In My Blood It Runs: First Nations education

SUBJECTS:  Civics and Citizenship, English

YEARS:  9–10

Arrernte is spoken by about 3000 people in central Australia.

While watching this clip, consider Article 14 of United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP):

1. 1.Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.
2. 2.Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without discrimination.
3. 3.States shall, in conjunction with indigenous peoples, take effective measures, in order for indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language.

Things to think about

1. 1.Why do you think Australian schools that have a majority of Aboriginal and Torres Strait Islander students (whose first language is not English) still teach and assess students in the English language? How might this affect students' engagement with classes and achievements at school?
2. 2.Dujuan's grandmother Carol emphasises the importance of the children speaking Arrernte. She wants them "not to speak a poor version of Arrernte, but to speak the language of our old people. I need them to speak their language." Similarly, Dujuan's mother Megan says, "White people educate our kids in the way they want them to be educated. But I need them to speak their language so that they can carry on their language. We want our kids to grow up learning in both ways." Why do you think it is so important for Aboriginal and Torres Strait Islander students to have their languages and cultures reflected in their learning environments and experiences? How might all students benefit from learning in ways that incorporate Aboriginal and Torres Strait Islander content and perspectives?
3. 3.What classes at school do you find most engaging? What makes these classes engaging for you? Think about how you learn as well as what you are learning in those classes. Why do you think the Arrernte students appear more engaged in the Arrernte-language class compared to the English-language class? Dujuan's grandmother Carol says, "We want our kids to grow up learning in both ways." What do you think she means when she says this? List some benefits of Dujuan learning through: (a) the Arrernte language and cultural lens (b) the English language and cultural lens. How can learning both Arrernte and English be complementary rather than mutually exclusive or contradictory experiences? What benefits might arise if First Nations students are taught in and about First Nations languages by First Nations teachers through a First Nations cultural lens? How might non-Indigenous students also benefit from learning – or learning about – Aboriginal and Torres Strait Islander languages and cultures from Aboriginal and Torres Strait Islander teachers and educators in their local community?
4. 4.Whose perspectives and voices might be missing or marginalised from the timetable, activities and resources in your classroom and around your school? Develop some ideas that would make your school and classroom experiences more inclusive of all students, with a respectfully embedded inclusion of First Nations histories, cultures, languages and worldviews. As a class, visit the National Indigenous Youth Education Coalition (NIYEC) website to research more about First Nations education. Visit the Children's Ground website to see how one organisation has redesigned the approach to schooling to benefit their community. Also, consider exploring the actions suggested through Narragunnawali's Reconciliation Action Plan (RAP) framework.

Teachers

This resource is an excerpt from the In My Blood It Runs ATOM guide. You can download the full guide and find more information about the associated impact campaigns and additional education resources here.

Date of broadcast: 5 Jul 2020

Copyright

^{Metadata © Australian Broadcasting Corporation 2020 (except where otherwise indicated). Digital content © Australian Broadcasting Corporation (except where otherwise indicated). Video © Australian Broadcasting Corporation (except where otherwise indicated). All images copyright their respective owners. Text © Australian Broadcasting Corporation.}