EDAB161

Assessment 3
Essay On
Country and Story

Indigenous cultural values are underpinned by a sense of connectedness. This
correlation is derived from its historical foundation to country expressed through
the use of story to teach the present generation and in turn guide the future. The
Indigenous understanding of country and story are defined somewhat differently to
that of the western understanding, to demonstrate this, various views will be
explored. The implications for future teaching will also be reflected to build the

Grace Leva 23/9/2015 6:16 PM

Comment [1]: I have been able to
recognise the significance of country to the
indigenous community and thus its distinct
importance when brought with students
into the classroom.
Grace Leva 23/9/2015 6:18 PM
Comment [2]: In addition to this I have
also been able to highlight the differences in
views which culture encourages amongst
society. This also reinforces the notion of
each student bringing with them
experiences, beliefs and knowledge which
shapes their identity, the uniqueness which
everyone contributes to the classroom.

necessary understandings in order to create a classroom with equal opportunities

and empowerment for all students in its presence.

Bird Rose (1999) defines country as the nexus of individuals, social groups,
Dreamings, nourishing relationships, birth and death (p.7). Country therefore is
recognised as an all-encompassing spiritual connection to the land, a place which is
not simply imagined or represented but is lived in and with providing and receiving
life (Bird Rose, 1999, p.7). Korff (2013) furthers this notion by stating the land owns
Aboriginal people and every aspect of their lives is connected to it emphasising the
flawless connection within the Indigenous community. The land, which represents

Grace Leva 23/9/2015 6:19 PM

Comment [3]: The interconnection to the
land for the Indigenous emphasises the
need to bring this into the classroom.

country and stems from the Aboriginal law and spirituality creating an inextricably
interwoven connection forming the Indigenous culture and sovereignty (Korff,
2013) a striking and unimaginable comprehension is the relationship between the
person and their country. This indescribable feeling is reflected on by Frances Rings
an Aboriginal dancer and choreographer noting for many Indigenous people its a
visceral connection; you look beyond the buildings and concrete and feel a sense of
belonging (Korff, 2013). Thus, the land, which builds country, is what sustains the
lives of each individual spiritually, physically and culturally (Korff, 2013).

As an outsider, that strong understanding of the deep and rich connection that arises
from the land to create country was presented to me by Edwina Circutt who focused
specifically on the impact, which the connection has to creating Aboriginal art. The
pivotal nature is further highlighted by recognizing the need for a connection which
is derived from an artist living, working and creating in the land of their birth (Korff,

Grace Leva 23/9/2015 6:22 PM

Comment [4]: The physical, social and
intellectual development of students is seen
as critical within the classroom (Standard 1,
Focus area 1.1). This place of security and
opportunity for growth requires an
understanding of the student, for
Indigenous students this is the land, there
country and where as a teacher I need to
start.

EDAB161 Assessment 3
Essay On
Country and Story

2013). Through such opportunities the ability to maintain and pass on stories is
provided to those who will become the future, demonstrating the interrelated
aspects of country and stories. (Korff, 2013). Country is not merely personified for
the sake of English literature but it is believed to be filled with life as it hears, knows
and smells. Bird Rose (1999) states Country is not a generalized or undifferentiated
type of... Rather, country is a living entity with a yesterday, today and tomorrow,
with a consciousness, and a will toward life. Because of this richness, country is

Grace Leva 23/9/2015 6:23 PM

Comment [5]: Stories are foundational to
the indigenous community and an
opportunity to continue to build
understandings about this culture in order
to find the ways in which to embed it into
the teaching practices utilised within the
classroom.

home, and peace and nourishment for body, mind, and spirit; hearts ease fostering
the holistic nature of the Indigenous culture from the place where it starts (p.7).
Furthermore, Melissa Lucashenko, an Aboriginal woman who depicts the diversity in
understandings between the Indigenous and Western society, explores the
multifaceted understanding of country. She states We see the world that white
people see but we are also seeing a mythic landscape at the same time, and an
historic landscape, she says. White people see Rotary parks and headlands; we see
sacred sites. And we are looking at bush food. (Korff, 2013). The direct comparison
presents a clear depiction of the various lifestyles and cultural values which shape
the attitudes and understandings of our society (Korff, 2013).

Grace Leva 23/9/2015 6:24 PM

Comment [6]: Noted here is the
difference in lifestyle and cultural values
which shapes who we are as individuals and
as a society. It is a goal to be able to
embrace these and bring them together to
support all students.

Additionally, the Indigenous have strong beliefs which are shown through each
choice made, An aboriginal elder from the TV series Double Trouble states If you
belong there your country will find a way to call you back. Country needs to be
remembered, needs to be listened to, needs to know that we can still speak its
language (Korff, 2013). This somewhat boomerang effect provides an analogy for
what I see as depicting that lifetime connection, much like family no matter how
much time passes that relationship remains, its constant, evolving and values are
demonstrated through the choices which are made, in a boomerang its represented
by the direction in which it is thrown.

In comparison the oxford dictionary defines country as a nation with its own
government, occupying a particular territory identifying the distinct differences
through the cultural values which shape the understanding of country. (Oxford

EDAB161 Assessment 3
Essay On
Country and Story

Online Dictionary, 2015). Whilst the connection with the land results in a sense of
identity, belonging, acceptance within a community within the western view power
and ownership enable one to identify what becomes a part of their possessions
(Korff, 2013). Moreover, the difference becomes further abundantly clear in all
aspects of life as the spiritual relationship formed with country is permeated within
all relationships moving beyond the community to all living things including the sky,
water, land and animals. Thus the multifaceted country is also multi-dimensional
incorporating dimensions, which are not considered in Western views by recognizing
more than people and animals with plants, Dreaming and water. (Bird Rose, 1999,
p.8) For Aboriginal people it is believed that Like a human mother the land gives us
protection, enjoyment, and provides for our needs economic, social and religious.
We have a human relationship with the land(Korff, 2014). In comparison, the
western view does not enable the land to be perceived as an equal nor is the sky or
water seen as living automatically ensuring that everything is placed on a hierarchy
of power. Non-Indigenous people may regard land as something they own, a
commodity to be bought and sold, an asset to make profit from, but also a means to
make a living off it or simply home (Korff, 2013). Therefore, conversely whilst the
Indigenous live alongside the land the Non-Indigenous live off the land (Korff, 2013).

Within the all-encompassing notion of country the supporting aspect of story is
presented with a similar essence to western views, the belief that stories are an
account of imaginary or real people and events told for entertainment (Oxford
Online Dictionary, 2015). The divide, which is, demonstrated centres on the terms
imaginary and entertainment as the significance of stories within the Indigenous
history is what shapes the future, teaching tradition and embracing the Aboriginal
cultural identity. Blair (2008) notes the pivotal nature of story through highlighting
its key characteristics as explaining, exploring and projecting our being, our
connections and relationships (p.214). This is centralized within the Indigenous
culture through the knowledge that prior to the European settlement knowledge
was passed on orally, with stories a fundamental method of achieving this. Teachers
must have an understanding of the children prior to teaching them and so

EDAB161 Assessment 3
Essay On
Country and Story

understanding this is pivotal for the children in the classroom. Whilst no book was

Grace Leva 23/9/2015 7:12 PM

Comment [7]: Based on the research
conducted an understanding of the role of a
teacher is noted for all children based on
their prior experiences and understandings.

written, the Indigenous did write their stories within the land. Thus, If teachers
coming from a literate culture cant understand how people from the oral tradition
transmit information, we have hit an immediate snag [obstacle]. (Korff, 2014)
Furthermore, the dreamtime forms an integral part of the Indigenous culture by
explaining the origins of the land through story. Holistically the Dreamtime
encompasses the past, present and future by teaching aspects of daily life whilst
simultaneously staging the childrens learning (Korff, 2014). Stories are perceived as
more than just fiction they are teaching Aboriginal people the importance of
sharing and caring for people of their own community, of nurturing the environment
and the significance of the land and creatures therein. (Korff, 2014). Hence, stories
encircle the core values and beliefs, which are in turn reflected by the Dreamtime.
Teachers who embrace this and apply it to the classroom are able to support the
Indigenous students in ways unimaginable. Through the choice to use a Dreamtime
story within a lesson demonstrates to students that their culture is valued and their
engagement is important in the learning environment and places that follow it.
(Price, 2012, p.37)
King (in Blair) states, The truth about stories is that thats all we are (2008, p.214).
A philosophy made evident through the Indigenous culture and way of knowing.
Stories shape the Indigenous perspective through their transmission and ability to
support the growth of the listener with many dimensions and perspectives
represented and explored (Blair, 2008). The powerful nature of story transcends
time as an experience comes alive again in the minds and ears of listeners when the
storyteller touches the emotions of them. It permeates the mind and soul (Fixico in
Blair, 2008, p.214). Therefore stories are created for many purposes such as
teaching, entertainment or history as they become listened to, remembered,
thought about and mediated on The Indigenous recognise the fact that stories go
beyond what is ever imagined with an intended purpose which ensures they are not
frivolous or meaningless (Blair, 2008 p.214). Through understanding the significance
of stories within the history of the Indigenous culture together with their significance

EDAB161 Assessment 3
Essay On
Country and Story

within the learning of all students, their importance must be recognized within the
educational process. It is through stories that customs and values are taught and
shared (Little Bear in Blair, 2008, p. 215). Chamberlin (2004) states Stories give
meaning and value to the places we call home; they bring us close to the world we
live in by taking us into a world of words; they hold us together and at the same time
keep us apart further highlighting their powerful nature in creating a sense of
connectedness to the Indigenous students and their culture (p.1).

Moreover, with such a strong connection derived from country and story this
understanding should be utilized in order to shape the teaching for multiple
intelligences within the classroom. (Korff, 2014) Teachers should provide

Grace Leva 23/9/2015 7:18 PM

explanations in many ways to ensure that Aboriginal students understand the key
concepts in a way which are applicable to their reality and thus learn, some
examples are found within appendix 1 taken from Craven (1999). Recent statistics
note that 60% of Aboriginal children are significantly behind Non-Indigenous children

Comment [8]: After learning about

country and the significance of stories for
the Indigenous community, I have been able
to see the ways in which this knowledge can
be incorporated within the classroom on a
much broader spectrum.

by the time they start year 1. As a future teacher this falls well within the early
childhood and primary sector, and this statistic can be lowered in time if the
necessary measures are put in place to decrease it (Korff, 2015). In addition, by
creating a positive learning environment the 40% of Aboriginal children who stay at
school until year 12 will be increased through providing students with a reason to
stay where acceptance and a sense of belonging is present. (Korff, 2015) By creating

Grace Leva 23/9/2015 7:20 PM

Comment [9]: As a result of the data
gathered from research, I have been able to
find ways to interpret this and make the
necessary inclusions in order to meet the
requirements identified from the research.
Grace Leva 23/9/2015 7:21 PM

such an environment the 64% of preschool enrolments for Aboriginal children that

Comment [10]: Research has also

indicated that like all children a sense of
belonging is so very important in the lives
of all students and can be gained through a
positive learning environment.

occurred within 2009 will hopefully also increase (Korff, 2015). Statistics are
beneficial in providing evidence to further highlight the significance of education in
the lives of students. Yvonne Butler states Education is the greatest single weapon
to overcome disadvantage and the impact of this denial of education affects me and
other Indigenous people to this day. (Korff, 2014). As a future teacher to read the
difference, which can be made, empowers my capability and opportunity to make a
change. This is supported through the policies, which are put in place in order to
support students and engage teachers in necessary modifications to what is being
taught. The National Aboriginal and Torres Strait Islander Education Policy is one

Grace Leva 23/9/2015 7:22 PM

Comment [11]: This quote embodies
what my role as a teacher is, the reason for
building understanding and the
practicalities of it within the field.

EDAB161 Assessment 3
Essay On
Country and Story

such example highlighting the necessity for students at all levels to have an
appreciation of their history, cultures and identity; and provide all Australian
students with an understanding of and respect for Aboriginal and Torres Strait
Islander traditional and contemporary cultures (Price, 2012, p.55).

Research is critical to being proactive, taking the knowledge obtained on the
significance of country and story and being able to apply this for the better within
the school community to collectively build on empowerment within the classroom.
When seeking Indigenous input within the classroom to support students, challenges
may be presented. Craven (1999) suggests some beneficial solutions to respectfully
integrate the Indigenous perspective, this table is found within appendix 2. Prior to
ensuring that there are equal opportunities amongst students its important to
educate teachers and parents by sharing the Aboriginal culture, a web-based
resource has been created by the Indigenous community to support parents,
teachers, schools and communities in an engaging manner. Craven (1999) further
highlights this notion as the limited understanding demonstrated by teachers about
the reluctance within the Aboriginal community in attending schools together with
the appropriate methods of inviting the Indigenous communitys involvement within
the school. (p.183) Teachers are expected to ensure that they know their students as
highlighted by Vygotsky and the virtual backpack brought by each student to the
classroom - each students interests, family, experiences, hobbies and challenges,
the same applies to Indigenous students (Berk, 2012). A simple method of
intertwining the Aboriginal culture with the Non-Indigenous culture can be achieved
in English with the Honey Ant Readers program who has translated books in 6
traditional aboriginal languages, by enabling students to read a book which would be
more easily accessible to Aboriginal students, and then using this as the foundation
for students literacy to look at the similarities between Aboriginal English and
Australian English. (Korff, 2015). Various strategies may be adopted to accommodate
the needs of all students however programs such as the Honey ant readers is further
beneficial as speech pathologist Mary Ruth Mendel notes that Bilingual programs

Grace Leva 23/9/2015 7:28 PM

Comment [12]: As mentioned previously
through building understandings about the
childs background, the appropriate support
can be offered.

EDAB161 Assessment 3
Essay On
Country and Story

and textbooks help Aboriginal children to live in two worlds and improve literacy
rates (Korff, 2014).

Additionally, to build a positive learning environment requires cultural awareness by
ensuring there is a strong connection to their Indigenous culture, embracing and
valuing cultural diversity, being aware with your own culture, views and pre-
judgments and the approach adopted when teaching. This is resultant in building
successful learning interactions with learners (Price, 2012, p.168). A simple method
to test the teaching for all students is to ask students to complete a survey at the
conclusion of the unit, find out how the teaching can be continually improved. (A
modified survey has been constructed in Appendix 3 adapted from Craven (1999,
p.258)) Consequently ensuring that an understanding of the way in which culture
influences teaching and learning and learning is a two way process. To continue to
support the connection with the Indigenous students within the classroom the
teacher must ensure there is a genuine acknowledgement. The educator must
guarantee lessons reflect the Indigenous culture appropriately and respectfully, like
any other culture share in the practices and rituals, together with visits to their
country (Korff, 2014). Additionally, through taking the time to ensure students are
presented with invaluable opportunities the teacher is also able to certify that
students are culturally respected through the promotion of self esteem, self-
confidence and pride resulting in an empowered classroom community (Price,
2012, p.170).

Teaching Aboriginal students requires sensitivity for the knowledge and special
needs reflected within their cultural protocols. The successful nature of teaching
Indigenous students lies in the ability to teach content which is relevant and realistic
for the limitations which Aboriginal parents are presented with (Korff, 2014). As a
teacher by understanding why students behave in such a way they are able to
ensure that students are able to grow with knowledge and understanding. For
example the often utilized strategy of question and answer prompts no interaction
and engagement for Aboriginal students as this western tradition is not what they

Grace Leva 23/9/2015 7:29 PM

Comment [13]: Again building a
partnership means learning about the child
and using this in the classroom.

EDAB161 Assessment 3
Essay On
Country and Story

are brought up with, Aboriginal students often passed on stories which is a very
different strategy. Jean Illingworth states, A good teacher views the kids as people
and not as artifacts or objects of cultural disposition (Korff, 2014). With this in mind,
the teacher is able to create a classroom where students feel accepted and equally
treated to become valued and empowered members of the community.
Furthermore, maintaining high expectations of every student promotes high
outcomes, motivating Indigenous students to succeed by promoting cultural pride. A
student who knows the importance of education is an Aboriginal graduate Vickie
Roach who states, It was education, plain and simple, that changed the way I look
at the world, it probably changed the way the world looks at me further

Grace Leva 23/9/2015 8:02 PM

Comment [14]: In addition, the
importance of maintain high expectations
for all students is a key implication for my
future teaching and is derived from
research and gaining understandings.

emphasizing the importance of education in the lives of Aboriginal students. (Korff,

2014).

In conclusion, the holistic nature of the Indigenous culture is based on its strong
foundation of country shared with the community through story. As a future teacher
it is paramount that an understanding is obtained and strengthened in order to
adequately support Indigenous students. As stated by Craven (1999) There is no
reason to be disillusioned or defeated but to become more determined to make
things work and to learn more about effective community consultation for yourself,
your school, your students and the Indigenous community your school is involved
with. (p. 18)

Grace Leva 23/9/2015 8:10 PM

Comment [15]: This assessment has
ensured that I have been able to build the
necessary understandings to support me in
my future teaching.

EDAB161 Assessment 3
Essay On
Country and Story

References
Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations Education:
A Literature Review with recommendations. National Working Group on
Education and the Minister of Indian and Northern Affairs. Canada.


Berk. L., E. (2012). Infants, Children and Adolescents (7th ed.). Boston, MA: Pearson.


Bird Rose, D. (1996). Nourishing Terrains. Australian Aboriginal Views of Landscape
and Wilderness. Canberra, ACT, Australia: Australian Heritage Commission,
pp. 7-9. EQUELLA: Rose10626.pdf


Blair, N. (2008). Sweet Potatoes, Spiders and Waterlilys. Privileging Australian
Indigenous Knowledges. Epistemological Consequences of Knowledge
Production. Unpublished PhD. pp. 214-222.


Chamberlin, E. (2004). If This Is Your Land, Where Are Your Stories. Cleveland, Ohio,
USA.

Craven, R.G. (ed). (1999). Teaching Aboriginal Studies, Sydney, Allen & Unwin.

Korff, J. (2013, March 13). Aboriginal culture - Land - Meaning of land to Aboriginal
people. [webpage]. Retrieved on 27 January 2015 from
http://www.creativespirits.info/aboriginalculture/land/meaning-of-land-to-
aboriginal-people


Korff, J. (2014, June 9). Aboriginal literacy rates. [webpage]. Retrieved 27 January,
2015 from
http://www.creativespirits.info/aboriginalculture/education/aboriginal-
literacy-rates


Korff, J. (2014, October 10). Aboriginal culture - Education - Teaching Aboriginal
students [webpage]. Retrieved 27 January 2015 from

http://www.creativespirits.info/aboriginalculture/education/teaching-
aboriginal-students


Korff, J. (2015, January 14). Aboriginal Education. [webpage]. Retreieved 27 January
2015 from http://www.creativespirits.info/aboriginalculture/education/

EDAB161 Assessment 3
Essay On
Country and Story

King, T. (2003). The Truth About Stories. A Native Narrative. Minneapolis: University
of Minnesota Press.

Oxford Online Dictionary. (2015). Definition of Countryand Story. Retrieved 28
January, 2015 from
http://www.oxforddictionaries.com/definition/english/country

Price, K. (Ed). (2012). Aboriginal and Torres Strait Islander Education. An Introduction
for the teaching profession, Australia, Cambridge University Press.

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EDAB161 Assessment 3
Essay On
Country and Story

Appendix 1

11

EDAB161 Assessment 3
Essay On
Country and Story

Appendix 2

12

EDAB161 Assessment 3
Essay On
Country and Story

13




Appendix 3-

EDAB161 Assessment 3
Essay On
Country and Story

Adapted from Craven, 1999, p.258

Now that we have finished our unit, please read the questions and tick Yes or No, Its
important to be honest so that we can change the unit for the next group of students.



Yes
No
Comment
During the unit were you able



to express yourself how you are
most comfortable?
(If your creative were you able
to be creative in music, art
drama or dance?)
Do you feel you have



successfully learnt something
new?
Were you challenged?



Were you able to work on your


own?
Were you able to work in a



team?
Did you feel motivated to



complete your work?
Were the activities/tasks



explained clearly?
Did you have enough time to



complete your work?
Were you left confused about



anything?
Did you build on what you



already knew?
Did you have fun?




What part of the unit was your favourite? Why?




If you were able to change anything what would you change about the unit?




Is there anything else you would like to share?

14

EDAB161 Assessment 3
Essay On
Country and Story

Appendix 4-

Useful websites for teaching Indigenous Students.

Cracker Jack Education. (2014). Education Dreaming. [webpage]. Retrieved from

http://www.crackerjackeducation.com.au

James, M. (2014). Honey Ant Readers: Literacy Resources for Indigenous Australian
Leaners of all Ages. [webpage]. Retrieved from http://honeyant.com.au


Mann, D. & Mann, B, (2014, November 28) Indigenous Education Resources.
[webpage]. Retrieved from
http://www.aussieeducator.org.au/resources/teaching/indigenousresou
rces.html


National Centre of Indigenous Excellence. (2015). NCIE. [webpage]. Retrieved
from http://ncie.org.au

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