|Scooped by Niki Karydis|
Our World Bardijaawi – Life at Ardiyooloon //One Arm Point Remote Community School
The perspectives of marginalized groups are important because they tell us things about our society which dominant perspectives do not. Gilbert and Hoepper (2011, p 102) suggest that “in studying power and inequality in society, accurate, undistorted knowledge will only come from the standpoint of those least advantaged in our society since they have the greatest interest in revealing how inequality in society is actually produced”. Connell (1989) also highlights the need to consider “accurate, up-to-date, undistorted information from a variety of sources and standpoints, not sources that serve the interest of dominant groups in society”. This is why it’s important to integrate an authentic Indigenous perspective in all KLA’s rather than overlooking it, considering it as less important - as it often is - or relegating it to a simply tokenistic inclusion or afterthought.
This is a fantastic resource that presents an authentic Indigenous perspective on the provision of goods and services by focusing on one particular remote community school called One Arm Point. Not only does it function as a topic-by-topic case study of this particular community but it also presents the reader with relevant words translated into the dialect of the local indigenous community.
Since food is a consumable good that is universally essential to both Indigenous and non-Indigenous people, this could be a helpful basis for a comparison of similarities and differences between the two cultures. With students, it could be an interesting and informative endeavor to compare the food-collecting habits of the Indigenous people recorded in this book and the way they themselves and their families ‘collect’ food today. Whilst identifying similarities and differences could be a task completed as a class, you could then split the class into two to debate the advantages and disadvantages of shopping locally or centrally (large shopping centres) as opposed to cultivating food just for themselves, their family and their local commuinty.
Again, to get the students thinking locally, so that ‘Indigenous culture’ does not become a far-off notion, detached from their own lives, you could extend the invitation to a local Aboriginal elder to share traditional eating habits of their ancestors on local Aboriginal land:
-What did they eat?
-How did they prepare it?
-Who gathered the food?
-Who prepared it?
-Was there any plant or animal that was 'out-of-bounds'?
-What other usable or wearable goods did they make out of local/natural materials?
Gilbert, R., & Hoepper, B. (2011). Teaching society and environment. (4th ed.). South Melbourne: Cengage Learning Australia.