Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Families

No description
by

Elle Harvey

on 4 September 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Families

Families
Reconnecting
Relating to Indigenous Families
Family Unit

Kinship systems define where a person fits in to the community, binding people together in relationships of sharing and obligation.

Kinship System
The family system has an extended family structure, as opposed to the nuclear or immediate family structure which is common in Western society.


"All people with the same skin grouping as my mother are my mothers... They have the right, the same as my mother, to watch over me, to control what I'm doing, to make sure that I do the right thing. It's an extended family thing... It's a wonderful secure system."
 
Wadjularbinna Doomadgee, Gungalidda leader

Renae , Grace , Rachel , Elle
Brothers
Sisters
Aboriginal self is seen as one place – belonging to self, family and community this cannot be separated or you have lost the centre of self
Totems relate to ancestry and reflect the value placed on strong family relationships from the past to present
Imagine you have just got your first own class as a qualified teacher.

You have just received an envelope on your desk. Open it.

Reflect
When you have finished reading please quietly reflect on these questions:

How does it make you feel reading this?
Can you understand her perspective?
How would you respond?
Is this different to what you’d expect for your children?
How is this different from a non-indigenous mother would like for her child?

Classroom & School Environment
Build a culturally inclusive school and classroom
Promote cultural competency among other staff
Address any racism - encourage a whole-school approach if necessary
Be aware of extended families kinship obligations

Letter from Tina Quitadamo
Found in this weeks reading (Ch 5)
An actual letter from an aboriginal parent.




Awareness & Understandings

Many teachers expect aboriginal students to perform poorly at school.

Many teachers attribute their performance to their family background - not related to teaching practices
"

"Aboriginal perspectives are not found in Aboriginal content, but Aboriginal processes..."


Resources
8ways Aboriginal Pedagogy Framework
http://8ways.wikispaces.com
Adams, Jeanie, 1991, Going for Oysters, Omnibus Books
Resources

Gain some basic knowledge of the community

http://www.joondalup.wa.gov.au/Welcome/History/MooroBoodjar.aspx


Community Links

Value and make use of the strengths of Aboriginal children
Ensure teaching & learning is effective for all
Classroom & School Approaches
LinkUp
Finding your way home.
One in every state and Territory.
Reconnecting Families and communities.
Testimonies
http://stolengenerationstestimonies.com/index.php/testimonies/index.1.html
LinkUp
Clinical help
Counseling and social Support
Social and Emotional Well Being Education and Support.

Can you imagine how hard it was for these people to give such personal stories?
Awareness & Understandings
Many aboriginal families have had traumatic experiences at school.

Many experience racism and prejudice everyday.
Understand that Standard English may not be easily understood

Awareness & Understandings

Build relationships with community Elders and involve them in decisions

Community Links
Be involved in significant cultural events such as NAIDOC week, Survival Day, National Sorry Day

Involve families: organise community events

Invite extended family to all school events
Community Links
Child Rearing
Reference List

Coyne, D. (2012, July 25). She’s right at home. The Koori Mail. Retrieved from: http://www.koorimail.com/

Bourke, C., Edwards, B. (1998). ‘Family and Kinship’ ‘Australia’s First Peoples: Identity and Population’. Queensland: University of Queensland Press.
"Bringing them home: The 'Stolen Children' report". Human Rights and Equal Opportunity Commission. 2005. Retrieved from:
http://www.humanrights.gov.au/publications/bringing-them-home-stolen-children-report-1997

Edwards, W. (1987).‘Traditional Aboriginal Society and Its Law’. Australia: MacMillan Education Pty Ltd.

Find your way home with LinkUp SA. Retrieved August, 2013, from: http://www.salinkup.com.au/

Golan, S., & Malin, M. (2012) “Teachers and families and working together to build stronger futures for our children in school” (pp. 149 – 173) In Beresford, Q., Partington, G. & Gower, G., (Eds.).. Reform and resistance in Aboriginal education: The Australian experience. (2nd Ed). Crawley, WA: University of Western Australia Press.
Jacob, T. (1991). In The Beginning: A Perspective on Traditional Aboriginal Societies.Western Australia: Ministry of Education.

Malin, M., Campbell, K., & Agius, L. (1996). Raising children in the Nunga Aboriginal way. Family Matters, 43, 43-47.

Malin, M. (1989) Why is life so hard for Aboriginal students in urban classrooms. Aboriginal Child –Northern Territory Teaching Service

NSW Department of Community Services. (2009). Working with Aboriginal people and communities – A practice resource. NSW, Ashfield: Aboriginal Services Branch in consultation with the Aboriginal Reference Group.

Pattel, N. (2007). Aboriginal families, cultural context and therapy, Counseling, Psychotherapy, and Health, 3(1), 1-24

Stolen Generations Testimonies. Retrieved August, 2013, from: http://stolengenerationstestimonies.com/index.php/about_us.html


Strengthening the capacity of Aboriginal children, families and communities: http://www.istp.murdoch.edu.au/ISTP/downloads/silburn2008_ISTP.pdf

Supporting aboriginal and Torres Strait islander children in Kindergarten: http://www.education.vic.gov.au/Documents/childhood/parents/support/supportingatsikinder.pdf

The ‘Growing up’ of Aboriginal and Torres Strait Island children: A literature review: http://www.fahcsia.gov.au/sites/default/files/documents/05_2012/op15.pdf
At your tables divide yourselves so that the left hand side are Western parents and right hand sand are Aboriginal parents.
Debate your philosophy about your child rearing styles and note your main points onto the sheet provided.
More Testimonies
To educate
To tell people of our past
So it wont happen again
To tell people how we were treated.
http://www.salinkup.com.au/
LinkUp Testimonies
Before I went to Link-UP I had no direction in life. But having a talk with someone from Link-Up has given me a new outlook on life and my world. You see they were very helpful for me as I wanted to meet my family. With time and patience I got to meet my dad for the very first time after 47 years. I am now so complete and happy with my life, I just want to keep on trying to get better.
Stolen Generation Testimonies
It’s part of healing for the individual and the family but it’s also important for the healing of Australia. Some of the demons or the not-so-good things in our history need to be brought out.
"The protection and teaching of children is a community responsibility" (Sims, et al, 2003)
Your upbringing
Think back to a picnic experience you had with your family as a child.
What are some key aspects of your family picnic?
Another Way
Key differences

- Food; type, serving and manner in which it is eaten
- Discipline
- Boundaries - connection between body and land.
- Responsibilities - of self and of other children
- Facilitator/Educator
Why rear children in this way?
- Independent
= Self-reliant
- Physically and emotionally resilient
- Loyal to their family and kin
- Overall children are 'Grown up' in order to help them deal with and overcome the obstacles that life may throw at them.
My experience

Golan, S., & Malin, M. (2012) “Teachers and families and working together to build stronger futures for our children in school” (pp. 149 – 173) In Beresford, Q., Partington, G. & Gower, G., (Eds.). Reform and resistance in Aboriginal education: The Australian experience. (2nd Ed). Crawley, WA: University of Western Australia Press.
Full transcript