The Diversity Of Aboriginal And Torres Strait Islander

“We cant close the gap on health unless we talk about nutrition”. The issue of food security can have a negative impact on the wellbeing of individuals and families in Australia, there are a number of different groups who are more vulnerable to food insecurity than others, due to social whereabouts. Food insecurities is defined as “ access by all people at all times to enough food for an active healthy life” by saying this Australia has been shown as food secure but this has people asking “why are certain groups and cultures running out of food to feed there families through out the year, if we are food secure?’ about 5% of Australians suffer from food insecurities this is usually caused by the access they have to food or the inadequate food

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

It is not easy to find what make people’s identity. The causes are sometimes visible and are sometimes invisible. People often say features of appearance can be identity such as skin colour, hair colour, eyes, and body frame. Other people, however, might say languages, lifestyles, beliefs, and families make identity. In the world, the differences of these things such as appearance and beliefs have been discriminated. Especially, Indigenous people often have been invaded their cultures and lands in the world and because of this, the number of Indigenous people have decreased. The main focus of this essay is Australian Aboriginal people’s identity. Dudgeon, Wright, Paradies, Garvey, and Walker (2010, p. 6) stated: ‘Aboriginality is about descent, culture, upbringing and life experiences. Thus there are many elements which impact on forming Indigenous identity. This essay will discuss that Indigenous Identity is influenced by various surroundings including government, family and cultures. Firstly, it will introduce the author and the book details and background. Secondly, this essay will explain family member impact on identity development. Thirdly, it will also describe the connection between identity and kinship ties. Then, it will explain the connection between identity and Cultural Interface. Finally, it will define the impact of land right on identity.

The injustice of stereotypes begins with depictions of diverse groups as uniform. For Indigenous Australian stereotypes, there are prevailing negative views of laziness, welfare abuse, substance abuse, and criminality (Perkins, 2014). Initial negative stereotypes of Indigenous Australians were based on social-Darwinist theories (Harrison & Sellwood, 2016). However, contemporary stereotypes might be attributed to ignorance of Australia’s past paternalistic colonialism on contemporary Aboriginal and Torres Strait Islanders. Stereotypes negatively impact the Aboriginal and Torres Strait Islander peoples. This is clear in constructing identity, and the expectations others have of Indigenous Australians.

Aboriginal and Torres Strait Islanders Aboriginal and Torres Strait Islander people have faced disadvantages in various areas, particularly housing. The disadvantages these people face now are the result of policies introduced by the European settlers, then the government. The policies introduced were protection, assimilation, integration and self-determination. It is hard to understand the housing disadvantages faced by Aboriginal and Torres Strait Islander people if their history is not known.

In this essay we will try to provide a brief overview of educational issues of Aboriginal communities in Australia and Victoria and the elements that influence the educational outcomes of young Aboriginal people, such as culture and contemporary challenges. In addition to this, the inclusion of Aboriginal content in the Victorian curriculum and classroom practices will be explored as well as contemporary government policies.

Teachers in Australia have the responsibility of catering to the learning needs and abilities of the students in their classroom. Additionally they are also responsible for catering to the unique cultural backgrounds of each student, in particular the cultures of Indigenous Australians. The teacher can cater to the diverse and complex Indigenous cultures by creating a learning environment that is based on effective student engagement for Aboriginal students. Studies have shown that Aboriginal students are currently not academically achieving as well as non-Aboriginal students (What Works: Core Issue 5). Closing the academic performance gap is considered a national priority. As a result, the Aboriginal Cultural Standards Framework has been developed to ensure that schools are delivering the best possible education to all students, specifically those who identify as Aboriginal. During term 3, 2017, I completed my final practicum at Baler Primary School in a year 4 classroom. The students in my class came from a diverse range of cultural backgrounds, many of which identified as Aboriginal. Throughout this essay I will use examples from my final practicum at Baler Primary School in South Hedland to discuss how to make learning engaging, accessible and culturally responsive for Aboriginal students.

This proves that understanding racial identity is a worldwide issue. ‘In Australia, however, we don’t know the impact of racism, especially of subtle and prolonged forms of racism, on the mental wellbeing of Aboriginal children and how this impacts on their academic self-concept and consequently academic achievement and outcomes (Purdie, Milgate & Bell, 2011).

Embedding Indigenous perspectives are paramount for all students to advance as learners/active participants within society. Entrenching Indigenous perspectives via our mandated curriculum and three cross-curriculum framework concepts simultaneously helps learners develop a sense of identity. Students’ will build connections to ‘country/place’, ‘people’ via language and experiences, and ‘societies’ through the contributions of Aboriginal and Torres Strait Islander people

Embedding Aboriginal and Torres Strait Islander perspectives in the curriculum has now become a high priority amoungst schools across the nation. The Australian Curriculum, Assessment and Reporting Authority (ACARA) (2013), recognises “that the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority is designed for all students to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures”. By including this, the curriculum will continue to see Indigenous culture throughout school become part of the norm. Furthermore Indigenous Australian perspectives can and should be included in the classroom and any barriers that arise can be overcome.

Auburn is a suburb in western Sydney in the state of New South Wales Australia which had major changes that occurred over the years, the three major changes are transport population and culture.

The ‘colonisation' of Australia by Europeans has caused a lot of problem for the local Aborigines. It drastically reduced their population, damaged ancient family ties, and removed thousands of Aboriginal people from the land they had lived on for centuries. In many cases, the loss of land can mean more than just physical displacement. Because land is so much connected to history and spirituality, the loss of it can lead to a loss of identity. This paper will examine the works of Tim Rowse and Jeremy Beckett as well as other symbols of identity that are available to modern Aborigines in post colonial Australia.

According to the United Nations, food security is defined as “all people, at all times, have physical and economic access to sufficient, safe and nutritious food to meet their dietary needs and food preferences for an active and healthy life” (“Rome Declaration,” 1996). Canada has adopted this definition, although they monitor food insecurity per each household and analyze financial barriers causing the situation. Research has shown that 62.2% of households

Since British arrival, Aboriginal people have experienced marginalisation and extreme disadvantage within Australian society. Urban-based Aboriginal people, even more than those living in remote communities, have been subject to the impact of racism and discrimination on self-identity. Nonetheless, many urban-based Aboriginal people proudly identify with their Aboriginality, asserting their identity. In this case study, I will examine the identity of Aboriginal Australian’s, comparing this construction from the time period of colonisation in Australia to the current time period in Australia. Perhaps the most salient features of this construction are the impact of Australian colonisation, along with the effects of the Stolen Generation.

Food security is historically defined as the overall regional, national as well as global food supply and shortfalls in supply as associated to requirements (Foster, 1992). The same author contended that, even though, the increased observation of differences in the sufficiency of food intake by certain groups despite overall adequacy of supply, the term has been applied recently at a local, household, or individual level and it has been widened beyond notions of food supply to include elements of access (Sen, 1981), vulnerability (Watts and Bohle, 1993), and sustainability (Chambers, 1989). Different organizations, scholars and institutions define food security differently. However, basic concept remains the same.