Reflective Portfolio

Section 1
In today's society, many countries are influenced by a lot of cultures. Krystal Atkins, a Preservice
teacher at the University of the Sunshine Coast, identifies that as Australia grows so does the
cultural multiplicity (Zimmermann, 2015). Growing up on the Sunshine Coast, Krystal has been
very fortunate to be able to travel all over Australia and the world, experiencing a range of cultures.
When she visited an aboriginal community around Kununurra in Western Australia, there was an
elder who asked if anyone would like to be shown around. After a day of talking to Chris, it was
evident that he was happy to explain to Krystal the connection to the land and show her the value
and meanings of mother nature and how in sync he was with the land. Having this experience in
travel, it is evident, that understanding others backgrounds is an important part of relationships, as
a soon to be teacher, relationship is a significant part of the role having a great rapport with students,
parents and colleagues. Throughout her primary and secondary education there was the only real
focus on multiculturalism and nothing on the first owners of Australia, while completing her
university degree she has learnt the truth of the Aboriginal and Torres Strait Islander people and is
appalled to find out the truth of all the acts and crimes committed. Working with children her whole
life she believes that everyone in this world is equal and there should never be discrimination
against anyone, whether it be race, religion, language or place of origin. Having this viewpoint is
entwined throughout Krystals pedagogical practice as she deems that all students have a right to
an education and each child are catered for. When working with Aboriginal and Torres Strait
Islander students the best interests of the child is always at heart, and the diversity is respected and
appreciated, Parents and caretakers are acknowledged as the most significant people in the childs
life and that all students need to be active contributors (Dobia, 2009). When working as a teacher
and getting to know the community, Krystal believes that when entering a new town if it is an
Aboriginal or Torres Strait Islander community to get to know the key influential people that can
answer any questions you may have about the history or the local protocols for ceremonies and
funerals (Dobia, 2009). In her classroom, Krystal believes she will strive to create a culturally safe
classroom and engage Aboriginal and Torres Strait Islander students, family and the community
into the classroom by having the appropriate etiquette and respect for each individual while
promoting relationships and reconciliation.

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Section 2
In the 21st century, there are many cultures around the world. There is a considerable amount
of multicultural influences within the Australian society including Indigenous culture. Living
Safe Together (2017), explains that all people who reside in Australia have to right to exercise
and share their own cultural traditions and customs within the law and free from discrimination.
However, it is still seen to this day that many Indigenous traditions, protocols and languages
are frowned upon and discriminated against. As a beginning teacher, it is imperative to follow
the communitys protocols as well as having respect and a will to form relationship and
reconciliation to all peoples of the community. Following protocol in a society can be very
confronting and daunting. However, it still relays back to do to others as you wish to be done
by you.. Having respect for Aboriginal and Torres Strait Islander culture will go along way.
Acknowledging the Traditional Owners and the past and present Elders is practised before
speaking at significant opportunities, as a sign of respect for being on their land and recognising
that this is their land we walk on (Oxfam Australia, 2016). All Aboriginal and Torres Strait
Islander peoples ought to be consulted when there are conclusions that would affect their
history, community, lives and stories. By always confirming that none of the resources used in
the classroom contains confidential or sensitive information is an easy way of being respectful
for all peoples within the community. A preservice teacher should always consult an
Indigenous leader within their school or a contact who can give permission regarding specific
stories that you may wish to use within your classroom (Oxfam Australia, 2016). Within
Aboriginal and Torres Strait Islander culture using the names of deceaseds family names or
image can be seen as belligerent, a suitable warning that allows readers/viewers to beware the
resource may contain content of people who have passed (Oxfam Australia, 2016). With
protocols come cultural considerations that need to be taken into account. There are no rules
for interacting with Aboriginal and Torres Strait Islander peoples. However, it is helpful to be
aware of certain barriers that may arise. Using clear language with the minimization of
terminology and acronyms is a effective tool to eliminate misunderstandings. Understanding
that certain words used may have double meanings within different communities. Gender
specific material will need to be taken into consideration when planning lessons and activities.
Humour used within conversation and text can be mistaken and misunderstood, asking Elders

Krystal Atkins 1071701 EDU410

how they wish to be addressed shows you are meeting them half way(Communication with
Aboriginal and Torres Strait Islander Audiences, 2014).
The issues regarding the teaching of Indigenous history and culture arising in classrooms is ill-
informed teachers relying solely on texts and videos. Anyplace suitable relate your curriculum
on local issues and experiences. Engaging students with what is happening in their local town
will be most beneficial when looking for results as students have an interest is the content
(Working with Aboriginal Communities, 2008). The most beneficial way of teaching
Indigenous history and culture is to listen to first-hand stories and experiences told by a local
within the community. It may be appropriate to organise transport to and from the school for
the guest, or if they are not comfortable being singled out, reassure they can bring company. It
is important for students to have formative knowledge of the topics the guest speaker may wish
to discuss in the talk, having prepared questions for the speaker may guide students as to the
genre of the speech (Working with Aboriginal Communities, 2008).

Krystal Atkins 1071701 EDU410

Section 3
Within the teaching industry, the saying There is no need to recreate the wheel is commonly
referred to. Meaning that there is never enough time in the day to brainstorm and come up with
new ideas and ways of delivering content. There are many ways a teacher can teach content; it
is not necessarily about how much content you can fit into a lesson yet more focusing on how
can this content be delivered customised to the students in the classroom (Tran, 2015). Many
resources can be found online to aid in engaging students in their learning. However, when
searching for material, it is vital to assess the suitability of the content for children in the
classroom. Throughout the past 20 years in the schooling system, Indigenous perspectives have
not been implemented into the schoolroom resulting in individuals being blindfolded to the
shocking truth behind Australian history. Without this knowledge allows for stereotypes within
the communities. Citizens that are not aware of the real history of the invasion of white people
and the impacts it has created still to this day for Indigenous Australians, these citizens are
usually known to be classed with a racist viewpoint category (Korff, 2017). If teachers
implement Indigenous perspective into their classroom, many benefits will arise. The history
students learn at school shape their beliefs and views for later years in life. If teachers can teach
beyond the British settlement and delve into the actual history of Australia and how the
invasion is placed into the correct context, then the Australians will be able to move towards
having a greater respect for the achievement of the first Australians. By having this viewpoint,
there is a tool teachers must use when reviewing the resources, they wish to implement into
their classrooms (Westaway, 2017).

When searching for resources to engage students in learning it is important to look vigilantly,
many resources can be seen as offensive and not appropriate for many students in the
classroom. Resource one is an example of an unsuitable Aboriginal and Torres Strait Islander
resource for the classroom when focusing on the history of Australia. Through the video it is
seen that reporter reviews the Brief History of Australia with the principal facts that are
incorrect, racist and impolite. The cartoons used to depict Indigenous Australians are very
disrespectful displaying no clothes are worn, with distinct racial stereotypical features. The
video uses language that is incorrect for example Convicts were to set sail for the uninhibited

Krystal Atkins 1071701 EDU410

land of Australia and To avoid contamination society, the English created an immigrant
restriction because well they did find Australia first, Aboriginal and Torres Strait Islander
people occupied Australia for what is believed to be thousands of years before invasion (Twain,
2016). The clip also has a part where a carton of an Indigenous Australian speaks to Captain
James Cook, the voiceover used in the cartoon is a stereotypical Aboriginal voice, this can
be seen in many individuals as offensive as Indigenous Australians are freighted with centuries
of oppression, judgment and mistreatment (Badami, 2016).

In comparison, a resource that can be used to accurately depict Australian history is seen in
Resource two. Within this clip, the author acknowledges that Australian history dates back to
a hundred and fifty years ago when Indigenous Australians did not stay in one place and moved
from community to community. He explains that as Indigenous Australians did not have roads,
houses and infrastructure compared to England in that time, Captain Cook claimed Australia
for the British. Although this clip does not go into detail as to the events that took place after
the invasion, this clip is a great resource to look at within the first lesson of a unit, having this
prior knowledge and allowing students to be reminded that we are not the first peoples to find
Australia, the teacher is then able to go into deeper understanding regarding the stolen
generation, stolen wages and other events that are a blindfolded topic still in today's society.
A clip that teachers can use to follow up with lessons regarding the impacts of white invasion
(attached) can engross students to brainstorm key inquiry questions for an assessment piece
looking at Australian history involving Indigenous Australians. These research questions can
be used cross circularly looking into history, language, art, English and many other subjects.
This second clip uses quality research to back its information giving students an authentic
resource to base questions off.

Not suitable - Resource one

https://www.youtube.com/watch?v=PhY9PBceqYY

Suitable Resource two:

https://www.youtube.com/watch?v=7y6pDwmoD0E
https://www.youtube.com/watch?v=bpAS5f4TjNw

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 Section 4
Year 5 Identify aspects of literary texts that convey details or
Literature and information about particular social, cultural and historical
Context contexts (ACELT1608)

Within the teaching profession it is principal to provide communities key information regarding
the events happening within the classroom. As English may not always be the first language
spoken in the community key aspect to remember when delivering information in print is using
everyday English, try and limit the use of big words when a small word will suffice, acronyms
should be spelt out so there is no misunderstanding the meaning. Writing in an active voice
and keeping sentences brief and short allow for a deeper understanding (Communicating with
Aboriginal and Torres Strait Islander audiences, 2014). Including pictures and symbols to
explain key concepts in the text may aid in the language barrier,

Providing parents/ careers with a newsletter allows for everyone to be involved in their childs
learning. Having knowledge as to what is being taught within the classroom consents caretakers
to incorporate the topics into their home life. Parents may discuss with students the topics that
are being learnt in class giving students formative knowledge on content. Whilst
acknowledging that the Indigenous perspectives will be implemented into the classroom,
parents/careers are able to communicate with the teacher in order to discuss if they can be of
any benefit, or if they wish to be a guest speaker. Having an open door for all to have a yarn
is a positive way for allowing Indigenous culture into the classroom (Korff, 2017).

In Conclusion receiving input from the community is a major part of becoming a teacher.
Students will need outside sources to stay engaged and interested. By respecting cultural
consideration and protocols a solid relationship within the community can be formed allowing
a beneficial tool to use within a classroom. Within Krystal Atkinss classroom, Indigenous
history and culture is respected and will be implemented across all subject areas.

Krystal Atkins 1071701 EDU410

 Year 5A Miss Atkins

Welcome back to Term 1 2017! I hope everyone has had a

good break!

I am Miss Atkins, a year 5 teacher. I have been asked by Mr.

Smith to put together a small entry as to why I embed
Indigenous perspectives into my curriculum and how the
content will be incorporated into my classroom.

Indigenous perspectives are an important part of the

education system, students will begin to have an improved
understanding and respect for different cultures, they will
start to out side of the box when exploring, have an
awareness regarding the relationship between people and
their environment and a clear picture of Australias
Indigenous history.

Within my classroom Aboriginal perspectives will be

integrated into units, lessons and activates all throughout the
year. I believe there is great benefits for each and everyone of
my students. In English we are focusing on Narratives,
students were asked what story means to them. Students
will than reflect on how the important factors relating to their
story can be used when writing a narrative, whilst looking at
the difference in the way multiple cultures deliver stories.

I would also like to invite anyone who wishes to share what

story means to them to come and pass on your knowledge to
the students.

Krystal Atkins 1071701 EDU410

References
Aboriginal and Torres Strait Islander Cultural Protocols. (2016) (1st ed.).
Retrieved from https://www.reconciliation.org.au/raphub/wp-
content/uploads/2013/03/respect-aboriginal-and-torres-strait-islander-
protocols-oxfam-australia.pdf
Australia, W. (2017). MTWW Protocols and Procedures Working in Partnership
with Aboriginal Communities. Whealth.com.au. Retrieved 29 March 2017,
from http://www.whealth.com.au/mtww/protocols.html
Hindmarsh, E. (2017). RACGP - An introduction to Aboriginal and Torres Strait
Islander cultural protocols and perspectives. Racgp.org.au. Retrieved 29
March 2017, from
http://www.racgp.org.au/yourracgp/faculties/aboriginal/guides/cultural-
protocols/
John, B., & Cindi, B. (2017). Working with Aborignal Communities (1st ed.). New
South Wales: Board of Studies NSW. Retrieved from https://ab-
ed.bostes.nsw.edu.au/files/working-with-aboriginal-communities.pdf
Korff, J. (2017). Racism in Aboriginal Australia. Creative Spirits. Retrieved 29
March 2017, from
https://www.creativespirits.info/aboriginalculture/people/racism-in-aboriginal-
australia#axzz4cVGAuOFq
Living Knowledge - Incorporating Indigenous knowledge into your teaching.
(2017). Livingknowledge.anu.edu.au. Retrieved 29 March 2017, from
http://livingknowledge.anu.edu.au/html/educators/
Multicultural Australia. (2017). Livingsafetogether.gov.au. Retrieved 26 March
2017, from
https://www.livingsafetogether.gov.au/informationadvice/Pages/Multicultural-
Australia.aspx
Penman, R. Aboriginal and Torres Strait Islander Views on Research in Their
Communities. SSRN Electronic Journal.
http://dx.doi.org/10.2139/ssrn.1728987
Westaway, M. (2017). Why our kids should learn Aboriginal history. The
Conversation. Retrieved 29 March 2017, from
http://theconversation.com/why-our-kids-should-learn-aboriginal-history-
24196

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