The Importance Of Emu Dreaming

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

The Dreaming stories pass on important knowledge, cultural values and belief systems to later generations. This is done by song, dance, storytelling and painting. Indigenous Australians have maintained links to The Dreaming dating back from ancient times up to the present, providing a very rich cultural heritage. The role that The Dreaming plays in Indigenous Australian life is very important to this culture as it holds big significance of how Indigenous Australians and their culture came to be.

To better understand Aboriginals as a Dream Culture I want to give more insight into Aboriginal Australians general culture and their conceptions of “Dream Time.” In his discussion of religion, Mircea Eliade describes a concept of Cosmos vs Chaos (Eliade 1957). In this notion an unordered world is chaotic only until is it transposed during a sacred time: “By occupying it and, above all, by settling in it, man symbolically transforms it into a cosmos though a ritual repetition of the cosmogony” (Eliade 1957:31). In other words until a land is tamed or created it is considered unordered. This can be applied to Aboriginal’s understanding of the world prior to their current presence. Aboriginals believe that in a time before the Dreamings, the land and world was a featureless earth. It was not until the dreamtime, or time of creation: “where there is contact with appearances from both realms of inside the earth itself as from ill-defined upper region” that the earth began to have its composed landscapes (Cowan 1992:26). The Dream Time is not only a period but more of a dimension where ancestral beings moved across the earth and created not only land, but every aspect of the earth including animals, plants, and man. It is important to realize that the ancestors created the natural earth and that is why Aboriginals live a particular lifestyle. Most Aboriginals living in this cosmogony are hunter-gatherer tribes. This aspect of their life can be traced to stem from the idea of

These philosophical ways of being and abiding by are supported by the Dreamtime. The Dreamtime can be explained as ‘how the world came to be’ for Australia’s First People, centered around ‘how people must conduct their behavior and social relations’ (Broome, 2002, p. 19). There are estimated to be 600 different Indigenous countries that exist amongst the Australian continent, all with different ways of ‘doing’ (Edwards, 1998). The Dreaming is an important way of passing on knowledge, cultural values and belief systems from generation to generation (Australian Government, 2015). The deep connection that Aboriginal people have to their land is also an important concept relation to the concept of The Dreaming. The land is where the events of the dreaming occurred, with the spirit beings of The Dreaming, forming sacred parts of the Australian landscape (Edwards, 1998, p. 81). This spiritual way of being is also linked to elaborate laws of kinship (Phillips, 2005).

Indigenous education is utmost challenging to incorporate throughout the holistic approach in schools. This is why educators need to incorporate Indigenous perspectives in all units of work to build a safe, positive, yet constructive learning environment for students, families and the community. By undertaking this all students can learn in different ways to build an understanding of the history, beliefs, and Australian heritage.

The Dreaming is communicated through songs, stories and rituals, in which is explains how the “creator ancestors shaped the land and brought it to life” (Gammage, 2011, p. 1419). All of life, from religion, geography, life and more, are explained and connected to the Aboriginal people’s spirituality, land and family through this form of communication. The Dreamtime “shapes the Aboriginal people’s view of the universe and themselves” (Wierzbicka & Goddard, 2015, p. 43). The passing on of the Dreaming stories from one generation to the next was a “most important aspect of education” (Edwards, 1998, p. 83) and is seen as the fundamental reality. Edwards stated that through ritual, humans are able to “enter into a direct relationship with

In an excerpt taken from his 1953 publication titled, The Dreaming and Other Essays, W.E. H. Stanner mentions that an Indigenous Australian may refer to “the place from which his spirit came his Dreaming,” additionally, “he may also explain the existence of a custom or law of life as casually due to ‘The Dreaming’” (Stanner 1953:23). Here, Stanner not only exposes the multiplicity of Dreaming but, also, its implications on the Aborigine. The Dreaming is the larger context or the background against which they orient

Through my life, I have seen several different approaches to Indigenous people’s rights and importance in Australia. I have been fortunate enough to visit Ayers Rock and undertake a tour which allowed me to see Aboriginal culture in art and drawings as well as hearing Dreamtime stories from guides. I have also witnessed family friends who have been severely racist and disrespectful of Indigenous heritage and history. I also was lucky to work with some Indigenous students who were in Reception during my Professional Experience 1, and I was able to see first-hand how a culture clash can affect a student’s behaviour. I feel that even before entering this course, I have had the privilege of being able to observe both positives and negatives

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.

Throughout the last fifty years two diametrically opposed views have played out. H.C. Coombs argued that the priority was to use the curriculum and teaching methods to rebuild and sustain traditional Aboriginal culture destroyed by colonisation, racism and oppression. He supported Moira Kingston’s view that all Aborigines had a “world view derived from the Dreaming and irreconcilable with the demands of a modern industrialised market economy.” Sir Paul Hasluck represented the opposing assimiliationist view that schools should give priority to literacy, numeracy and technical and scientific knowledge to asssist integration in the workforce.Many theorists and practitioners have focused on the one third of students in Aboriginal schools with a specifically Aboriginal education rather than the majority attending the same schools as non-Indigenous children. In either case major problems were indentified with Aboriginal education by 2000.

In effort to improve these education attainment rates as well as to improve the quality of learning amoung Aboriginal peoples, the implementation of indigenous learning methods such as storytelling becomes an effective starting point. In particular, storytelling is seen as a tool used to preserve Aboriginal history and culture. In support, McKeough et al. (2008), affirms this notion as well: “It is through the telling of stories and legends that First Nations people preserve what is most important to them—language, traditions, culture, and identity. Stories are used to provide a sociocultural and historical account of the community knowledge from elders to youth, ensuring its survival with new generations” (p. 150). Many Aboriginal students find it difficult to learn and grasp concepts due to the predominately Eurocentric teaching methods that are employed within the

The land is a pivotal medium through which the Dreaming is communicated. Hence, when the High Court of Australia ruled that Australia’s land was occupied at the time of British settlement and overturned the notion of ‘Terra Nullius’, deeming it legally invalid, the opportunity was granted for Indigenous Australians to re-establish spiritual links with the land and their cultural

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.

Aboriginals or indigenous Australians are the native people of Australia. Aboriginals were nomadic people who came to Australia about 40,000 – 60,000 years ago from Southeast Asia. Religion is a great part of Aboriginal culture. The essay answers these questions: What do Aboriginals belief? What is a Kinship system? What is Dreaming and Dreamtime? What rituals does Aboriginals have?

The Aboriginal Dreaming refers to the religious and spiritual beliefs of the aboriginal people of Australia. The dreaming is what they base their traditional lives around, the dreaming determines their values and beliefs and their relationships with the animals, plants and environment around them. The Dreaming tells the stories that explain their views and beliefs on how the world came to be and its history and the totems which represent each historical factor of the dreaming. The dreaming stories explain how the Spirit Ancestors made the trees, rocks, waterholes, and rivers, mountains and stars as well as the animals and plants, and which spirits