A reflection on teaching Indigenous knowledge
While on my 3–5-year placement, one student showed a strong interest in Indigenous stories and culture. On a few occasions I had witnessed her playing out parts of the ‘Bunjil the Eagle’ story that the class had read several weeks prior to my placement. She could regularly be found at the craft table drawing Australian animals in dot form as she had seen on some of the puzzles and books around the room.
On my final day at the centre this student arrived carrying a Didgeridoo that she wanted to share with class for show and tell. Being aware of the sensitive nature of such an item and that there were no educators of Indigenous heritage within the centre, my mentor told the student that we will need to present the didgeridoo later and quickly directed her to another project.
I found this situation to be quite uncomfortable as I wanted to encourage a respectful appreciation and understanding of Indigenous objects, but it was clear that both my mentor and the other educators were also uncomfortable and needed time to seek out the appropriate approach to this.
With my placement ending that day and my mentor teacher already on her way home I was unable to come to a satisfying conclusion in this instance, but it left me with a better understanding of just how much I still had to learn in this context.
Artefact 2 - Indigenous resources
I completed my final placement at Minimbah in Frankston South.
The Woodleigh School campuses have a strong focus on environmental learning, and I was able to take part in weekly Bush School sessions at Sweetwater Creek. During this time, I frequently observed the educators including Indigenous language and song within the program. The children also take part in a daily Acknowledgement of Country, receive visits by local Indigenous elders and are supported in making connections between the environment and Indigenous ways of knowing.
On Creek days the bubups (children) meet at the meeting place by the baany (water/creek) to sing about Bunjil and Waa and to share stories. I asked Lisa Coxon, the program coordinator, about how she determines what Indigenous knowledge she can respectfully teach as a non-Indigenous educator, and she shared some valuable advice:
Share language that you have asked permission to use.
Make connections with local Indigenous elders and ask questions
If it is published by an Indigenous person, it is often safe to share.
I have since continued my own research, via published indigenous works and begun to collect links to indigenous websites and community organisations
Artefact 3 - Indigenous resources