Analysis Of The Lost Girl By Ambelin Kwaymullina

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The Lost Girl is a beautiful, humble picture story book created by Ambelin Kwaymullina and illustrated by Leanne Tobin. Kwaymullina, the author, is from the Palyku people for the Pilbar region of Western Australia and is an Aboriginal legal academic. Tobin is a decentant of the Dharug, the traditional Aboriginal people of Greater Western Sydney (Kitson, 2014). Both creators have actively employed their prior knowledge, values, beliefs and culture to put together this engaging and informative picture story book, perfect for young children. Tobin uses vivid colours to represent the red sandy appearance of the Australian dessert outback and the native flora, in an effort to craft a naturistic melody. Kwaymullina writes of sequenced events…show more content…
Using the text alongside the illustrations engages in critical literacy, revealing the hidden power relationships and ideological assumptions that underline texts (Winch 2014, p.539), and strike in-depth discussions. For example, about being lost and how you managed to find your way again, what the differences are between your approach and her approach, what do you notice about where they live, how is it different from where you live, and what are all the amazing things you could possibly do if you lived there. The idea is helping to develop a child’s knowledge of their world and the knowledge about a world that is not their own (Winch 2014, p.536). Majority of Indigenous content learning occurring in the younger years found in the Australian Curriculum, is remembering, understanding and applying, in relation to Bloom’s Taxonomy (Lowe, 2015). This book can be used to unearth these cognitive processes but can further be explored beyond the elaborations of the curriculum with the grade ones to build a greater depth of understanding through analysing, evaluating and creating (Lowe, 2015). Indigenous perspectives The Australian Curriculum currently is struggling with incorporating indigenous perspectives as a key focus in the curriculum properly. It is lacking the ability to normalise indigenous knowledge and instead represents
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