An early childhood education introduction to civics and citizenship education with an emphasis on Aboriginal and Torres Strait Islander histories and culture.
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| WARNING: Aboriginal and Torres Strait Islander peoples should be advised this blog may contain photographs and information of deceased persons and elders which may cause sadness or distress. |
The Australian Curriculum: Civics and Citizenship provide students with opportunities to investigate political and legal systems and explore the nature of citizenship, diversity, and identity in contemporary society (ACARA, 2014).
In a foundational year level, students are not yet required by the Australian Curriculum to begin their learning journey into civics and citizenship education. However, as educators, we can start facilitating and developing children’s interest and involvement in this area. Particularly by focusing on Aboriginal and Torres Strait Islander people’s histories and culture. Aboriginal and Torres Strait Islander histories and cultures priority provide the opportunity for all young Australians to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, deep knowledge traditions and holistic worldviews. This knowledge and understanding will enrich all learner’s ability to participate positively in the ongoing development of Australia through a deepening knowledge and connection with the world’s oldest continuous living cultures, (ACARA, (2014). Additionally, The Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA, 2008) reinforce the importance of recognizing and understanding Aboriginal and Torres Strait Islander People’s Histories and Culture. Stating to be successful citizens, children of the 21st century should “understand and acknowledge the value of indigenous cultures and posses the knowledge skills and understanding to contribute to, and benefit from reconciliation between indigenous and non-indigenous Australians.”
In order to facilitate the learning of Indigenous histories and culture among early childhood students, educators may choose to adopt appropriate outcomes from The Early Years Learning Framework (EYLF). For example, outcomes 2: Children are connected with and contribute to their world, 2.1: Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation and outcome 2.3 children respond to diversity with respect. Links to the cross-curriculum priorities can also be observed as children engage with, and learn about Aboriginal and Torres Strait Islander Histories and Culture.
To allow students to achieve these outcomes, students should be encouraged to become actively engaged within the indigenous community. Activities such as: Investigating why a place is special, or has special meaning to the indigenous community, executions (to special places) and participating in events like reconciliation week, harmony day and NADOC week all present unique opportunities for students to not only become engaged with the indigenous community but also leaners of civics and citizenship education as students develop an emerging sense of understanding, appreciation, and inclusion of indigenous histories, heritage, and culture.
To build more direct and personal links to their local indigenous community, indigenous peoples, families, and elders should be regularly invited to the classroom to actively engage students in discussions and activities involving Aboriginal culture, histories, art, traditions, languages, music stories and counties. Parental involvement should be encouraged and welcomed when participating in special events, excursions, and visits to the classroom.
References:
Australian Curriculum Assessment and Reporting Authority, (2016)
Civics and Citizenship: Rationale. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/civics-and-citizenship/rationale/
Australian Curriculum Assessment Reporting Authority, (2016)
Cross-Curriculum Priorities. Retrieved. from: http://www.acara.edu.au/curriculum/cross-curriculum-priorities
Ministerial Council on Education, Employment, Training and Youth Affairs, (2008)
Melbourne Declaration on Educational Goals for Young Australians. Retrieved from: http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf
Images:
Images:
https://www.abc.net.au/news/2013-01-15/an-aboriginal-performer-stands-in-front-of-an/4466484
https://www.storyblocks.com/stock-image/children-holding-hands-on-world-illustration-siznih0cgj02b4cz8
Hi Lorraine,
ReplyDeleteI enjoyed reading your blog post. I particularly liked your reference to students participating in reconciliation week, harmony day and NADOC. These are all very age appropriate events to inform and include students in. Your post is structured well and aesthetically pleasing to look. I did notice a slight change in the size of font towards the end of your second paragraph.
I have noticed some minor spelling errors. In your ‘Warning’ post, Strait has is misspelt. Further down you have put a ‘z’ in recognising and in your reference list there is a ‘c’ missing from March twice.
I like how you have 'hooked' your readers in with your first image. I was intrigued and wanted to read the post. It also gave me an insight as to what your post was going to be about before I even looked at the heading. I have noticed that you have not referenced your images.
Thank you for allowing me to read your post, and I look forward to reading your next posts.
Jamie.
Sorry, I did not mean to write 'strait has is misspelt.' This should say, ' Strait is misspelt.'
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