DOCSLIB.ORG

Issue 146 Mar 2019

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Issue 146 Mar 2019 ozEEnews Newsletter of the Australian Association for Environmental Education Inc ISSUE 146 MAR 2019 THEME: IY indigenous language INSIDE THIS ISSUE President’s Report 2 Noongar Meanings in Place 3-4 Little Steps in Noongar Culture 5 Culture along the Murray 6 A lesson plan for IYIL 7 Zayed Sustainability Prize 8 Indigenous Taxonomy 9 Jarowair language 10 Writing for Enviro Prize 11 NSW Chapter Update 12 VIC Chapter Update 12 ACT Chapter Update 13 Students get painted in ochre. Read more on page 6. Photo: Kelly Coleman, PeeKdesigns TAS Chapter Update 14 SA Chapter Update 14 WA Chapter Update 15 In this issue Welcome to the first issue of ozEEnews You can QLD Chapter Update 16 for 2019 and The Year of Indigenous access a range of Book Review 17 Language. classroom-ready The United Nations declared 2019 curriculum-linked Sustainable Events 18 as The Year of Indigenous Languages resources on the in order to raise awareness of these Getting Started AJEE: Reviewers invited 19 languages, not only to benefit the with Sustainability Your AAEE: 20 people who speak them, but also for resource portal Alison Cooper others to appreciate the important and filter the topic Editor ozEEnews [email protected] Announcements 21 contribution they make to our world’s to ‘Indigenous rich cultural diversity (iyil2019.org). Knowledge’. Simply visit the website at In this issue we share stories of sustainabilityinscools.edu.au. how Australia’s First People’s The Zayed Sustainability Prize is ozEEnews culture and language is a prestigious global award inspires is the news- used to enrich education schools to nurture the next generation letter of the and learning across the of sustainability leaders while addressing Australian country. For more on global sustainability priorities. Your Association for how Aboriginal stories school has until the end of May to enter. Environmental are embedded in our Read more on page 8. Education Inc. Australian landscapes, Be sure to also check out the many Views read our feature article great events coming up this year inside expressed on pages 3-4. this issue. in ozEEnews are Alison not necessarily those of the Association. Material may be copied with due acknowledgement. This electronic edition of ozEEnews has been sent to all ISSN 1034-6600 www.aaee.org.au members with email addresses. If you have not supplied or you have changed your email address, please send your correct email address to [email protected]. ozEEnews Mar 2019 President’s Report Jennifer Pearson The executive are enthusiastic between Australian Association about the new initiative to for Environmental Education Events create a Youth Advisory Board. (AAEE), the Australian Geography The interest from young people Teachers’ Association (AGTA), applying from across Australia Business Educators Australasia If you have any events is encouraging. With the able (BEA) and the Social and that you would like leadership of Angela Colliver Citizenship Education Association published in ozEEnews and David Butler the YAB will of Australia (SCEAA). This frame the way in which they Foundation published excellent please send the name of need to work, the issues they resources such as ‘Commonwealth the event, date and time, believe are critical to advance EfS Class Project’, ‘Australia-China and resources they need from project - Beijing 2008 Olympic venue, and a contact our members to action their Games’, ‘Arab Gateway’ and much email address to recommendations. We will be able more. Every effort will be made to launch the YAB in early April to have these available on the [email protected] and we are looking forward to Getting Started website. supporting them. During the ‘Chapter Check The Sustainability Cross In’ meeting late February it was Curriculum Priorities (SCCP) uplifting to hear about the many Intending contributors project, led by Graeme Sawyer, projects, networks and issues that was initiated in early 2018, are playing out across our large should forward material is entering Phase 2. It was network. The discussion included by e-mail to agreed that the scoping phase the upcoming Federal elections [email protected] of this work is complete and and how AAEE must take this Deadline for contributions we are working towards a opportunity to lift up the need to next edition is project proposal to have this for EfS so that politicians view it work refined and edited to be a as a critical element of the work 3 June 2019 useful resource for teachers. The to grapple with climate change Electronic format is intention is to present this work outcomes. The NSW Chapter has preferred though not to ACARA to make the links to a campaign format we can use essential. Artwork, the SCCP visible for teachers. to frame a national campaign cartoons and photographs The resource will also be placed around. The SA Chapter has should be provided at on the ‘Getting Started with offered their energy and contacts 100dpi, postcard size, Sustainability in Schools’ website, from The Change Agency to sustainabilityinschools.edu.au. We guide us. The ACT Chapter has minimum. all know how well EfS can provide recommendations about creating Articles may be features, context for valuable learning resources that they have found reports, events, snippets, experiences for students. useful in advocacy work they carry reviews, etc and should be Another initiative is the call out. Are you prepared to be noisy less than 600 words. for our members and contractors and persistent to get a National to send an Expression of Interest Action Plan and the reinstatement Decisions about to develop resources. The funds of the EfS schools network that publication are the became available because of was AuSSI? Contact me with your responsibility of the the demise of the Australian ideas. editor. ozEEnews accepts Federation for Societies for Studies advertising. Charges are of Societies and Environment Thanks everyone for your efforts, available on request to (AFSSSE). This was an alliance Jennifer the editor. Thankyou to contributors Thanks go to all the members who contributed articles for this edition and [email protected] for the desktop publishing. 2 Layers of Meanings in our Landscapes: Aliwa! Ni! By Sandra Wooltorton, Len Collard language-embedded wisdom. ‘Learning lifestyles and habits of settlers and and Pierre Horwitz language’ and ‘learning place’ go their descendants. This is a third way, a together. cultural reciprocity – enabling people to live and share an Earth-based rationality: Noongar meaning in The research team landscape one that acknowledges Noongar We, the three writers, cultural custodians, recognises Noongar Aliwa is a Noongar (South are university-based meanings and stories in landscape, and West Australian) word which transdisciplinary celebrates Noongar ways of knowing, translates as ‘look out, be researchers and educators being and doing. observant or be aware. Ni who have been working Whilst our research and examples means ‘listen, pay attention’. from different perspectives pertain to Noongar Boodjar, or In our Australian landscapes, on the ecological wisdom southwestern Australia, the ideas we Aboriginal stories and in Noongar science – as develop apply to many Australian place- meanings are hiding in full described in Noongar based and ecological language contexts. view, wherever we walk, Professor Pierre Horwitz language – each for over wherever we travel, wherever thirty years. Noongar language-embedded science we are. The point in this short article is For the last fifteen years or so, we for cultural-environmental learning that as educators we need to be able to have been collaborating to synthesise Because of the depth of ecological see, hear and understand the essence and build upon our separate knowledge knowledge developed in Noongar of landscape-embedded stories so that bases to address complex socio- language, some concepts do not we can teach, show and explain these ecological problems. We are: a fluent translate easily into English. This meanings to our children, students, Noongar language speaker /cultural points to the significant reasons peers and families. To do this, we need custodian (Len), an ecologist (Pierre) why Australians should be given to learn the Aboriginal languages of our and cultural geographer (Sandra), who an opportunity to learn their local own places. have been on a katitjiny bidi (knowledge Aboriginal language. Aboriginal languages, which helped path), a Noongar learning journey Here we offer three examples of to form the Australian landscapes and (examples of our joint publications are Noongar language-embedded science: are a product of those landscapes, listed below). the kundaam (specifically, the long have been spoken in Australia for over Our intent is quite blatantly now), boodjar and karlaboodjar. 60,000 years. Our places hold and have ‘reciprocal colonisation’, aiming The kundaam is the basis of integrated their local languages and to actively influence the everyday continued P4 Visit the Derbal Nara project at www.derbalnara.org.au for akatitjin bidi of the coast south of Fremantle 3 ozEEnews Mar 2019 Layers of Meanings from p4 Visit the Nyungar Boodjar project at www.boodjar.sis.uwa.edu.au for a katitjin bidi of Nyungar place names Noongar knowing: it comprises all cultural authority to burn, to care for it. Conclusion of the stories, songlines, creation So karlaboodjar is home-place – to which Aliwa! Ni! The 2019 International Year narratives, science and explanations for we are related in the same way as we are of Indigenous Languages presents an everyday life. To understand this, we related to our family members. An extension outstanding opportunity to practice cultural need to understand that in Noongar of this is kurduboodjar: ‘love of place’. environmental learning in our teaching and language, time is not historically linear. Noongar language speakers have always daily lives. Learning our local Aboriginal For example, that which English influenced settlers and their descendants.
Load more

Recommended publications
  • 5281 VCH Ann Report FRONT Section FA1.Indd
    VISION CONTENTS The Foundation envisages a Chair’s Report 3 community where: Board of Governance 4 CEO’s Report 7 • health is a fundamental human right; Investments at a Glance 8 Highlights of an Active Year 10 • everyone shares in the responsibility Health Promotion Action 13 for promoting health; and Reducing Smoking 14 • everyone benefits from improved Increasing Physical Activity 18 health outcomes. Promoting Mental Health and Wellbeing 22 Addressing Health Inequalities 26 Other Areas of Health Promotion Action 30 MISSION Supporting Research 32 The Foundation’s mission is to build Raising Awareness Conference Papers and Presentations 36 the capabilities of organisations, Publications 38 communities and individuals in International Delegations 38 ways that: Major VicHealth Publications 38 Media Coverage 39 • change social, economic, cultural Policy Consultations and Submissions 40 and physical environments to Committees and Working Groups 41 improve health for all Victorias; and VicHealth Awards 43 Funded Projects 45 • strengthen the understanding and Financial Statements 66 the skills of individuals in ways that Organisational Chart 92 support their efforts to achieve and Board Appointed Advisory Panels 93 maintain health. Staff List 96 Photo: Promoting health is a powerful, cost-effective and efficient way to maintain a healthier community. www.vichealth.vic.gov.au 1 VICHEALTH CHAIR’S REPORT THIS YEAR, VICHEALTH AGAIN traction in the broader community, us the opportunity to strengthen PLAYED A LEAD ROLE IN beyond the research and health partnerships and understand some of THE PROMOTION OF PUBLIC sectors. The Walking School Bus, the issues affecting people across the HEALTH BY SUPPORTING AND a VicHealth initiative, for example, state.
    [Show full text]
  • Guide to Sound Recordings Collected by Luise A. Hercus, 1963-1965
    Finding aid HERCUS_L08 Sound recordings collected by Luise A. Hercus, 1963-1965 Prepared January 2014 by SL Last updated 30 November 2016 ACCESS Availability of copies Listening copies are available. Contact the AIATSIS Audiovisual Access Unit by completing an online enquiry form or phone (02) 6261 4212 to arrange an appointment to listen to the recordings or to order copies. Restrictions on listening Some materials in this collection are restricted and may only be listened to by those who have obtained permission from the relevant Indigenous individual, family or community. Refer to audition sheets below for more details. Restrictions on use This collection is partially restricted. This collection may only be copied with the permission of Luise Hercus or her representatives. Permission must be sought from Luise Hercus or her representatives as well as the relevant Indigenous individual, family or community for any publication or quotation of this material. Any publication or quotation must be consistent with the Copyright Act (1968). SCOPE AND CONTENT NOTE Date: 1963-1965 Extent: 16 sound tape reels (ca. 60 min. each) : analogue, 3 3/4, 7 1/2 ips, mono. ; 5 in. + field tape report sheets Production history These recordings were collected between 1963 and 1965 by linguist Luise Hercus during field trips to Point Pearce, South Australia, Framlingham, Lake Condah, Drouin, Jindivick, Fitzroy, Strathmerton, Echuca, Antwerp and Swan Hill in Victoria, and Dareton, Curlwaa, Wilcannia, Hay, Balranald, Deniliquin and Quaama in New South Wales. The purpose of the field trips was to document the languages and songs of the Madhi Madhi, Parnkalla, Kurnai, Gunditjmara, Yorta Yorta, Paakantyi, Ngarigo, Wemba Wemba and Wergaia peoples.
    [Show full text]
  • Management Plan for Barmah-Millewa Forest
    Management Plan for Yorta Yorta Cultural Environmental Heritage Project Final Report Yorta Yorta Clans Group Inc. 11 January, 2003 All matters relating to the plan and its contents should be directed to the Yorta Yorta Clans Group as the appropriate corporate body that represents the Yorta Yorta people on all land, water and heritage matters pertaining to their traditional lands-see map attached: Figure 1. 2 Table of Contents 1 INTRODUCTION 6 2 METHODS 9 2.1 Terms of reference for study 9 2.2 Methodology 9 2.2.1 Cultural heritage methodology 9 2.2.2 Environmental heritage methodology 10 2.3 Identification of significant places and sites 10 3 BACKGROUND 14 3.1 Who are the Yorta Yorta? 14 3.2 Background of Yorta Yorta occupation 14 3.3 Native title claim 15 4 HERITAGE VALUES 17 4.1 Environmental heritage 17 4.1.1 Geomorphology 17 4.1.2 environmental variations 19 4.1.3 native vegetation 21 4.1.4 fauna 22 4.2 Natural and cultural heritage 25 4.2.1 Ethnographic sketch 25 4.2.1.1 social organisation 25 4.2.1.2 settlement 26 4.2.1.3 subsistence strategy and technology 27 4.2.1.4 plant procurement and processing 30 4.2.1.5 use of fire 32 4.2.1.6 exchange 32 4.2.1.7 ceremonial behabviour 33 4.2.1.8 mortuary behaviour 33 4.3 Archaeological heritage 34 4.3.1 human remains and their place in the landscape 34 4.3.2 settlement patterns 35 4.3.3 site inventory 37 4.4 Places of significance 39 4.4.1 places listed on the Register of the National Estate 39 4.4.2 Ramsar listed places 41 4.4.3 Heritage Rivers 41 4.4.4 Key regions 42 4.4.5 Additional cultural sites of special significance to the Yorta Yorta 43 5 THREATS TO YORTA YORTA ENVIRONMENTAL AND CULTURAL HERITAGE 48 5.1 Overview of issues 48 5.2 Changes in water regime 49 5.3 Grazing by domestic stock 50 5.4 Timber harvesting 51 3 5.5 Destruction of cultural sites 52 6 RECOMMENDATIONS FOR PROTECTION OF OUR HERITAGE 53 6.1 General management structure proposed for the protection of Yorta Yorta natural and cultural heritage 53 61.1.
    [Show full text]
  • Aboriginal Totems
    EXPLORING WAYS OF KNOWING, PROTECTING & ACKNOWLEDGING ABORIGINAL TOTEMS ACROSS THE EUROBODALLA SHIRE FAR SOUTH COAST, NSW Prepared by Susan Dale Donaldson Environmental & Cultural Services Prepared for The Eurobodalla Shire Council Aboriginal Advisory Committee FINAL REPORT 2012 THIS PROJECT WAS JOINTLY FUNDED BY COPYRIGHT AND ACKNOWLEDGEMENT OF INDIGNEOUS CULTURAL & INTELLECTUAL PROPERTY RIGHTS Eurobodalla Shire Council, Individual Indigenous Knowledge Holders and Susan Donaldson. The Eurobodalla Shire Council acknowledges the cultural and intellectual property rights of the Indigenous knowledge holders whose stories are featured in this report. Use and reference of this material is allowed for the purposes of strategic planning, research or study provided that full and proper attribution is given to the individual Indigenous knowledge holder/s being referenced. Materials cited from the Australian Institute for Aboriginal and Islander Studies [AIATSIS] ‘South Coast Voices’ collections have been used for research purposes. These materials are not to be published without further consent, which can be gained through the AIATSIS. DISCLAIMER Information contained in this report was understood by the authors to be correct at the time of writing. The authors apologise for any omissions or errors. ACKNOWLEDMENTS The Eurobodalla koori totems project was made possible with funding from the NSW Heritage Office. The Eurobodalla Aboriginal Advisory Committee has guided this project with the assistance of Eurobodalla Shire Council staff - Vikki Parsley, Steve Picton, Steve Halicki, Lane Tucker, Shannon Burt and Eurobodalla Shire Councillors Chris Kowal and Graham Scobie. A special thankyou to Mike Crowley for his wonderful images of the Black Duck [including front cover], to Preston Cope and his team for providing advice on land tenure issues and to Paula Pollock for her work describing the black duck from a scientific perspective and advising on relevant legislation.
    [Show full text]
  • Regional Councils of ACFE
    October 2007 Jacinta Allan MP Minister for Skills and Workforce Participation Level 36 121 Exhibition Street Melbourne 3000 Dear Minister, On behalf of the Adult, Community and Further Education (ACFE) Board, I submit the ACFE Board’s annual report for the year ending 30 June 2007, as required by the Financial Management Act 1994 and the Adult Community and Further Education Act 1991. Over the past 12 months the ACFE Board has continued to guide and direct the implementation of the directions outlined in the 2004 Ministerial Statement, Future Directions for Adult Community Education in Victoria. In this third year of implementation of the initiatives outlined in the Statement, much has been achieved in broadening the role of ACE, enhancing the quality and extent of delivery to recognised priority learner groups and ensuring that ACE provision continues to be sustainable. Statistical analysis of training in the ACE sector in 2006 shows that 71% of activity is in accredited programs, 45% of all training is in vocational programs, 25% in literacy and numeracy programs and 14% in employment skills programs. The outcomes for learners and the wider community of ACE participation have been the focus of two major research projects which were completed during the year - the ACE Longitudinal Study and Setting the Scene. The three year study of ACE learners tracked learners and showed that 63% of those studying in ACE who were unemployed in 2004 were employed in 2006. Participation in volunteering activity increased for all students whatever their labour market status from 27.4% in 2004 to 37% in 2006.
    [Show full text]
  • Annual Report 2019-2020 Chairperson’S Report Youth Advocacy in a Year Like No Other Yacvic Works Across the Entire State of Victoria
    Annual Report 2019-2020 chairperson’s Report Youth advocacy in a year like no other YACVic works across the entire state of Victoria. YACVic’s head office is based on the lands of the Kulin Nation in Naarm (Melbourne). We It goes without saying that this also have offices based on the lands of the Gunditjmara Nation in Warrnambool, and on the lands of the Wemba Wemba, Wadi Wadi and has been a year like no other, Weki Weki Nations in Swan Hill. and the board and I could not YACVic gives our deepest respect to Aboriginal and Torres Strait Islander Elders past, present and emerging for their wisdom, strength, support be prouder of how YACVic has and leadership. supported young people and the We acknowledge all Aboriginal and Torres Strait Islander people in Victoria, and stand in solidarity to pay respect to the ongoing culture sector during this strange and and continued history of all Aboriginal and Torres Strait Islander Nations. challenging time. In a year where our members have faced bushfires and COVID-19, YACVic has played a central role in keeping YACVic is the leading advocate for young people aged 12–25 in Victoria. young people’s needs and experiences on the public As a peak body, we work closely with young Victorians and the sector that and political agenda, and supported the youth sector supports them to deliver effective advocacy, events, training, resources and to address them in these unprecedented times. We support—so that young people can live their best lives. We’re driven by our have also helped interpret all the policy changes and Chairperson Kerrie Loveless, CEO Katherine Ellis, and The Hon valued members and their vision for a positive future for young Victorians.
    [Show full text]
  • Sadie Heckenberg Thesis
    !! ! "#$%&"'!()#*$!*+! ,&$%#*$!*+!! !"#$%&$'()*+(,')%(#-.*/(#01%,)%.* $2"#-)2*3"41*5'.$#"'%.*4(,*6-1$-"4117*849%* :%.%4"&2* !"4&$'&%.** * * * Sadie Heckenberg BA Monash, BA(Hons) Monash Swinburne University of Technology A thesis submitted in fulfilment of the requirements for the degree Of Doctor of Philosophy July 2018 #$%&'#(&!! ! ! ! Indigenous oral history brings life to our community narratives and portrays so well the customs, beliefs and values of our old people. Much of our present day knowledge system relies on what has been handed down to us generation after generation. Learning through intergenerational exchange this Indigenous oral history research thesis focuses on Indigenous methodologies and ways of being. Prime to this is a focus on understanding cultural safety and protecting Indigenous spoken knowledge through intellectual property and copyright law. From an Indigenous and Wiradjuri perspective the research follows a journey of exploration into maintaining and strengthening ethical research practices based on traditional value systems. The journey looks broadly at the landscape of oral traditions both locally and internationally, so the terms Indigenous for the global experience; Aboriginal and Torres Strait Islander for the Australian experience; and Wiradjuri for my own tribal identity are all used within the research dialogue. ! ! "" ! #$%&'()*+,-*&./" " " " First and foremost, I would like to acknowledge and thank the Elders of the Wiradjuri Nation. Without their knowledge, mentorship and generosity I would not be here today. Most particularly my wonderful Aunty Flo Grant for her guidance, her care and her generosity. I would like to thank my supervisors Professor Andrew Gunstone, Dr Sue Anderson and Dr Karen Hughes. Thank you for going on this journey of discovery and reflection with me.
    [Show full text]
  • Australian Indigenous Petitions
    Australian Indigenous Petitions: Emergence and Negotiations of Indigenous Authorship and Writings Chiara Gamboz Dissertation Submitted in fulfillment of the requirements for the degree of Doctor of Philosophy University of New South Wales School of Arts and Media Faculty of Arts and Social Sciences October 2012 ORIGINALITY STATEMENT 'l hereby declare that this submission is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or substantial proportions of material which have been accepted for the award of any other degree or diploma at UNSW or any other educational institution, except where due acknowledgement is made in the thesis. Any contribution made to the research by others, with whom I have worked at UNSW or elsewhere, is explicitly acknowledged in the thesis. I also declare that the intellectual content of this thesis is the product of my own work, except to the extent that assistance from others in the proiect's design and conception or in style, presentation and linguistic expression is acknowledged.' Signed 5 o/z COPYRIGHT STATEMENT 'l hereby grant the University of New South Wales or its agents the right to archive and to make available my thesis or digsertation in whole or part in the Univercity libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertiation.
    [Show full text]
  • Indigenous Knowledge in the Built Environment a Guide for Tertiary Educators
    Indigenous Knowledge in The Built Environment A Guide for Tertiary Educators David S Jones, Darryl Low Choy, Richard Tucker, Scott Heyes, Grant Revell & Susan Bird Support for the production of this publication has been 2018 provided by the Australian Government Department of Education and Training. The views expressed in this report do ISBN not necessarily reflect the views of the Australian Government 978-1-76051-164-7 [PRINT], Department of Education and Training. 978-1-76051-165-4 [PDF], With the exception of the Commonwealth Coat of Arms, and 978-1-76051-166-1 [DOCX] where otherwise noted, all material presented in this document is provided under Creative Commons Attribution-ShareAlike 4.0 Citation: International License http://creativecommons.org/licenses/ Jones, DS, D Low Choy, R Tucker, SA Heyes, G Revell & S Bird by-sa/4.0/ (2018), Indigenous Knowledge in the Built Environment: A Guide The details of the relevant licence conditions are available on for Tertiary Educators. Canberra, ACT: Australian Government the Creative Commons website (accessible using the links Department of Education and Training. provided) as is the full legal code for the Creative Commons Attribution- ShareAlike 4.0 International License http:// Warning: creativecommons.org/licenses/by-sa/4.0/legalcode Aboriginal and Torres Strait Islander readers are warned that the following document may contain images and names of Requests and inquiries concerning these rights should be deceased persons. addressed to: Office for Learning and Teaching A Note on the Project’s Peer Review Process: Department of Education The content of this teaching guide has been independently GPO Box 9880, peer reviewed by five Australian academics that specialise Location code N255EL10 in the teaching of Indigenous knowledge systems within the Sydney NSW 2001 built environment professions, two of which are Aboriginal [email protected] academics and practitioners.
    [Show full text]
  • Respecting Country
    Respecting Country At PeeKdesigns we have had the privilege to work on several education and community projects involving First Peoples / Aboriginal culture. We are extremely passionate about helping local Indigenous communities engage the general public and believe that as part of reconciliation, learning about Australia’s First Peoples’ should be a priority in all Australian schools. The cultural resources we create are undertaken in partnership with the Traditional Owners, Elders, educators and co-management committees of the local region. Understanding that Aboriginal culture is a complex society based around respect and the responsibilities that entails, helps us create resources that embrace the ideology of the local communities. • Respect for Country and the mother who provides for the peoples needs. • Respect for the ancestors, the Dreaming and the creator/s. • Respect for the Elders, both past and present. • Respect for people including family, others and oneself. • Respect for knowledge, culture, traditions and social structure including kinship. Some of the Aboriginal communities we have had the privilege to work with through our various employments include: the Gamilaroi, Uallaroi, Wiradjuri, Ngarigo, Bangerang, Wamba Wamba and Barapa Barapa people of New South Wales; the Warumungu, Alyawarre and Warlpiri people from the Northern Territory; the Gunaikurnai and Taungurung people of Victoria; the Pitjantjatjara people of South Australia; and the Noongar people of Western Australia. www.peekdesigns.com.au Publications Published Coleman, K. McKemey, M. and Coleman, P. (2017) Narran Lake Nature Reserve Education Package. Narran Lake Nature Reserve Co-Management Committee in partnership with NSW National Parks and Wildlife Service. Coleman, K. (2017) Sculptures in the Scrub Education Package.
    [Show full text]
  • Introduction and Methodology
    ‘NOT ONE IOTA’: THE YORTA YORTA STRUGGLE FOR LAND JUSTICE Submitted by Wayne Roderick Atkinson BA (Hons) La Trobe University A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy School of Law and Legal Studies Faculty of Law and Management La Trobe University Victoria 3086 Australia November 2000 1 Contents Summary of Thesis vi Statement of Authorship vii Acknowledgements vii Abbreviations x Table of Figures x Preface ix Thesis Context ix Thesis Aims x The Study Area x Terminology xii Structure of Thesis xiii Chapter 1: Introduction and Methodology 1 1.1 Indigenous Equality in Land 2 1.2 Measures to Enhance Equality in Land 2 1.3 Indigenous Epistemology 4 1.3.1 Inclusion of Indigenous People 5 1.4 Holistic Approach 7 1.5 Action Based Research 8 1.6 Evidentiary Materials 8 1.6.1 Ethnographic Material and Indigenous Knowledge as Evidence 9 1.6.2 Continuity of Laws and Customs 11 1.6.3 Anthropological Issues 1 2 1.7 Conclusion 13 Chapter 2: Yorta Yorta Occupation 14 2.1 Introduction 14 2.2 Clarifying Misconceptions of Aboriginality 14 2.3 Indigenous Occupation 15 2.4 Timeline of Occupation 16 2.5 Change and Adaption Revisited 18 2.5.1 Responding to Change 19 2.6 Nature and Diversity of Yorta Yorta Land 20 2.6.1 Water 20 2.6.2 Food Sources 21 2.6.3 Living Patterns 21 2.7 Traditional Land Management Practices 22 2.7.1 Use of Fire 23 2.8 Aboriginal Sites as Evidence of Occupation 23 2.9 Material Evidence 24 2 2.10 Anthropological Evidence 25 2.11 Linguistic Evidence 27 2.12 Social Organisation 28
    [Show full text]
  • Native Title and Indigenous Cultural Heritage Management
    Native title and Indigenous cultural heritage management BIBLIOGRAPHY Compiled by Robert Williams and Pamela F McGrath Native Title Research Unit October 2014 Preface This bibliography aims to provide readers with a comprehensive list of relevant legislation, research and commentary on Indigenous cultural heritage management in Australia since the implementation of the Native Title Act 1993 (Cth). This resource has been produced as part of a three-year AIATSIS Native Title Research Unit project about cultural heritage protection in the era of native title. It addresses a need for bibliographic resources about current state and Commonwealth Indigenous cultural heritage management regimes and their interaction with native title rights and policy. It is intended as a guide to assist native title groups, practitioners, researchers, policy makers and others with locating and accessing information relevant to their own projects. The bibliography is arranged both by jurisdiction and theme and covers a number of significant issues relating to cultural heritage management for native title groups and other stakeholders: best practice, future acts and agreement making, governance, cumulative impacts, knowledge management, relevant case law and native title archaeology. The bibliography was primarily prepared through desktop research utilising government websites and publications, online databases, and various research institutions and university archives. Information was also sought via personal correspondence on an informal basis with key stake holders within the heritage sector. We especially wish to thank Carolyn Tan for allowing us to draw extensively on references to relevant case law cited in her PhD thesis. This bibliography is intended to be a living document that is added to and improved upon over time.
    [Show full text]