Booklet contains Ganai Word List, activities for language learning and illustrations for children for colour.b&w illustrations, word lists, gamesganai, language reclamation, curriculum development, classroom planning, cultural and intellectual property, early childhood education, primary school education, classroom activities

nunga, paralowie reception 12 school, kaurna plains school, national aboriginal pedagogy project, aboriginal and torres strait islander education policy, curriculum development, south australia, oral history, literacy and learning

Children named as Chandler Whelan, Ronald Alten, Abbey Donnelly, Aymyn Cornell, Declan Shepherd.Colour photograph group of named children Pre School with Koori educator Leanne Edwards teaching language skills. Lakes Entrance Victoriaschools, teachers

Intercultural Language Teaching (ILT) is now making its way as the emerging new approach to language teaching. At its core ILT offers an approach to teaching culture as an integrated part of language and this has several implications for language teaching pedagogy and practice.diagrams, b&w illustrations, word listsglobalisation and language, second language learning, sociolinguistics

Certificate of merit awarded to Wangaratta High School for its contribution in teaching German language in 2011 and 2012. The certificate has a yellow bar along the left and a colour SAGSE symbol at the top of the page. One is framed in a gold frame, the other unframed. The text reads:GOODWILL IN ACTION Since 1967 Founded in Melbourne, Victoria SAGSE Scholarship for Australian-German Student Exchange Certificate of Merit Presented to Wangaratta High School in recognition of Exceptional and Outstanding Contribution to German Language Teaching in Victoria Egon Vetter President Melbourne 14 October 2011 / 12 October 2012

Goals and strategies for teaching Aboriginal languages to Aboriginal students with differing language knowledge; suggested language activities.b&w illustrationsprimary school education, aboriginal studies, curriculum development

Looks at an outline of learning and teaching of Indigenous Languages across the primary and secondary school years.mapslanguage learning, primary school education, secondary school 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

Teacher's notes on the teaching of the Arabana language, provides instructions for use with the CD ROM, language lists and activities.Colour illustrations, computer guide to CD-ROM, word listsarabana, arabunna

This publication confirms the notion that seriously based bilingual education is a very productive methodology for the teaching and learning of languages.b&w photographs, glossarybilingual education, language in schools, literacy, grammar, vocabulary, lote

A guide for Aboriginal community collaboration for school-based programs. Supporting the Aboriginal languages K-10 syllabus, this resource assists Aboriginal community participation in the teaching of Aboriginal languages in schools. Technical Details System requirements (PC): 64 Mb RAM; Windows 98; 800x600 screen; thousands of colours.CD-ROMmulticultural education, multilingualism

Contains the proceedings of two symposia held in November 1994 and May 1995 at Northern Arizona University. These conferences brought together language activists, tribal educators and experts on linguistics, language renewal and language teaching to discuss policy changes, educational reforms and community initiatives to stabilise and revitalise American Indian and Alaska Native Languages.language policy, families and communities, education

This Edison Ediphone voice recording electronic business machine is manufactured to suit a small office and is light enough to carry between work and home for use outside normal business hours. It is a dictation machine, also called by the competitor’s brand name ‘Dictaphone’, and is used for recording spoken words that would later be transcribed and typewritten. A wax cylinder would be installed onto the machine’s drum and the Reproducer on the machine would be lowered onto the cylinder. The user would speak a message into a microphone and the reproducer would then convert the sounds to scribed marks on the cylinder. Later, the cylinder could be played and the Reproducer would enable the sound to be amplified through an attached speaker. This machine is currently without its power cord, microphone and speaker horn. Thomas A. Edison extended the technology of the telegraph to his phonograph machine, invented in the late 19th century. It could record and play back sounds of music and voice on a manually operated mechanical machine that used wax cylinders to store the sound. He envisaged the way this technology could be an asset in the office, and he was right! However, most of his phonograph machines were used for entertainment, some for playing lessons, and some for-teaching languages. In 1916 Edison introduced the Ediphone, which grew in popularity after the First World War and into the late 1920s until flat round records replaced the wax cylinders. This Edison Ediphone is significant for improving the way business administration was carried out in the early 20th century, freeing up precious time for professionals and administrative personnel. It was the forerunner of audio tapes and digital technology. The Ediphone enabled letters to be dictated when the time and place suited and reduced the time professionals needed to spend with their secretaries. Secretaries were able to type the letters as they played the recording and they could replay the message if necessary.Voice recorder; a dictation machine; desktop model Edison Ediphone. The electronic machine is in a medal case with remnants of the original grey colour. It has a rectangular base with an A4-sized footprint and a domed hood that retracts halfway into the back of the base. The corners of the base have metal reinforcing, and a short metal bar is on the front centre edge of the lid and the base. A long metal drum is mounted inside the machine. A round device called a ‘reproducer’ is mounted above the drum. There is a folding handle on the left front of the machine and an angled stand with paper guides in front of the drum. A rear cover has the maker’s name stamped on it. An electrical socket with eight pins is recessed beside the cover. Made by Edison.In white letters; “EDISON”flagstaff hill, warrnambool, maritime village, maritime museum, shipwreck coast, great ocean road, edison, ediphone, dictating machine, office equipment, voice recorder, usa, dictation, communication, office machine, dictaphone, speaking phonograph, thomas edison, ediphone voicewriter, voice writer

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

Language - Preservation and use. Language - Social function. [Maori: New Zealand Latin]. Language planning. [Language planning in a trans-national speech community]. [The way of the drum - when earth becomes heart] [The need for an ecological cultural community] Community language management. [Methods of madness: The Tuscarora Language Committee] [Daghida: Cold Lake First Nation works towards Dene language revitalization] [The Jicarilla Apache language summer day camp] [Report on the workshop "World of Inukitut"]. Arizona. New Mexico. Oklahoma. Adult education. Women's literacy. [Teaching reading with puppets] [Assessing Lakota language teaching issues on the Cheyenne River Reservation] [Incorporating traditional Nehiyaw/Plains Cree education in the university] [Collecting texts in Crao and Portuguese for teaching] [Early vocabularies and dictionary development: A cautionary note] [The process of spelling standardization of Innu-Aimun (Montagnais)] Pidgin. Creole. [Ojibway hockey CD-ROM in the making] [The use of multimedia and the arts in language revitalization, maintenance and development: The case of the Balsas Nahuas of Guerreo, Mexico] [The languages of Indigenous Peoples in Chukotka and the media] [Meeting of the Inukitut and Yupik family of languages on May 12, 2000]B&w photographs, diagrams,international language forum, community based practice, language research, conference papers, language policy, language and whole community development, literacy development, media, educational advances, canada, united states, new zealand, zimbabwe, mexico, russia, caribbean, inui, yupik

Mary Egan was one of Ballarat's best-loved and respected educators. Commencing her teaching career as a student-teacher at Bacchus Marsh, she undertook teacher training at Melbourne Teachers' College (1941-1942). She taught in the Mildura district before returning to Ballarat in 1953, teaching infant grades at Humffray Street State School. Mary Egan joined the Ballarat Teachers' College (BTC) staff in 1958, starting a 23 year career specialising in language curriculum (ie children's literacy and literature). She was still on staff when all teachers colleges became State Colleges during the early 1970s. Along with other members of the State College Victoria, Ballarat (SCVB) staff, Mary's lecturing career continued when SCVB merged with the tertiary section of SMB at Mt Helen, later known as the Ballarat College of Advanced Education (BCAE). Mary is known throughout the state for her work in teacher-training, particularly for the teaching of reading and language. A collection of specialist teaching books in the E.J. Barker Library is named as a memorial to Mary Egan,mary egan, melbourne teachers' college, humffray street state school, ballarat teachers' college, staff, ballarat college of advanced education, e j barker library, memorial, state college of victoria ballarat, scvb, literacy and literature, teacher-training, women of note

1. Language Revitalization: An Overview /? Leanne Hinton 2. Diversity in Local Language Maintenance and Restoration: A Reason For Optimism /? Anna Ash, Jessie Little Doe Fermino and Ken Hale 3. Federal Language Policy and Indigenous Languages in the United States /? Leanne Hinton 4. "... To Help Assure the Survival and Continuing Vitality of Native American Languages" /? Robert D. Arnold 5. Language Planning /? Leanne Hinton Introduction to the Pueblo Languages /? Leanne Hinton 6. Native Language Planning: A Pilot Process in the Acoma Pueblo Community /? Christine P. Sims 7. The Key To Cultural Survival: Language Planning and Revitalization in the Pueblo de Cochiti /? Regis Pecos and Rebecca Blum-Martinez The Navajo Language: I /? Ken Hale 8. Navajo Head Start Language Study /? Paul R. Platero 9. Introduction to Revitalization of National Indigenous Languages /? Leanne Hinton Introduction to the Welsh Language /? Leanne Hinton 10. Welsh: A European Case of Language Maintenance /? Gerald Morgan Introduction to the Maori Language /? Ken Hale 11. Te Kohanga Reo: Maori Language Revitalization /? Jeanette King An Introduction to the Hawaiian Language /? Leanne Hinton 12. The Movement to Revitalize Hawaiian Language and Culture /? Sam L. No'Eau Warner 13. "Mai Loko Mai O Ka 'I'ini: Proceeding from a Dream": The 'Aha Punana Leo Connection in Hawaiian Language Revitalization /? William H. Wilson and Kauanoe Kamana 14. Teaching Methods /? Leanne Hinton The Karuk Language /? Leanne Hinton 15. Teaching Well, Learning Quickly: Communication-Based Language Instruction /? Terry Supahan and Sarah E. Supahan The Navajo Language: II /? Ken Hale 16. Tsehootsooidi Olta'gi Dine Bizaad Bihoo'aah: A Navajo Immersion Program at Fort Defiance, Arizona /? Marie Arviso and Wayne Holm 17. The Master-Apprentice Language Learning Program /? Leanne Hinton 18. Linguistic Aspects of Language Teaching and Learning in Immersion Contexts /? Ken Hale 19. New Writing Systems /? Leanne Hinton An Introduction to Paiute /? Leanne Hinton and Ken Hale 20. Language Revitalization in the San Juan Paiute Community and the Role of a Paiute Constitution /? Pamela Bunte and Robert Franklin 21. Audio-Video Documentation /? Leanne Hinton Australian Languages /? Ken Hale 22. Strict Locality in Local Language Media: An Australian Example /? Ken Hale The Arapaho Language /? Ken Hale 23. Reflections on the Arapaho Language Project, or When Bambi Spoke Arapaho and Other Tales of Arapaho Language Revitalization Efforts /? Stephen Greymorning Irish /? Ken Hale 24. Continuity and Vitality: Expanding Domains through Irish-Language Radio /? Colleen Cotter The Mono Language /? Ken Hale 25. On Using Multimedia in Language Renewal: Observations from Making the CD-ROM Taitaduhaan /? Paul V. Kroskrity and Jennifer F. Reynolds 26. Can the Web Help Save My Language? /? Laura Buszard-Welcher 27. Training People to Teach Their Language /? Leanne Hinton Inuttut and Innu-aimun /? Ken Hale 28. The Role of the University in the Training of Native Language Teachers: Labrador /? Alana Johns and Irene Mazurkewich Languages of Arizona, Southern California, and Oklahoma /? Leanne Hinton 29. Indigenous Educators as Change Agents: Case Studies of Two Language Institutes /? Teresa L. McCarty, Lucille J. Watahomigie and Akira Y. Yamamoto /? [et al.] The Navajo Language: III /? Ken Hale 30. Promoting Advanced Navajo Language Scholarship /? Clay Slate 31. Sleeping Languages: Can They Be Awakened? /? Leanne Hinton 32. The Use of Linguistic Archives in Language Revitalization: The Native California Language Restoration Workshop /? Leanne Hinton The Ohlone Languages /? Leanne Hinton 33. New Life for a Lost Language /? Linda Yamane.Maps, b&w photographs, tables, word listslanguage policy, language planning, language maintenance, language revitalization, language immersion, language literacy, media and technology, language education and training, sleeping languages, navajo, arapaho

Black hard covered book with red spine, holding Victorian Education Gazettes for one calendar year. .1) 1910 .2) 1912 .3) 1911 .4) 1914 .5) 1918 Images: Open Air Classroom Black Rock; Open Air Classroom, Jeetho, Gippsland; Open Air Nurses bedroom, Mildura; Gym at Canterbury School ; Babies and Nurses at Melbourne Foundling Hospital; Camp at Portland; Alexander Peacock Opens a Melbourne School; Unveiling Major Mitchell Memorial at Mt Arapiles; Agricultural Plot; School Interior; Swimming Drill; Graham Dux Prize Board; Bathing Place; Classroom with blackboard and pictures; Major Mitchell's Map; Melbourne, Derbyshire; Market Place Melbourne; The Blackwood; World War One Send-off at The Athenaeum; Scarsdale Old Boy's logo; Sloyd articles for the Field Hospital; World War One; Gifts for Transport to the Wharf; soldiers; ANZAC Day; ANZAC Day Medalion .5) 1915: Education Department's War Relief Fund, William Park obituary, Closer Settlement Act 1912, Agriculture, needlework, Swimming and Life Saving, explorers, Gregory Blaxland, Matthew Flinders, Composition, Geography, potatoes, onions, gardens, Needlework for Infants, Iona and Staffa, Trained Primary Teacher's Course, Electricity, Electrical Technology, hygiene, Arbour Day, Horticulture, Wattle Day, Bird Day, Technical Schools, Landing at Gaba Tepe, Evils of Alcohol, Old Boys of Scarsdale, Belgium, Teachers' College Images: The British at War, The Sonnet, History and Patriotism, Male Swimming Teachers Summer School at Geelong, Women Swimming Teachers at Port Fairy, Buln Buln State School, Burwood East State School, needlework plans, methods of Rescue and Resucitation. plan of the journey of Gregory Blaxland, Macquarie House, teachers killed (William Ross Hoggart, Stanley Robert Close, William Roy Hodgson, Campbell McDiarmid Peter, William Henry Dawkins, William Hugh Hamilton, Frederick McRae Neal, Vernon Brookes, Frank J. Olle, Alfred J. Collins, Ernest R. Fairlie, William J. McLaren, A.E. Smith, Thomas Patton, Francis W. Kemp, Frederick G. Hall, Rupert O. Hepburn, Woolston J. Govan), Frederick Harold Tubb VC, Botanic Gardens Red Gum, Shelter Pavillions, Head of Wheat, Australian Commonwealth Flag, Iona Cathedral, Drawing exercises, ANZAC Madallion, School Rolls of Honor .6) 1916 - Nature Study, war relief, school gardening, horticulture, singing class, geography of the war, School Rolls of Honour, Ponsonby Carew-Smyth, Astronomy, ANZAC Day, Empire Day, Arbor Day, "Some Suul of Goodness in Things Evil" by Frank Tate, War Relief Gardeners' League, ANZAC Day medallion, Solar System, Abolition of German Schools in Victoria, ANZAC Avenues, avenues of honour, Geography of the War: The West, War relief and handwork, Victorian State Schools Horticultural Society, Patrick Maloney obituary, formalin lamps, Victoria League of Victoria, Wonwondah East Roll of Honor Images - Teachers killed (John Clarke, A.C.H. Jackson, Alexander Robertson, Noel Gambetta, Ralp E. Leyland, Laurance J. Woodruff, Walter E. Cass, Percy D. Moncur, Thomas M. Carmichael, Edward G. Brain, Reginald N.F. Woods, George E. James, William Colvin, David Dobson, Stanley L. Robinson, Charles Allen, G.E. James, H.F. Curnow, Franl L. Cousins, James R. Thompson, Henry H. Campbell, George E. Read, Ernest D. Morshead, Wilfred S. Merlin, Henry R. Wright, George B. Webb, Noel Nicholas, David H. Thomas, Charles A. Levens, Thomas R. Fenner, John M. Daniell, P.J. Larkin, Ralph Smith, Philip Ormsby), school rolls of honour, Swimming Instructors at Queenscliff, The Southern Sky, Map of the North Sea and its Littorals, Easter School of Horticulture at Oakleigh, Map of the Eastern Front, Map of Mesopotamia, Map of the War Area in the Egyptian Campaign, leeches for the Melbourne Hospital .7) 1917 - Swimming and Life-Saving, Childre's FLower Day, Education Department's War Relief Fund, State War Council, Horticulture, Bird Day, Swimming, Growing Chicory at Cowes Images - Teachers killed during World War One (G.M. Nicholas, William C.W. Spencer, J.W.C. Profitt, Ivon C. Bromilow, John Colwell, Robert W. Campbell, Arthur P. Bourchier, Francid G. Houston, Claude N. Harrison, Edgar Williams, Leslie A. Stevens, Charles E. W. Chester, Stanley R. Green, Walter Baker, Arthur G. Scott, Harry L. Swinburne, Horace W. Brown, Arnold Bretherton, Edward W. Jenkins Aubrey Liddelow, Ewen A. Cameron, Edmund R. Lyall, John H. Martin, Harry Bell, Frank L. Nicholls, Melville R. Hughes, Edwin W. Hauser, Walter S. Filmer, Walter G. Barlow, Henry A. Donaldson, Edward H. Jones, Walter W. Raw, Alfred W. Dean, Wiliam Lea, Frederick G. Drury, J.T. Richards, Norman G. Pelton, Lance-Corporal Doran, Kenneth F. McKenzie, William F. Robertson, Wiliam Jarrott, Norman Graham, George G. Paul, Victor Green, Arthur William Rennie, Alfred J. Glendinning, Robert B. Liston, Eward P. Toll, George Jones, Errol E. Rodda, Christian P. Christensen, Charles F. Sydes, H.G. Clements, Norman C. Fricker, J.M. Romeo. Eric N. Lear, Thomas J. Bartley, Norval Birrell, Frederick H. Tubb. J.T. Hamilton Aram, Arthur Wilcock, William M. Conroy, Alex. H. Miller, Patrick J. Cunningham, Charles S. Mitchell, John R. Maddern, James Roadknight, Harry Arundel, Jack C. McKellar, duncan M. McKellar, George S. Manfield, Edgar C. Holmes, George A. Young, Raymond A. Gardiner, William B. Bell, William Opie, George R. Scott, Richard V.B. Vine, Herbery S. Marshall, Hugh St Omer Dentry, George B. Fullerton, Harry Oulton, Iva F. Morieson), School Honor Books, Drawing, Presentation of 30,000 pounds to the British Red Cross at Melbourne Town Hall .8) 1918 .9) 1919 - Photographs of World War One soldiers from the Education Department, Margaret Montgomery Memorial, 1918 Act relating to State School Teachers, State Scolarships, Victorian State Schools' Horticultural Society, Pneumonic Influenza, Spanish Flu, epedemic, swimming and life savinfJunior cadet training, vacancies in Fiji, School Committees, Arbor Day, Arbour Day, Henry Harding of Yinnar, Planting Trees and Shrubs, Juvenile Crime, The use of 'Get', Soldier-Teachers from Overseas in Congress London, Australia's Effort in the War, Military, Working Bees, Tree Planting, fence building, Welcoming Home a Returned Soldier, Avenue of Honour planting, Discipline, Unveiling an Honor Board, School gymnasium, school tennis court, E. E. Crogger grave at Aldershot, The School Honor Book. War Relief Fund, Commonwealth War Record, Caulfield Military Hosptial, ANZAC Day Pilgrimage, Jimmie Panikin, Donald Fraser, Arthur Mee, Card Sun Dial, Balboa Day in Honolulu, William Hamilton, Alfred Jackson, The Backward Child, Flies, Language Teaching and Learning, Spelling, The Education of the Adolescent, victorian education gazette, education gazette and teachers' aid, sloyd, william a. cavanagh, james i froebel, school, education, world war one, memorials, alfred williams, exploration and settlement, cadets, australian naval college, bernard o;dowd, birds, swimming, drawingempire league, eucalypts, paper in history, forestry, arbor day, identification of trees, forestrey museums, fiji, gravel hill school band, horticulture, hygiene, gould league of bird lovers, life saving, la perouse, bandin, j. holland, w. hamilton, charles sturt, principles of archimedes, james holland, william hamilton, scarsdale old boys' reunion, foundling home melbourne, montessori education, open air schools, james hughes, marie corelli, flinders sydney harbour, major mitchell's map, tooth brushing, r.h.s. bailey

'Whose Ethics?':Codifying and enacting ethics in research settings Bringing ethics up to date? A review of the AIATSIS ethical guidelines Michael Davis (Independent Academic) A revision of the AIATSIS Guidelines for Ethical Research in Indigenous Studies was carried out during 2009-10. The purpose of the revision was to bring the Guidelines up to date in light of a range of critical developments that have occurred in Indigenous rights, research and knowledge management since the previous version of the Guidelines was released in 2000. In this paper I present an outline of these developments, and briefly discuss the review process. I argue that the review, and the developments that it responded to, have highlighted that ethical research needs to be thought about more as a type of behaviour and practice between engaged participants, and less as an institutionalised, document-focused and prescriptive approach. The arrogance of ethnography: Managing anthropological research knowledge Sarah Holcombe (ANU) The ethnographic method is a core feature of anthropological practice. This locally intensive research enables insight into local praxis and culturally relative practices that would otherwise not be possible. Indeed, empathetic engagement is only possible in this close and intimate encounter. However, this paper argues that this method can also provide the practitioner with a false sense of his or her own knowing and expertise and, indeed, with arrogance. And the boundaries between the anthropologist as knowledge sink - cultural translator and interpreter - and the knowledge of the local knowledge owners can become opaque. Globalisation and the knowledge ?commons?, exemplified by Google, also highlight the increasing complexities in this area of the governance and ownership of knowledge. Our stronghold of working in remote areas and/or with marginalised groups places us at the forefront of negotiating the multiple new technological knowledge spaces that are opening up in the form of Indigenous websites and knowledge centres in these areas. Anthropology is not immune from the increasing awareness of the limitations and risks of the intellectual property regime for protecting or managing Indigenous knowledge. The relevance of the Declaration on the Rights of Indigenous Peoples in opening up a ?rights-based? discourse, especially in the area of knowledge ownership, brings these issues to the fore. For anthropology to remain relevant, we have to engage locally with these global discourses. This paper begins to traverse some of this ground. Protocols: Devices for translating moralities, controlling knowledge and defining actors in Indigenous research, and critical ethical reflection Margaret Raven (Institute for Sustainability and Technology Policy (ISTP), Murdoch University) Protocols are devices that act to assist with ethical research behaviour in Indigenous research contexts. Protocols also attempt to play a mediating role in the power and control inherent in research. While the development of bureaucratically derived protocols is on the increase, critiques and review of protocols have been undertaken in an ad hoc manner and in the absence of an overarching ethical framework or standard. Additionally, actors implicated in research networks are seldom theorised. This paper sketches out a typology of research characters and the different moral positioning that each of them plays in the research game. It argues that by understanding the ways actors enact research protocols we are better able to understand what protocols are, and how they seek to build ethical research practices. Ethics and research: Dilemmas raised in managing research collections of Aboriginal and Torres Strait Islander materials Grace Koch (AIATSIS) This paper examines some of the ethical dilemmas for the proper management of research collections of Indigenous cultural materials, concentrating upon the use of such material for Native Title purposes. It refers directly to a number of points in the draft of the revised AIATSIS Guidelines for Ethical Research in Indigenous Studies and draws upon both actual and hypothetical examples of issues that may arise when requests are made for Indigenous material. Specific concerns about ethical practices in collecting data and the subsequent control of access to both the data itself and to published works based upon it are raised within the context of several types of collections, including those held by AIATSIS and by Native Title Representative Bodies. Ethics or social justice? Heritage and the politics of recognition Laurajane Smith (ANU) Nancy Fraser?s model of the politics of recognition is used to examine how ethical practices are interconnected with wider struggles for recognition and social justice. This paper focuses on the concept of 'heritage' and the way it is often uncritically linked to 'identity' to illustrate how expert knowledge can become implicated in struggles for recognition. The consequences of this for ethical practice and for rethinking the role of expertise, professional discourses and disciplinary identity are discussed. The ethics of teaching from country Michael Christie (CDU), with the assistance of Yi?iya Guyula, Kathy Gotha and Dh�?gal Gurruwiwi The 'Teaching from Country' program provided the opportunity and the funding for Yol?u (north-east Arnhem Land Aboriginal) knowledge authorities to participate actively in the academic teaching of their languages and cultures from their remote homeland centres using new digital technologies. As two knowledge systems and their practices came to work together, so too did two divergent epistemologies and metaphysics, and challenges to our understandings of our ethical behaviour. This paper uses an examination of the philosophical and pedagogical work of the Yol?u Elders and their students to reflect upon ethical teaching and research in postcolonial knowledge practices. Closing the gaps in and through Indigenous health research: Guidelines, processes and practices Pat Dudgeon (UWA), Kerrie Kelly (Australian Indigenous Psychologists Association) and Roz Walker (UWA) Research in Aboriginal contexts remains a vexed issue given the ongoing inequities and injustices in Indigenous health. It is widely accepted that good research providing a sound evidence base is critical to closing the gap in Aboriginal health and wellbeing outcomes. However, key contemporary research issues still remain regarding how that research is prioritised, carried out, disseminated and translated so that Aboriginal people are the main beneficiaries of the research in every sense. It is widely acknowledged that, historically, research on Indigenous groups by non-Indigenous researchers has benefited the careers and reputations of researchers, often with little benefit and considerably more harm for Indigenous peoples in Australia and internationally. This paper argues that genuine collaborative and equal partnerships in Indigenous health research are critical to enable Aboriginal and Torres Islander people to determine the solutions to close the gap on many contemporary health issues. It suggests that greater recognition of research methodologies, such as community participatory action research, is necessary to ensure that Aboriginal people have control of, or significant input into, determining the Indigenous health research agenda at all levels. This can occur at a national level, such as through the National Health and Medical Research Council (NHMRC) Road Map on Indigenous research priorities (RAWG 2002), and at a local level through the development of structural mechanisms and processes, including research ethics committees? research protocols to hold researchers accountable to the NHMRC ethical guidelines and values which recognise Indigenous culture in all aspects of research. Researching on Ngarrindjeri Ruwe/Ruwar: Methodologies for positive transformation Steve Hemming (Flinders University) , Daryle Rigney (Flinders University) and Shaun Berg (Berg Lawyers) Ngarrindjeri engagement with cultural and natural resource management over the past decade provides a useful case study for examining the relationship between research, colonialism and improved Indigenous wellbeing. The Ngarrindjeri nation is located in south-eastern Australia, a ?white? space framed by Aboriginalist myths of cultural extinction recycled through burgeoning heritage, Native Title, natural resource management ?industries?. Research is a central element of this network of intrusive interests and colonising practices. Government management regimes such as natural resource management draw upon the research and business sectors to form complex alliances to access funds to support their research, monitoring, policy development, management and on-ground works programs. We argue that understanding the political and ethical location of research in this contemporary management landscape is crucial to any assessment of the potential positive contribution of research to 'Bridging the Gap' or improving Indigenous wellbeing. Recognition that research conducted on Ngarrindjeri Ruwe/Ruwar (country/body/spirit) has impacts on Ngarrindjeri and that Ngarrindjeri have a right and responsibility to care for their lands and waters are important platforms for any just or ethical research. Ngarrindjeri have linked these rights and responsibilities to long-term community development focused on Ngarrindjeri capacity building and shifts in Ngarrindjeri power in programs designed to research and manage Ngarrindjeri Ruwe/Ruwar. Research agreements that protect Ngarrindjeri interests, including cultural knowledge and intellectual property, are crucial elements in these shifts in power. A preliminary review of ethics resources, with particular focus on those available online from Indigenous organisations in WA, NT and Qld Sarah Holcombe (ANU) and Natalia Gould (La Trobe University) In light of a growing interest in Indigenous knowledge, this preliminary review maps the forms and contents of some existing resources and processes currently available and under development in the Northern Territory, Queensland and Western Australia, along with those enacted through several cross-jurisdictional initiatives. A significant majority of ethics resources have been developed in response to a growing interest in the application of Indigenous knowledge in land and natural resource management. The aim of these resources is to ?manage? (i.e. protect and maintain) Indigenous knowledge by ensuring ethical engagement with the knowledge holders. Case studies are drawn on from each jurisdiction to illustrate both the diversity and commonality in the approach to managing this intercultural engagement. Such resources include protocols, guidelines, memorandums of understanding, research agreements and strategic plans. In conducting this review we encourage greater awareness of the range of approaches in practice and under development today, while emphasising that systematic, localised processes for establishing these mechanisms is of fundamental importance to ensuring equitable collaboration. Likewise, making available a range of ethics tools and resources also enables the sharing of the local and regional initiatives in this very dynamic area of Indigenous knowledge rights.b&w photographs, colour photographsngarrindjeri, ethics, ethnography, indigenous research, social justice, indigenous health

Educational book for teaching English. Appears to be old with the text very detailed. G. Cooper is from a dairy farm in the Kiewa Valley.Historical: Educational teaching of English in the past compared to the current day. Provenance: G. Cooper is from a well known farming family in the Kiewa ValleyBrown cloth hard cover. 3 straight lines embossed around the perimeter of front and back in black .Title in blackOn back of front cover: written in pen 'G. Cooper' and scribble in pencil. education. english. grammar. school. language.

This particular edition was published in a period (1950s), when textbooks for primary and secondary schools were published by London based publishing houses such as LONGMAN. This particular publishing house brand is now only used by the Longman Schools in China. This reference book was one of the basic reading material for students learning the "English" language opposed to the "Americanised English". The two versions of English now in use are mainly influenced by the greater influx of American based media and the internet. At the time of this publication however print media was at its peak and the English used was from the United Kingdom. Although the written language is in English, the majority subject matter is of Australian origin. This text book is very significant in demonstrating the type of English taught in rural schools during the period and before the internet and the American based spell check programs now in use. The subtle changes in both the spoken and written English, due to the modern internet facilities, can be seen by the "texting" language of school aged students, post "world wide web" and mobile telephones. This English text book is a moment in time, when the isolation of rural communities had greater affect upon the standard of both the written and spoken language. It was a time when Britain was still thought of as "the mother land" and the English used was that brought to Australian by the original settlers and over time developed an "Australian flavour".Plastic covered soft green colored cardboard cover in black print. Pages (150) are printed in black ink on both sides and in different fonts.Front cover "INTERMEDIATE ENGLISH" underneath "J. Aughterson" underneath a squiggle of three half circles. underneath "LONGMANS". Spine: "AUGHTERSON INTERMEDIATE ENGLISH LONGMANS"school curriculum, secondary education, rural schools