Introduction

This paper discusses how Aboriginal and Torres Strait Islander (ATSI) histories and cultures (“the histories and cultures”) can be incorporated into a Year 10 history classroom curriculum. The classroom curriculum is the practical unfolding of the formal, written curriculum between teacher and student. For incorporating histories, three overt, practical ways are discussed: role play, writing an Acknowledgement of Country and interpreting a movie which incorporates the perspectives of ATSIs. For incorporating cultures, the eight-way Aboriginal pedagogies outlined by Tyson Yunkaporta (2009a) are discussed along with how the classroom curriculum can be adapted to incorporate such cultural techniques. Indigenous history and culture …show more content…
It requires the use and development of a range of historical skills and knowledge. Not only do students have to understand what happened and in what order, but assess how characters felt and interacted in the circumstances. It engages students in the material, requires them to critically think about their character’s role and significance in history, and cause them to empathise with their own and other characters. Role play is an uncommon activity in schools. It requires the use of both academic and “soft” skills (interpersonal, communication, teamwork) and achieves the goal of putting children into a state of disequilibrium through which they are more likely to learn (Beilin 1992). Additionally, role play itself is significant to incorporation because it is a form of play with rules, which is central to children’s cognitive and social development (Agbenyega 2009). The emphasis on the learning process and empathizing with others makes role play an effective way to incorporate ATSI histories into the classroom …show more content…
Incorporation would be most effectively achieved if a local Elder gave a presentation about it, its significance and how it differs from a Welcome to Country. A presentation with opportunity for questions and answers would give students context to the writing process and it would highlight the issues of land rights, connections to country and spirituality. Although most history can seem remote to young people, real life stories from our Elders’ can bring our Australian histories to life. Consequently having relationships with local elders is important for educating students and teachers about both Australia’s history and contemporary ATSI communities, their community’s expectations and languages. Additionally, it is important for learning to teach local histories because it is more relevant to the students (McKeich 2009, p. 69). The process of writing an Acknowledgement of Country with the assistance of the local community is a powerful way of incorporating the histories and building relationships and trust with the local ATSI