This unit is one of eleven making up the R-7 Aboriginal studies course, developed to meet the needs of students, teachers and Aboriginal people. It contains a course outline, cultural and historical information and activities.photographs, illustrations, mapsprimary school education, aboriginal studies, teaching aboriginal culture

Gunditjmara Country is an integrated unit which looks at the lives, traditions and culture of the Gunditjmara People of Western Victoria. Developed as part of the Kormilda Science Project and targeted at all Australian students, this work recognises the need for Western and Indigenous cultures to contribute to the comprehensive education of Australia's youth. The introduction provides a guide to implementing this program of study in schools and includes feedback from teachers involved in trialling the material.gunditjmara, western victoria, education, curriculum development, geography, science, history, secondary school education

This book is about the directions being taken in Australia to develop an Aboriginal curriculum in schools. Kevin Keeffe describes, analyses and criticises the meaning and place of Aboriginal culture in the Australian curriculum.b&w photographs, b&w illustrations, colour illustrationseducation, study and teaching, curriculum development

An Aboriginal studies course detailing the history, culture and life experiences of the original peoples of the areas along the River Murray, Lakes and Coorong. It is part of the 8-12 Aboriginal studies program developed to meet the needs of students, teachers and Aboriginal people.maps, b&w illustrations, b&w photographs, oral histories, suggested class activitiesngarrindjeri, river murray, coorong, aboriginal studies, secondary school education, oral history, curriculum development

language and learning, language and culture, south australian department of education

All language educators are aware that culture is a vitally important reason for teaching languages. All curriculum statements for languages contain strong references to the importance of culture. We need to offer accessible cultural input to initiate the teaching of culture in language use, while at the same time not simplifying or stereotyping the community that speaks the language we are teaching. This book takes up these important questions and places in the hands of teachers well researched but very practical guidance, advice, resources and information on teaching culture in language. In this book you will find a discussion of what researchers, and classroom teachers, think and do about culture in language education and you will find a rich array of practical resources and advice for enhancing classroom practice. Specific languages addressed are: Chinese, French, German, Italian, Japanese and English as a Second Language. Preface /? Joseph Lo Bianco 1. Common themes /? Joseph Lo Bianco 2. Culture: visible, invisible and multiple /? Joseph Lo Bianco 3. A conceptual framework to help teachers identify where culture is located in language use /? Chantal Crozet 4. Chinese /? Li Kaining 5. How can we make Australian English meaningful to ESL learners? /? Anne-Marie Barraja-Rohan 6. Teaching French and culture in language use /? Chantal Crozet and Louise Maurer 7. Are Germans rude or just doing things differently? Understanding and teaching language and culture /? Winfried Thielmann 8. Face value: teaching Italian verbal and social-cultural interaction /? Piera Carroli, Adriana Pavone, Vincenza Tudini 9. The teaching of culture in Japanese /? Miyuki Toyoda and Shunichi Ishihara.diagrams, word listsculture theory, australian english, esl, language and culture, english as a second language

The Wurrung Wurrung Kit is designed to introduce students at all levels to the heritage of Aboriginal languages within the area now known as Victoria. The kit aims to: Create awareness of Victorian Aboriginal languages in the past and present. The kit is not designed for the teaching of languages, Develop students' understanding of the relationship between the languages and culture of Victorian Indigenous people, or Koories, Create awareness of the importance of language to indigenous communities today and to foster respect for these communities and their languages, Highlight the diversity within Aboriginal Victoria and Australia in terms of languages and culture, Provide resources for students and teachers that can be used either as a window into Aboriginal culture generally, or to complement a broader unit of work in indigenous studies. Resources for teachers Purpose of this kit Using this kit Terminology Pronunciation Facts about Aboriginal languages in Victoria Language and Aboriginal culture Revitalizatoin of Aboriginal languages Language Alive in the community Community protocols Understanding the Language Map VELS and Curriculum links Teaching Framework Resources and contacts Activities for students Animal names Colouring in Possum Koala Kangaroo Code breaker What do yo know? Concentration Sounds, spellings and symbols Kinship Different things, different words Koorie Garden Timeline Story of Victorian Languages Language on the Mission Role Play Traditional Owners Placenames Graffiti Wall Map References.maps, b&w photographs, b&w illustrations, colour illustrations, games, referenceswoiwurrung, boonwurrung, gunnai kurnai, djadjawurrung, wathaurong, keerraywoorroong, jardwadjali, wergaia, ladjiladji, taungurung, dhudhuroa, kulin

This book is a collection of Victorian Indigenous Elders' life stories and oral histories. The Elders share their stories in an attempt to ensure that both sides of Australia's history are finally heard. These stories tell of cultural resistance on missions, of defying assimilation laws, of forever moving around to save children from the welfare. They document the development of both fringe and urban communities and work in the Aboriginal rights movement. They clarify the ways in which these experiences have affected the individual authors along with the indigenous population in general. Also included in the book is a brief history and analysis of the legislation, policies, attitudes and strategies that have affected the lives of the authors and their families since colonisation. This aspect provides an historical perspective, encouraging a deeper understanding of the Elders' stories. Reconciliation can only eventuate with an understanding gained from hearing and including the voices of Indigenous Australians. Contents: The writing team Indigenous elders: keepers of knowledge; custodians of land and culture Aboriginal lands Missions and reserves Growing up running from the welfare /? Aunty Olive Jackson Respecting our Elders /? Aunty Lola James If your mother didn't tell you, then your grandmother did! /? Uncles Les Stewart Don't dwell on trouble /? Aunty Audrey Critch There are my people /? Aunty Gwen Nelson We were all cousins, more or less /? Aunty Iris Lovett-Gardiner Aboriginality is about culture, not colour /? Aunty Dianne Phillips Take up the opportunities we struggled to make /? Aunty Frances Gallagher Home /? Aunty Eileen Alberts We were supposed to forget our Aboriginality /? Aunty Gwen Garoni Not enough heart to say sorry? /? Uncle Brian Kennewell-Taylor Learning from indigenous elders: Keeping the traditions, keeping the culture strong; Since time immemorial; Invasion: the tide ran red; The flood of legislation; Stolen children; Cultural resistance: holding on to children traditions and land; Organised resistance: a movement is born; The 1950s: community resistance to race laws; The price of assimilation; The Aboriginal rights movement; After the flood: self-determination; Turning the tide Bibliography Appendix. Cultural custodianship: developing an indigenous methodology.maps, colour illustrations, b&w photographswiradjuri, victorian indigenous elders, oral histories, yorta yorta, dja dja wurrung, language maps, victorian missions and reserves, lake condah, framlingham, coranderrk, ramahyuck, lake tyers, wahgunyah, cummeragunja, moonahcullah, balranald, ebenezer, maloga, acheron

Comprehensive edition including all aspects of Aboriginal history, culture, heritage and environment.maps, colour illustrations, b&w illustrations, colour photographs, tables

In 1997, ATSIC released the discussion paper Our Culture: Our Future: Proposals for the Protection and Recognition of Indigenous Cultural and Intellectual Property, and invited public comment on the need for protecting and recognising Indigenous Cultural and Intellectual Property Rights. The report extracted here was developed in the light of over 70 submissions received on this discussion paper, and also in consultation with a National Indigenous Reference Group and other relevant individuals, communities and organisations. The Report details the types of rights Indigenous people seek in relation to their cultures and considers the application of current laws. It also makes recommendations for a comprehensive range of measures for improving the level of protection, including legal and non-legal reforms.colour illustrations, chartsindigenous cultural and intellectual property, intellectual property, copyright, native title

Report from VIYAC by young Indigenous Victorians telling of Culture, Identity and Racism.b&w illustrationsmonero, gubbi gubbi, gunditjmara, yorta yorta, murri, koorie, youth, aboriginal australians, attitudes, culture, identity, racism, public opinion, victoria

Comprehensive text with maps, coloured photos etc., dealing with all of Indigenous Australia. Provides historical references. Details of the Mabo finding.maps, b&w photographs, colour photographs, illustrations, word listsculture, travel guide, tourism, art, food

Section 1. Notes on the use of this resource Section 2. Policy support statements. Aboriginal Studies Policy Statement of Victorian Aboriginal Education Association Incorporated (VAEAI) National Principles and Guidelines for Aboriginal Studies and Torres Strait Islander Studies, K-12 Principles for the Introduction of Aboriginal Perspectives in the Curriculum of the Catholic School (Catholic Education Commission of Victoria Policy 1.3, 1987) Section 3. Language, culture and viewpoint: issues of terminology Section 4. Units of work Unit 1. Koorie people of south-east Australia: a contemporary view Unit 2. On sacred ground Unit 3. Koorie life in the pre-contact era Unit 4. Mulla Meea-Baa Gnuenjall: a long time ago, and today Unit 5. The land we share: human stories in the environment Unit 6. Frontier wars Unit 7. Aboriginal mission stations and reserves in Victoria Unit 8. Land, law and indigenous Australians Section 5. Directory of indigenous organisations and affiliated groups/?agencies. National organisations Victorian organisations Catholic Education Commission of Victoria Indigenous Education personnel Organisations within regions of the Archdiocese of Melbourne Organisations within regions of the Ballarat Diocese Organisations within regions of the Sale Diocese Organisations within regions of the Sandhurst Diocese Cultural centres/?camps across Victoria.maps, b&w photographsvaeai, history, curriculum development, koorie studies, catholic education commission of victoria, secondary school education,

Rev Dr Djiniyini Gondarra OAM, was born in Milingimbi, eastern Arnhemland in 1945. He was educated at Milingimbi Mission School and pursued his theological education as a youth leader and Sunday School teacher through the Methodist Church, before attending college in Brisbane. In 1969 he trained as a Minister in Papua New Guinea and the Solomon Islands under the Uniting Church, before returning to Arnhemland to minister his own people at the Galiwin’ku parish, firstly as a lay pastor (1971-1972) and then as a Minister from 1976-1982. In 1983-84, Rev Djiniyini worked as a Lecturer in Theology at Nungalinya College, Darwin. He was honoured with a Diploma of Theology (Honorary) from there in 1984, and in 1991 received a Cultural Doctorate in Literature (Honorary) from the World University, Roundtable, Arizona USA. Rev Djiniyini was awarded the Order of Australia Medal (OAM) in 1995. As well as being the Chairman of ALPA since 1993, Rev Djiniyini is currently the Director of Duduy’ngu Pty Ltd, which provides consultancy and cross-cultural services. He is also Director of Yirrkala Business Enterprises. Over the years, Rev Djiniyini has served on many committees and councils including: Member of the Steering Committee of the Australian Indigenous Cultural Network (1998-2001), CEO of Aboriginal Resource and Development Services Inc (1998-2001), CEO of the Northern Regional Council of the Uniting Aboriginal and Islander Christian Congress (1998-2001), Director of Reconciliation Australia Limited (2000-2001), Member of Council for Aboriginal Reconciliation (1998-2000), Chairman of Uniting Aboriginal and Islander Christian Congress (1995-2000 & 1990-1993), Member of Central Committee of the World Council of Churches (1991-1994), Moderator of Northern Synod, Uniting Church in Australia (1985-1987), Secretary of newly formed Aboriginal Presbytery, Northern Synod, Uniting Church in Australia (1985), and Vice-President of Uniting Aboriginal and Islander Christian Congress Uniting Church in Australia (1983-1987). Rev Dr Djiniyini Gondarra OAM has also been extensively published, and his works include: • Information Papers (co authored), Aboriginal Resource and Development Services: • Confusion Between Cultures (1998) • MHead & Shoulders of Djiniyini Gondarra facing right of picture."Rev. Djiniyini Gondarra 1986. Moderator Northern Synod and Vice President of Uniting Aboriginal and Islander Christian Conference."gondarra, djiniyini, uaicc, northern synod uca

This medal from the estate of W.C. Busse is believed to have been awarded to a recipient at the Rutherglen Agricultural Show in 1885. Due to degradation of the embossed markings, it is uncertain what the medal was awarded for or whom it was awarded to. It may have been awarded to a member of the Busse family prior to W.C. Busse's birth. Rutherglen is located approximately 18 kilometres from Chiltern. European agriculture and horticulture in the area was well established prior to the discovery of gold in the region in the 1860s. It held its first yearly Agricultural Show in 1880; in the present day it has a sister event focusing on showcasing the region's wines. Wilfred Clarence Busse was born in Chiltern in 1898. He went to school at Wesley College in Melbourne, studied law at the University of Melbourne and became a barrister. Additionally, after spending time on a Victorian station in his early twenties, he wrote two historical novels about bush life. His first novel was 'The Blue Beyond: a Romance of the Early Days in South Eastern Australia', written in 1928 and published in 1930. Busse's second novel was titled 'The Golden Plague: A Romance of the Early Fifties'. The judges of the Henry Lawson Society's T.E. Rofe competition to advance Australian literature unanimously awarded it the Gold Medal in 1931 for the best historical novel of 1930. Newspaper articles about the award mention the writer's meticulous documentary and oral history research regarding life on the Gold Fields in the 1850s. It became a best-seller. Busse also wrote a series of articles about local history for "The Federal Standard" newspaper in Chiltern. He was a member of the Chiltern Athenaeum. He died in 1960. This item is significant for the information it provides about the development of industry and local culture in Victoria in the 1880s. Bronze coloured medal attached to single large-format chain link; embossed medal markings are indistinct but appear to show Coat of Arms on reverse side. Inscription on obverse: Illegible Indistinct inscription on reverse may read: Rutherglen Agricultural Society medal, rutherglen agricultural show, chiltern, north-east victoria, gold fields, gold mining, gold rush, 1885, heirloom, farming, horticulture, rutherglen historical society, indigo shire, wilfred clarence busse, golden plague, authors, writers, victorian writers, victorian literature, historical fiction, blue beyond, wesley college, federal standard

This etching by British engraver Arthur Willmore was created from Russian born artist Nicholas Chevalier’s original watercolour landscape of Bontharambo, Wangaratta (Chevalier’s watercolour is held in the collection of the National Library of Australia). Chevalier moved to Australia during the Colonial period and is famous for his landscape paintings, which were most commonly commissioned by wealthy landowners or merchants wanting to record their material success. Bontharambo is a historic property located in Wangaratta which was made famous by pastoralist Joseph Docker who took up the Bontharambo run in 1838 and has remained in the family since. The historic homestead on the property was built between 1857-1859 and was designed by architect Thomas Watts.ColonialWangaratta Art Gallery CollectionA rectangular landscape etching of the homes on Bontharambo station printed in black ink on off-white paper.Obverse: N. Chevalier/ A. Willmore/ THE OLD & NEW HOME STATIONSwangaratta art gallery, arthur willmore, nicholas chevalier, bontharambo, wangaratta

Upton has used the traditional technique of Indonesian batik to create 'Gumnuts Galore'. Batik has a long history in the world and is believed to have originated on the island of Java in Indonesia. The designs traditionally used in batik are imbued with meaning and powerful symbolism to reflect the culture and beliefs of the place where it was made and for whom it was made for. Upton has instilled her piece such meaning and symbolism by depicting eucalyptus leaves and gumnuts which evokes a sense of belonging and pride.Rural City of Wangaratta Collection, purchased with funds from the Wangaratta Art CouncilA rectangular design of gumnuts on silk created through the batik technique using natural dyes in shades of red, brown, and greenwangaratta art gallery, christine upton, batik, gumnuts, flora, australian flora, textile

Gunn’s work explores political and social values through the mediums she uses and the inspiration she draws upon. In 'Fire Sticks', Gunn uses recycled material as an explorational response to throw away culture, while the design draws inspiration from the sticks used in firestick farming and the charred remains of flora after a fire, which highlights the history and place of fire in Australia.Wangaratta Art Gallery Collection. Winner of the 2009 Wangaratta Contemporary Textile Award.This artwork was sculpted out of recycled inner tubes woven together with cotton thread on wooden poles.wangaratta art gallery, mandy gunn, sculpture, textile, wcta

Information booklet about the new Main Corner complex located at 1 Bay Road, Mount Gambier. The building and surrounds offer the opportunity to learn about Mount Gambier's local history and culture.For two years he was stationed at Penola in the Mount Gambier region where he led a routine life with no remarkable incidents or exploits to interrupt his daily duties. (from Australian Dictionary of Biography: http://adb.anu.edu.au/biography/gordon-adam-lindsay-3635)22 pages booklet with colour illustrations. Front page depicting the entrance of the Main Corner in Mount Gambiermain corner, mount gambier, gretel sneath, adam lindsay gordon

This item was donated to the museum by Joseph Dallimore. Dallimore was brought up at Lake Gillear, and as a young man he left Australia to travel overseas both to help his parent's business in the wool trade and for pleasure. He wrote many letters to his parents keeping them updated with the prices he received from selling wool and on his travels. Later in life Dallimore enlisted in the Australian Army and went on to have a distinguished career during the Boer War. He would have collected this piano whilst on service in South Africa.South African thumb piano from the Zulu culture. It is a wooden panel board with 15 iron finger keys in it. They are stuck onto the wood at one end with some sort of glue and also held in place by an iron rod passing over the top of them. At the bottom of the board is a metal panel and attached to that is a small circular cymbal. There is a string tying the metal panel to the wooden board.There are no original markings on this although the original museum label is still stuck to the bottom which says, ' Native piano ( Mashona)' on it in script.south africa, joseph dallimore. war, boer war, zulu, finger piano, music

Alice Blanch Chehovski was born in Queensland to a Russian mother and Polish father. When her father died leaving three small children to bring up on her own, her took them back to Russia to visit her own parents. In the following fateful year, Stalin came into power and the family was trapped by Russia closing its borders. At the age of twenty three, 1944, Alice entered Moscow's Institute of Decorative Arts and Applied Arts to study ceramics. Neither the subject of ceramics nor the academic drawing in fine pencil inspired her. At that time Moscow was surrounded by German troops, Russian culture was inhibited by the war and generally speaking it was not the time for arts. Alice said 'My soul and my hands were needed as a volunteer, to help the wounded soldiers survive'. Alice struggled through a lifetime of hardship and triumph before returning to her native land of Australia in 1981 at the age of 60.This lithographic print is one of a set of ten produced at Dunmoochin at the time of Clifton Pugh.Black and white lithograph on paper depicting the elaborate stone and wrought iron (open) gate/ entrance to Pugh's artist colony 'Dunmoochin' situated at Cottles Bridge. Bottom left of print: ed. no. '4/10' and work title. Bottom right of print: artist signature 'Alice Blanch '04'chehovski, dunmoochin, pugh, gate, fire, lithograph

Alice Blanch Chehovski was born in Queensland to a Russian mother and Polish father. When her father died leaving three small children to bring up on her own, her took them back to Russia to visit her own parents. In the following fateful year, Stalin came into power and the family was trapped by Russia closing its borders. At the age of twenty three, 1944, Alice entered Moscow's Institute of Decorative Arts and Applied Arts to study ceramics. Neither the subject of ceramics nor the academic drawing in fine pencil inspired her. At that time Moscow was surrounded by German troops, Russian culture was inhibited by the war and generally speaking it was not the time for arts. Alice said 'My soul and my hands were needed as a volunteer, to help the wounded soldiers survive'. Alice struggled through a lifetime of hardship and triumph before returning to her native land of Australia in 1981 at the age of 60.This lithographic print is one of a set of ten produced at Dunmoochin at the time of Clifton Pugh.Black and white lithograph on paper depicting the elaborate stone and wrought iron (open) gate/ entrance to Pugh's artist colony 'Dunmoochin' situated at Cottles Bridge.Bottom left of print: ed. no. '4/10' and work title. Bottom right of print: artist signature 'Alice Blanch '04'chehovski, dunmoochin, pugh, sunlight, lithograph

Alice Blanch Chehovski was born in Queensland to a Russian mother and Polish father. When her father died leaving three small children to bring up on her own, her took them back to Russia to visit her own parents. In the following fateful year, Stalin came into power and the family was trapped by Russia closing its borders. At the age of twenty three, 1944, Alice entered Moscow's Institute of Decorative Arts and Applied Arts to study ceramics. Neither the subject of ceramics nor the academic drawing in fine pencil inspired her. At that time Moscow was surrounded by German troops, Russian culture was inhibited by the war and generally speaking it was not the time for arts. Alice said 'My soul and my hands were needed as a volunteer, to help the wounded soldiers survive'. Alice struggled through a lifetime of hardship and triumph before returning to her native land of Australia in 1981 at the age of 60.This lithographic print is one of a set of ten produced at Dunmoochin at the time of Clifton Pugh.Lithographic print in black and white (very dark image) detailing Clifton Pugh's garden at Dunmoochin.Bottom left of print: ed. no. '4/10' and work title. Bottom right of print: artist signature 'Alice Blanch '04'chehovski, dunmoochin, pugh, garden, lithograph