An Analysis Of Bangarra Dance Theatre 's 2008 Original Production Of Mathinna

“Many Aborigines removed from their families complained of harsh conditions, denial of parental contact and cultural heritage, harsh punishment and physical and sexual abuse” (Buti), the ruthless encounters the australian aborigines faced were just as violent as the Canadian aborigines. The teachers in the Australian schools were also taught to instil the christian religion and strip the children of any aboriginal cultural identity. The children explain their experience in these schools and describe the authority that is supposed to be taking care of

The Aborigines Protection Act 1909 (NSW) was a law that changed Indigenous Australian lives forever. The act enabled the New South Wales Board for the Protection of Aborigines to essentially control the lives of Aboriginal people. It was the Aborigines Protection Act 1909 (NSW) that had major provisions that resulted in the containment and suffering that Aboriginal people endured. This suffering included the practice of forcible removing Indigenous children from their families. These major provisions help us understand what the Aborigines Protection Act 1909 (NSW) involved and the impact it has had on the daily lives and cultures of Indigenous Australian peoples today.

It is a commonly known issue in Australia that as a minority group, the people of Indigenous Australian ethnicity have always been treated, or at least perceived, differently to those of non-Indigenous disposition. This can be applied to different contexts such as social, economic, education, or in relation to this essay – legal contexts. Generally, Indigenous Australians face issues such as less opportunity for formal education, less access to sufficient income, more health issues, and higher rates of imprisonment (Steering Committee for the Review of Government Service

Dance began as a form of communication and storytelling. Thousands of years ago dancing served as a way for people to tell a story and helped distract themselves of the hardships they faced. Furthermore, dance was a form of storytelling through communication, which then turned into using storytelling through dance as entertainment. According to the History World, many dancers during the BC time danced in front of only a few people to get a story across. That later turned into hundreds of thousands of people as dance was used by many. Today, dance is also a form of entertainment and storytelling, but in a modern sense. However, today perfection and technique are stressed more than they were in the past. Yet, the passion for dance has not changed. Many dancers who share this passion also have many of the same qualities. Among a discourse community of trained dancers, one expects to find individuals who are healthy and active athletes, expect perfection from themselves through competition, and religiously attend dance performances.

Since the time of federation the Aboriginal people have been fighting for their rights through protests, strikes and the notorious ‘day of mourning’. However, over the last century the Australian federal government has generated policies which manage and restrained that of the Aboriginal people’s rights, citizenships and general protection. The Australian government policy that has had the most significant impact on indigenous Australians is the assimilation policy. The reasons behind this include the influences that the stolen generation has had on the indigenous Australians, their relegated rights and their entitlement to vote and the impact that the policy has had on the indigenous people of Australia.

After many years of European settlement in Australia, many Aboriginal people had been removed from their families and placed into schools with white Australians. This was due to the ‘protection policy’ laws that encouraged the removal of Indigenous children. Because fewer indigenous children were able to learn about their own culture, there was a slow decline in the culture of the indigenous people. As a result of this, there were continued tensions between the free settlers and Indigenous people as they had no roles in the government and couldn’t vote. This made them feel as if they were excluded from greater society and had long term negative impacts upon their sense of belonging to the new

At the turn of the twentieth century the systematic forced removal of Aboriginal children from their mothers, families and cultural heritage was commonplace. There were several reasons that the government and white society used to justify the separation but the prevailing ideology of nationalism and maintaining Australia for the ‘whites’ was the over-riding motivation and justification for their actions[1]. Progressive sciences such as anthropology espoused such theories as eugenics, miscegenation, biological absorption and assimilation which legitimated governmental policies relating to Aboriginal affairs[2]. It was

The Stolen Generation has left devastating impacts upon the Aboriginal culture and heritage, Australian history and the presence of equality experienced today. The ‘Stolen Generation’ refers to the children of Aboriginal descent being forcefully abducted by government officials of Australia and placed within institutions and catholic orphanages, being forced to assimilate into ‘white society’. These dehumanising acts placed these stolen children to experience desecration of culture, loss of identity and the extinction of their race. The destructive consequences that followed were effects of corruption including attempted suicide, depression and drug and alcohol abuse. The indigenous peoples affected by this have endured solitude for many

As the English population began to increase, Aboriginal people were moved into missions in 1810, so the population could be manages and they were taught the European ways so they could be used as low paid labours, border lining slaves (Creative Spirits, 2002). When the Aboriginal people failed to move to Christianity and ‘civilised’ life, the Europeans thought it was due to the lack of intellectual ability because they didn’t understand the “complexity and holding power of the traditional culture and religion” to the Aboriginals (Psychology and Indigenous Australians, Foundations of Cultural Competence, 2009, pp. 77). The separation of Aboriginals from the community into missions was known as segregation. In the early 20th century, the Indigenous Australians all throughout the nation were exposed to the ‘protection legislation’ which in turn, denied them of their basic human rights as well as the freedom that was demanded by every other Australian. Aboriginals were increasingly moved of farms where they worked like slaves and put into government or church controlled reserves where they were expected to die out (Psychology and Indigenous Australians, Foundations of Cultural Competence, 2009, pp. 79). On the Australian census at this time, Aboriginals were still considered as

The National Inquiry into the separation of the children concluded that 'between one-in-three and one-in-ten Indigenous children were forcibly removed from their families and communities in the period from approximately 1910 until 1970' (Wilkie, 1997). It was the 1960s, at the earliest, when the various 'protection' Acts were either abolished or discontinued.

Government policies authorising the removal of Aboriginal children have caused extensive and unrepairable damage to every aspect of Indigenous culture. It could be argued that the emotional turmoil which occurred as a result of this policy, is greater than any physical abused ever faced by the Australian Aboriginal people. The act of child removal would be a scarring experience for parents and children of any race or culture. This policy had a particularly damaging impact on the Indigenous people as their identity is based within a set of strong traditional guides and teachings. These lessons are not recorded, but can only be taught through speaking with elders and learning through a connection to others within the mob, connection to art forms

Education is fundamental to growth, the growth of the individual, and the growth of a nation. Anthropologically this can be seen from the earliest of developments of human societies where practices emerge to ensure the passing of accumulated knowledge from one generation to the next. In the centuries since the invasion and colonisation of Australia in 1788, colonist authorities and governments have dominated the making of policies regarding most major aspects of Australian life, including the lives of Indigenous Australians. The enactment of these policies and legislation, whether targeted at society as a whole or directly at education, has had significant and most often negative causal impact on Aboriginal and Torres Strait Islander peoples, resulting in not only poor educational outcomes, but the loss of cultural identity, the development of serious issues in health and wellbeing, and the restriction of growth of Aboriginal communities. Moreover, there has been an ongoing pattern of the adoption of ill-informed policies in Australia, resulting in these poor outcomes and cultural decimation. Aboriginal people have developed a wariness, a mistrust, and even an attitude of avoidance to engage with non-Indigenous officials and those who they associate as their representatives, i.e. personnel working within

‘Australia’ also showed how the government controlled how children of Aboriginal descent were brought up with language used such as “The mixed raced children must be dislocated from their primitive full blooded Aborigine, how else are we to breed the black out of them”. This presented again the reason as to why the Aboriginal children were taken away from their own cultures to be raised in something completely different.

History has unveiled the early contacts of colonization from the Europeans that set motion to cultural oppression and exclusion of the Aboriginal communities (Kirmayer, Tait, Simpson & Simpson, 2009). The introduction of the residential school system was meant to eliminate the indigenous people’s cultural heritage and way of life, creating a historical trauma. As a result, survivors of the residential school system left the majority of the Aboriginal population without a sense of cultural heritage, lack of self-esteem, and depression (Gone, 2010). Aboriginal culture was suppressed, breaking the connection of traditional knowledge from parent to child (Kirmayer, Tait, Simpson & Simpson, 2009). Trans-generational trauma of the Aboriginal people has left psychologically and physically damage towards their own heritage (Gray & Nye, 2001).

The assimilation policy that removed Australian Indigenous children or children of Indigenous descent from aboriginal communities began in the late 1800s. This formally ceased in the 1970s but some would argue that it continues to this day. This essay will present evidence including the stolen aboriginal children's experiences in life and what changed in their life from when they were home to where they were taken. It is hypothesised that the Stolen Generations have had a live much tougher than most and should be fully reconciled for the damage done by the Government. It will also examine the Government's roles have been and how they have changed from during the period of stolen generations to their current standpoint on the reparations of the stolen generation.