SERIES B: Monographs SERIES D: Special Publications FOUNDING EDITOR: S.A. Wurm EDITORIAL BOARD: T.E. Dutton, A.K. Pawley, M.D. Ross, D.T. Tryon EDITORIAL ADVISERS: B.W.Bender KA. McElhanon University of Hawaii Summer Institute of Linguistics DavidBradley H.P. McKaughan La Trobe University University of Hawaii Michael G. Clyne P. Miihlhausler Monash University University of Adelaide S.H. Elbert G.N. O'Grady University of Hawaii University of Victoria, B.C. KJ. Franklin KL. Pike Summer Institute of Linguistics Summer Institute of Linguistics W.W.Glover E.C. Polome Summer Institute of Linguistics University of Texas G.W.Grace Gillian Sankoff University of Hawaii University of Pennsylvania M.A.K Halliday W.A.L. Stokhof University of Sydney University of Leiden E. Haugen B.K T' sou Harvard University City Polytechnic of Hong Kong A. Healey E.M. Uhlenbeck Summer Institute of Linguistics University of Leiden L.A. -
A Grammatical Sketch of Ngarla: a Language of Western Australia Torbjörn Westerlund
UPPSALA UNIVERSITY master thesis The department for linguistics and philology spring term 2007 A grammatical sketch of Ngarla: A language of Western Australia Torbjörn Westerlund Supervisor: Anju Saxena Abstract In this thesis the basic grammatical structure of normal speech style of the Western Australian language Ngarla is described using example sentences taken from the Ngarla – English Dictionary (by Geytenbeek; unpublished). No previous description of the language exists, and since there are only five people who still speak it, it is of utmost importance that it is investigated and described. The analysis in this thesis has been made by Torbjörn Westerlund, and the focus lies on the morphology of the nominal word class. The preliminary results show that the language shares many grammatical traits with other Australian languages, e.g. the ergative/absolutive case marking pattern. The language also appears to have an extensive verbal inflectional system, and many verbalisers. 2 Abbreviations 0 zero marked morpheme 1 first person 1DU first person dual 1PL first person plural 1SG first person singular 2 second person 2DU second person dual 2PL second person plural 2SG second person singular 3 third person 3DU third person dual 3PL third person plural 3SG third person singular A the transitive subject ABL ablative ACC accusative ALL/ALL2 allative ASP aspect marker BUFF buffer morpheme C consonant CAUS causative COM comitative DAT dative DEM demonstrative DU dual EMPH emphatic marker ERG ergative EXCL exclusive, excluding addressee FACT factitive FUT future tense HORT hortative ImmPAST immediate past IMP imperative INCHO inchoative INCL inclusive, including addressee INSTR instrumental LOC locative NEG negation NMLISER nominaliser NOM nominative N.SUFF nominal class suffix OBSCRD obscured perception P the transitive object p.c. -
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. -
Innawonga and Bunjima People Native Title Application Wc96/61; Wad6096/98
INNAWONGA AND BUNJIMA PEOPLE NATIVE TITLE APPLICATION WC96/61; WAD6096/98. MARTU IDJA BANYJIMA PEOPLE NATIVE TITLE APPLICATION WC98/62; WAD 6278/98 COMMENTS ON THE KINGSLEY PALMER ANTHROPOLOGIST’S REPORT 2010 by William B. Day PhD May, 2011 1 Introduction 1. The report by Kingsley Palmer presents a good case for a single Banyjima claim by arguing that rights to land in Banyjima society follow a cognative descent system through matrilineal and patrilineal descent. After presenting well-supported evidence of patrilineal descent of rights in Banyjima society (Paragraphs 205, 528, 530, 571), Palmer (Paragraph 496) speculates that it is possible that a preference for patrilineal descent may have become lessened as a result of demographic changes (see Paragraph Error: Reference source not found). Palmer then uses the historical evidence of descent of rights to support a supposed movement towards a cognative system as a legitimate extension of a customary system (Paragraph 206). However, it is suggested in a cognative system a person would have 16 choices of rights from great-great grandparents and 32 choices from another generation back. Such a system would be unworkable. 2. Similarly, Palmer (Paragraph 499) describes a change from defined estates to ‘coalesced estates’ as ‘radicular, since the contemporary way of defining country is developed from and based upon the customary system’ and therefore not a break with the past. The former analysis of continuity may be justified; however, as I will argue, within the Fortescue Banyjima there is evidence that the patrilineal descent of rights has continued through apical ancestors Pirripuri and Wirrilimarra, and putative descendants and that these male descendants continue to be keepers of ‘fundamental rights’ and esoteric ritual knowledge. -
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 -
Identity, Learning & Strengths
Deadly IDENTITY, LEARNING & STRENGTHS STUDENT NAME The Family Action Centre CONTENTS SESSION 1 : GETTING STARTED SESSION 2 : IDENTITY SESSION 3 : CHOICES FOR LIFE SESSION 4 : STRENGTHS SESSION 5 : RESPECT & CONNECTIONS SESSION 6 : HEADS UP – MENTORING SESSION 7 : MOVING FORWARD INTRODUCTION DEADLY STREAMING Acknowledgements Identity, Learning & Strengths Deadly Streaming brings together Craig Hammond’s What’s the go with Deadly Streaming? © The Family Action Centre contributions across a heap of Indigenous Projects University of Newcastle NSW Australia 2017 like Who’s Ya Mob, Brothers Inside and Stayin’ on Deadly Streaming is about identity, learning and life choices. It’s a program to help you build Track. confidence and connections as a young Aboriginal person. The Family Action Centre’s Deadly Streaming Project is supported by the University of Newcastle’s Centre of Craig (Bourkie) Hammond has worked with The Deadly Streaming includes a bunch of info and exercises and cultural activities to help you find out Excellence for Equity in Higher Education (CEEHE) and Family Action Centre at the Uni of Newcastle for over more about yourself and your connections to mob (family). funded through the Australian Federal Government’s 15 years. Bourkie is a proud Wailwan man, known for Higher Education and Participation Program (HEPP). being fun and thoughtful and for his awareness and You can use Deadly Streaming as a guide to help you stand strong and proud and make good life skills as a leader. Bourkie is determined to make a The Family Action Centre (FAC) is a multidisciplinary Centre choices today – and for life attached to the School of Health Sciences in the Faculty of difference in the lives of young Aboriginal men and Health and Medicine. -
Gunggari Community Wordlist
Gunggari Community Wordlist The Gunggari language heritage and knowledge always remains with the Traditional Owners, language custodians and community members of the Gunggari Nation. Gunggari language was traditionally spoken in the Maranoa, Warrego, Condamine and Balonne regions of south-west Queensland and includes the towns, localities and properties of: Mitchell Dunkeld Amby Forest Vale North Yancho Mungallala Gunggari was a shared language understood by neighbouring groups in the region. Currently, there are minimal speakers and it is undergoing a revival process to bring it back to life in the community and ensure language knowledge is passed onto future generations. Introduction From the onset, I am not Gunggari; my family lines are further south in Gamilaraay country around Goondiwindi extending to Dirranbandi and St George. Two of my Great Aunties and a Great Uncle have married into Gunggari families. My role has been to support Gunggari Elders, community members and the schools in Mitchell and surrounding districts. Yugambeh Museum Language and Heritage Research Centre in Beenleigh is the regional Indigenous languages centre for Southern Queensland and has actively supported Gunggari language revival. This resource document is a community wordlist of everyday words and basic phrases for practising Gunggari language. There is a suggested pronunciation guide to assist learning; however, it should be remembered that Aboriginal languages were oral-based and not written down until contact with non-Aboriginal people. For Gunggari language, this occurred from the 1840’s and the differences in spellings and how sounds were written was dependent on who heard the sound. Pastoralists, police, Government officials and other non-speakers were the first recorders of language before linguists and anthropologists. -
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 ..............................................................................................................................