Resource 1

Reference: http://mgoals.com.au/
General Considerations:
Title Copyright date Organisation How material is written/sources
MGoals 2017 M Goals
This website aims to collaborate with schools, parents,
educators and communities to allow schools students to
connect to their local Aboriginal peoples. Through this,
MGoals strives to support Aboriginal and Torres Strait
Islander students reach their potential.
This is achieved in two phases:
1. Communities and schools are provided with
necessary tools and assistance to develop a website
for their local community and culture. This allows
students and teachers to have access into
understanding their local Indigenous community.
2. Schools use a free online goal setting tool which
provides personal spaces for students to record their
life goals.
These measures are driven by the collaboration of
teachers and the local community elders as well as the
Indigenous students of the school.

Authenticity/accuracy The content of the website is informed by the local community and elders. The website provides a separate
URL link for each local group. On each unique webpage there are a plethora of videos, articles and educational
resources that have been made by the elders and local members of the community. Therefore, the knowledge
that is shared would largely be authentic and true to the community of that current time.
Sensitive cultural issues The following warning is on particular web pages.
WARNING: Aboriginal and Torres Strait Islander viewers are warned that this site may contain images and
voices of deceased persons.
Specific Selection Criteria:
Images/ Captions N/A
Omissions & Neglect This website is quite comprehensive in the way that it provides a completely different webpage for each local
community. Therefore, different webpages include different information. However, these omissions do not
appear to be malicious or defamatory.
Stereotypes Individual people groups speak for their own community limiting the possibility of stereotyping.
Paternalism N/A
Superficial or over- Certain webpages contain less information than others. However, this may be largely caused by the amount of
simplifcation time a school or community have worked together to develop it. Nonetheless, there appears to be limited over-
simplification.
Usefulness of resource:
Hidden Curriculum This resource believes in the potential of Indigenous students. It advocates for the uniqueness of each
community and providing people groups the agency to be their own voice. The tools that the websites provide
give these people groups a platform to truly explain their own culture, language and values. It is an
empowering resource with little other agenda.
How to use resource This resource is highly recommended for any local community study. Teachers can use the information that
already exists, or build on the website by using it as a tool to develop their own class project. This would
necessitate students to inquire their local communities and have them involved in their own explanation of
history and culture.

Resource 2

Reference:
Top Cop's plan to tackle Aboriginal crime. (2016). WA Today. Retrieved 11 August 2016, from
http://www.watoday.com.au/wa-news/top-cops-plan-to-tackle-aboriginal-crime-20111102-1mv3v.html

General Considerations:
Title Copyright Organisation How material is written/sources
date
 November WAtoday.com There is no evidence of contributions or collaboration with Aboriginal
Top Cop's plan to tackle 2011 Fairfax media
Aboriginal crime. peoples except for a brief mention that there are a lot of Aboriginal
people and Aboriginal groups who really want to do something about
this Aboriginal youth crime problem. Nonetheless this is not a
respectable example of consultation.
Authenticity/accuracy According to the same Police Commissioner in another online article source, juvenile crime was [is] escalating with
50 per cent of burglaries being committed by people 18-years-old or younger in the same year (a month prior to the
examined news article) and same city (Perth, Western Australia). Moreover, 64 percent of juveniles in custody were
[are] Aboriginal and of that 50 per cent of them reoffend very shortly after being released.
http://www.abc.net.au/local/stories/2011/10/03/3331066.htm

Moreover, the Australian Institute of Crimonology in their 2011 report showed that:
Over the past four years, the rate of non-Indigenous imprisonment has remained, on average, at around 130 per
100,000 non-Indigenous population. Comparatively, the Indigenous imprisonment rate increased from 2,074 per
100,000 Indigenous population in 2007 to 2,327 per 100,000 Indigenous population in 2010; a total increase of 12
percent. A prisoner was 18 times more likely to be Indigenous than non-Indigenous.
Further, compared with non-Indigenous children, Indigenous children are significantly overrepresented in recorded
child abuse and neglect matters. A number of possible underlying causes for this high rate of maltreatment have been
identified, including social issues related to the impact of colonisation, current states of socioeconomic disadvantage
and substance abuse problems (for more information see References 3234). In 201011, of the 31,527 substantiated
child maltreatment notifications where Indigenous status was recorded, 26 percent (n=8,231) involved an Indigenous
child yet Indigenous children comprise less than three percent of the Australian population. This equates to a
notification rate of 35 per 1,000 Indigenous children compared with a rate for non-Indigenous children of five per
1,000 non-Indigenous children; the rate for Indigenous children is seven times higher than the non-Indigenous rate.
(Bold and italic text inserted and not from original document)
In 201011, while 39 percent of Indigenous children in out-of-home care were placed with Indigenous relatives or
 kin, 31 percent were placed with other caregivers.
http://www.aic.gov.au/media_library/publications/facts/2011/facts_and_figures_2011.pdf
Sensitive cultural issues N/A
Specific Selection Criteria:
Images/ Captions N/A
Omissions & Neglect As identified in the the extracts from the Australian Institute of Criminology, Police Commissioner Karl Callaghan fails
to recognise any root causes of the issues that are at hand. There is a neglect for the considerations of the social
struggles of these Aboriginal youths that influence their actions. For example, there is no evidence to show an
understanding of the correlations between the crime rates and the displacement of Indigenous children who are in
out-of-home care and not placed with Indigenous relatives or kin, thereby disconnected from their family.

Stereotypes Mr O'Callaghan said intervention was needed to prevent Aboriginal children from roaming the streets at
night and getting into trouble. This statement suggests that all Indigenous children on the streets are night
are a danger to society. The language does not specify a particular group of children, nor is there any light of
empathy for these juveniles. There is a reputation that is constructed through such sentences which
characterise all Aboriginal children as violent. Further, the intervention implies that the police themselves
need to step in and rescue these children thus glorifying themselves and vilifying the youths.
"These types of assaults - and we've seen assaults on people in wheelchairs - these things transcend all the
taboos that we've got in our society. The Police Commissioner further antagonises the Indigenous youth by
verbally creating an us and them segregation. They are portrayed as people who are not capable of
adhering to Western morals and thus being a threat to society.

Paternalism The issue for these kids is that we need to provide some intervention for them and we need to provide it
quickly. The repeated personal pronoun we implies that Indigenous intervention is not of high
consideration. The minority group in this case is being undermined through a deficit lens by implying that they
are in need of external reforms.
"If we don't provide that, they're out on the streets potentially doing more of these sorts of bashings." This a
 significant generalisation emphasizing the need for police intervention and the certainty of violence otherwise
occurring. The vernacular of bashing also suggests an uncivilised persona from the Indigenous youths. The
juxtaposing of what the wider community must provide and the result of their absence creates a clear hero
and villain mentality.

Superficial or over- This article thus subjugates the Indigenous population. The social justice issues of the Aboriginal communities are not
simplifcation communicated from the perspectives of Indigenous people. The social injustices in which they are victims of that are
interconnected to crime rates are also neglected and the people group are conveyed as problems that we (society)
face.

Usefulness of resource:
Hidden Curriculum There is clearly a sense of racial discrimination disseminating throughout the text. There is an underlying attitude of
antagonism and heroism.
How to use resource This text should not be used as a reliable resource to study Criminal Justice. However, it may be useful for studying
the social implications of criminal justice (eg, how it is portrayed in the media), or as a source example for Aboriginal
health through discussing the mental health and emotional ramifications of stereotyping and racism. The impact that
this type of discourse would have on the Aboriginal youths that are the subject of discussion may be a good avenue
for critical thinking.

Resource 3

Reference: https://ab-ed.nesa.nsw.edu.au/go/aboriginal-studies/invasion-and-resistance-kit-timeline
General Considerations:
Title Copyright date Organisation How material is written/sources
Invasion and Resistance September 2015 BOSTES NESA
Kit - posters section The first six posters were originally released in 1955 by
the Aboriginal Curriculum Unit of the Board of Studies in
 constructing an educational kit for teachers called
Invasion and Resistance: Untold stories - Aboriginal
voice in Australian history.
The posters have been created to portray the perspective
of Indigenous people. It has been said that it was created
by teachers however collaboration with Indigenous
people have not been explicitly outlined.

Authenticity/accuracy At the time of the development of these resources (1995), there were significant educational reforms for
Aboriginal peoples.
In 1994 Aboriginal studies for year 7-10 were introduced into the NSW syllabus.
In 1995 there was a policy for NSW Aboriginal education was revised and the All students-all staff-all schools
policy was developed. There was a movement towards improving Aboriginal students education and education
all students regarding Aboriginal Australians.
Later in 1995, The Ministerial Council on Employment Education Training and Youth Affairs, a national
partnership of Commonwealth, State and Territory governments agreed upon setting up national goals for
Indigenous education.
The relative momentum towards help Indigenous students may have influenced the development of this tool.
https://ab-ed.nesa.nsw.edu.au/go/aboriginal-studies/timeline
Sensitive cultural issues The brutality of invasion is made explicit in this resource.
Specific Selection Criteria:
Images/ Captions The posters use Indigenous art in the background, however no defamatory intentions are evident.
Omissions & Neglect The perspective of the settlers are omitted. However the intention of this resource is to convey the experiences
of the Indigenous peoples. Therefore due to the purpose, the omission is acceptable.
This resource is also fairly summative hence the omission of specific detail. The form of the resource being a
poster, effectiveness would be maximised with clearer points.
Stereotypes There is no evidence of stereotyping.
Language is brief and factual.
Paternalism N/A
Superficial or over- As previously mentioned, the form of the resource is a poster, therefore events are listed not necessarily
 simplifcation elaborated.
Usefulness of resource:
Hidden Curriculum There is no evidence of the hidden curriculum.
How to use resource This resource is an effective way to visualise the history of Aboriginal peoples. It would be a summary tool or an
introductory tool, not one to be used for depth. Students may choose to create their own timelines or visual
representations and teachers may show these posters as a comparison to fill in the extra information students
have missed.

Resource 4
Reference:
General Considerations:
Title
Andrew Bolt: This new
racism is just apartheid
http://www.heraldsun.com.au/news/opinion/andrew-bolt/andrew-bolt-this-new-racism-is-just-
apartheid/news-story/764994b3c51665da3080b38aac2901a0
Copyright date Organisation How material is written/sources
May 2017 Herald Sun This article was written independently by Andrew Bolt
without any collaboration or consultation.

Authenticity/accuracy A week prior to the article, 250 Aboriginal leaders met at Uluru and requested for a First Nations Voice
enshrined in the Constitution.

Sensitive cultural issues
Specific Selection Criteria:
Images/ Captions
Indigenous history and ancestors are trivialised. Bolt accuses Aboriginal peoples as seeking privilege simply
because some of their long-dead ancestors were of the right race.
Caption: The Uluru Statement calls for treaties between the Australian nation and the Aboriginal ones, as if we
were warring tribes

There is evidence here of derogatory language Aboriginal ones, being juxtaposed to the Australian nation
Omissions & Neglect The history of pain and suffering of Aboriginal peoples have been omitted.
The impact of colonisation and intergenerational trauma have been neglected.
Stereotypes nonsense to suggest its only because we dont have an Aboriginal council in the Constitution that Aboriginal
 children get bashed, raped or starved. What a dangerous excuse. Aboriginal parents already have the power to
feed their children and send them to school. They already have the power not to drink away the grocery money
or lift an angry hand.
Bolt presents a stereotype of Aboriginal families as being dysfunctional due to their own incompetencies as
parents and/or caregivers.
Paternalism Bolt accuses the Aboriginal leaders to be playing victim politics arguing that they are perpetuating the
dodging of individual responsibility. He thus provides a deficit mentality of the Aboriginal peoples. He
amplifies this notion through calling this proposition apartheid further antagonising the Indigenous leaders to
be creating an us and them mentality.

Superficial or over- Bolt provides an oversimplified view of equality Like every other adult Australian citizen they have a vote. Like
simplifcation every other citizen, they can chose representatives to our federal parliament. He fails to recognise the
social/historical factors that are interconnected in todays society to create the need for political change.
Usefulness of resource:
Hidden Curriculum Bolt presents a very clearly racially biased political agenda.
How to use resource This article, although highly discriminatory may be an effective tool for allowing students to analyse the racism
within media. It may be a starting point for more awareness of what is portrayed to the public and may help
develop more critical thinking.