1. Talya Collins, Corrine Conneely, and Jodie Costas TORRES STRAIT ISLANDS HISTORY AND CULTURE Aboriginal histories and cultures. Australian Curriculum.edu.au

2. Acknowledgement of Country We respectfully acknowledge the Elders and custodians of the Whadjuk Nyungar nation, past and present, their descendents and kin. The Curtin University Bentley Campus enjoys the privilege of being located in Whadjuk/Nyungar Boodjar (country) on the site where the Derbil Yerrigan (Swan River) and the Djarlgarra (Canning River) meet. The area is of great cultural significance and sustains the life and wellbeing of the traditional custodians past and present. As representatives of Curtin University we are proud to honour the Nyungar people and value this place of shared learning. We recognise the impacts of colonisation on Indigenous Australians and as active participants in reconciliation we are committed to moving forward together in a spirit of mutual honour and respect (Curtin University, 2012)

3. Identity The Torres Strait stretches for 150km between Cape York and the coast of Papua New Guinea, north of Queensland. The strait occupies over 100 Islands, reefs and sandbanks ( Stuart, 2011). Although the Torres Strait Islands lie between Australia and Papua New Guinea (PNG), it is the country of PNG that Torres Strait Islander people identify with (Lui, 1996). Torres Strait Islanders are not mainland Aboriginal people and often are misidentified. They are separate in many factors such as origin history and way of life (Maximillan, 2001). 91% of Torres Strait Islanders traditional area is open ocean. The sea is known to be central to their sense of identity having determined their way of life, subsistence practices and ceremonial life (Lui,1996). The sea remains the source of inspiration for many of their songs, stories and is treated with a high amount of respect. Torres Strait Islands Flag The Torres Strait Islander Flag is an official flag of Australia, along with the Australian National Flag and the Australian Aboriginal Flag. The Torres Strait Islander Flag stands for the unity and identity of all Torres Strait Islanders. It is flown to celebrate and promote greater understanding of Indigenous peoples and their culture (Australian and Torres Strait Islander Commission, 2000). This flag was designed as a symbol to represent identity and unity of the Torres Strait islander people and each piece of the flag was designed to symbolize their culture. Green: Represents the land Blue: Represents the sea White: Represents peace Black: Represents the Indigenous peoples The Dhari or headdress represents Torres Strait Island people and the five pointed star represents each of the 5 major Island groups. The star was included to highlight the seafaring traditions of the Torres Strait (ATSIC, 2000). Torres Strait Islander flag” (ABC TV, 2012) “Map of Torres Strait Islands” (Commonwealth of Australia, 2009) “Shark Dance” (Native Title, 2012)

4. History In recent years the most significant event in the recognition of Indigenous rights in the Torres Straits and Australia, was the decision on the Mabo Land case which started in 1982 and ran for 10 years ( Lui, 1996). Koili Mabo is a very well known Torres Strait Islander who with the help of four other Islanders from Murray Island in the eastern Torres Strait, initiated the case in the high court of Australia to rectify that the people of the Murray Island are the traditional owners of the lands and have the distinct rights to their traditional land (Lui, 1996). In June 1992 the court ruled “the Meriam people of Torres Strait Islands are entitled as against the whole world to possession, occupation, use and enjoyment of the lands of the Murray Islands” (Eddie Mabo and Others VS State of Queensland, High Court of Australia, cited in Lui, 1996). The outcome from this issue allows the traditional owners of the land the rights to their land giving the Indigenous people some power. It allows the nation to address traditional land ownership. After world War Two, a mass amount of Torres Strait islanders migrated to the Australian mainland. Many of these people migrated voluntarily as they were seeking work or better life opportunities for their families. Others were forcibly removed from the Islands as threat which is evidence of the unfair circumstances experienced in the Torres Strait. Other Islanders migrated because of environmental circumstances, such as evacuation required during flooding (Watkin, 2009). Torres Strait (janesoceania.com) Sorry day. (liferemixed.com) Maboday Torres (Takver.com)

5. Culture Torres Strait Islanders do have similarities to mainland Aboriginals but they also have their own cultural aspects and stories dependent of their location and experiences. Leah Lui (1996) explained " what makes us Torres Strait Islanders is our languages, dances, our songs, our myths, legends and ceremonies. And although these have changed we have adapted as we came into contact with Pacific Islanders and missionaries". Torres strait Islanders are their own people and their cultural makeup differentiates them from mainland Aboriginals. Overall Torres Strait Islanders are mainly christen people, however over time their Christian beliefs have been woven into their cultural practices (Lui, 1996). Traditionally Islanders formed three major groups. These groupings were based on similarities and differences in way of obtaining food, ritual practices and the geophysical features of the islands. The basic division however, was between East and West on the basis of language (Lui,1996). Language There are two traditional languages spoken in the Torres Strait: Kalaw Lagaw Ya - This is similar to Aboriginal languages and is spoken on western, central and northern islands. Individual dialects are also found on each of the islands. Meriam Mir - This is the language of the eastern islands (including Mer) and is derived from Papuan languages. Individual dialects are also found on each of the islands. Spirituality, beliefs and traditions One of the main ceremonies which brings them together to celebrate their culture is the tombstone unveiling ceremony. When someone passes away in their culture it initiated the performance of certain rite. The tombstone ceremony involves the public unveiling of the tombstone which is then blessed by a priest ( Lui,1996). The unveiling is followed by feasting and traditional dancing to celebrate the occasion. It is symbolic of the final resting place for the spirit of the deceased and the end of mourning. The performance of the ceremony continues today on the islands and the mainland. Tombstone unveiling(inviewmedia.com.au) Land, sea, sky, in and out. ( aboriginal.art.com.au)Des.mob (tsi.org.au)

6. Educating & Teaching Governments across Australia recognise Aboriginal and Torres Strait Islander people as the First Australians with one of the oldest continuing cultures in human history. They affirm the right of Aboriginal and Torres Strait Islander people to sustain their languages and cultures and acknowledge associations with the land and water. Governments have agreed to take urgent action to close the gap between the life outcomes of Aboriginal and Torres Strait Islander people and other Australians. To drive action, the Prime Minister, Premiers and Chief Ministers have agreed through the Council of Australian Governments (COAG) to six ambitious targets: Australians and other Australians within a decade (by 2018). Achieving these targets will require significant effort and collaboration by governments, their agencies, communities and the non-government, corporate and philanthropic sectors. Targets have been built into funding agreements between the Australian Government and State and Territory Governments and non- government education providers as part of national arrangements. close the life expectancy gap within a generation halve the gap in mortality rates for Aboriginal and Torres Strait Islander children under five within a decade ensure all Aboriginal and Torres Strait Islander four year olds in remote communities have access to early childhood -education within five years (by 2013) halve the gap for Aboriginal and Torres Strait Islander students in reading, writing and numeracy within a decade (by 2018) at least halve the gap in Aboriginal and Torres Strait Islander Year 12 attainment or equivalent attainment rates by 2020; halve the gap in employment outcomes between Aboriginal and Torres Strait Islander Lyn,M.Education ( hreoc.gov.au) Barinya ( astartinlife.org.au) Header Teaching Education (volunteersaustralia.com.au)

7. Challenges and Issues Family attitudes Obligations Socioeconomic status Cultural attitudes Language Teacher attitude & behaviour Attendance at school Torres Strait Islanders live in the Strait, on mainland Australia and, as is sometimes the case, spend time residing in both areas. Several issues were indentified for those islanders living on the mainland, often resulting in interpersonal and intrapersonal conflicts and pressures they include: Efforts to preserve culture in an environment dominated by Anglo- Saxon Norms The changing nature of communication between youth and aged The adoption of a foreign culture Being classified as Aboriginal (meaning the culture) Lack of recognition of Torres Strait islanders as belonging to a distinctive culture separate to aboriginal Lack of representation in policy making areas Lack of awareness that there is no Torres Strait Islander representation; Discrimination in employment Ignorance on the part of service providers Difficulty of obtaining proof of identity in southern states Hostility from; Aboriginal people and others when Torres strait Islanders attempt to access services Denial of services on racial grounds Failure to identify Torres Strait Islanders as Indigenous Australians The education system; failing to acknowledge and made provision for Torres Strait Islanders and their culture Lack of recognition of July 1 being Torres Strait Islanders National Day Culture taking second place to Governmental Departmental rules (eg Traditional Adoptions) Break up of family groups Changing roles of men Changing roles of women (Dudgeon, Garvey & Pickett, 2000) Challenges when teaching these students

8. Classroom Strategies and Resources In 1985 Education Queensland took complete responsibility for the education of children of Torres Strait that were being school in the public system, with cultural awareness being included as an important part of training for teachers of Torres Strait Islander children (Shnukal, 2001). In the classroom this has gone further with the implementation of programs that incorporate cultural and linguistic awareness through spirituality and storytelling that involves the use of symbols, images and learning maps. An important point to remember is that teachers need to value and understand the features of Torres Strait Islander children’s first languages whilst building their Standard Australian English (SAE) skills. It is necessary for teachers to ensure that all students’ needs are catered for in the classroom; providing an inclusive learning journey that helps to maintain individual’s identity Additional learning and teaching strategies can include: Integration of Torres Strait Islander perspectives into the curriculum Apply units of study that include Torres Strait islander cultural and language programs. These can involve Torres Strait Islander members of the community/ role models. Modelling and scaffolding to ensure that students can deconstruct and then reconstruct concepts; students should watch first and then attempt. Linking language to children’s cultural experiences to provide a platform for constructing new learning Create a classroom environment that has a feeling of belonging for all children. This can be done through cultural displays/decorations. Incorporate learning through play and music; providing more kinaesthetic learning experiences (The State of Queensland Commission for Children and Young People and Child Guardian, 2012). Development of school-community based VET programs. Incorporate use of ESL/ESD teaching methodologies and practices (Dhinawun Consultancy, 2011). Use of dialogue circles to engage children in collective learning and build respectful relationships. This process allows children to have their own chance at speaking whilst everyone else listens intently (Queensland Studies Authority, 2010) Front (aecsl.org.au) lip_image006 (gamarada.org.au)

9. Curriculum In educating Torres strait islanders and Aboriginal students the Australia Government has a resource called ' The National Aboriginal and Torres Strait Islander Education Policy (AEP)' which brings major and long term goals into education for Indigenous students. MAJOR GOAL 1 - Involvement of Aboriginal and Torres Strait Islander People in Educational Decision-Making - To establish effective arrangements for the participation of Aboriginal and Torres Strait Islander parents and community members in decisions regarding the planning, delivery and evaluation of pre-school, primary and secondary education services for their children. MAJOR GOAL 2 – Equality of Access to Education Services - To ensure that Aboriginal and Torres Strait Islander children have access to school services and education on a basis comparable to that available to other Australian children of the same age. MAJOR GOAL 3 – Equity of Educational Participation - To achieve the participation of Aboriginal and Torres Strait Islander children in pre-school education for a period similar to that for other Australian children. MAJOR GOAL 4 – Equitable and Appropriate Educational Outcomes - To enable Aboriginal and Torres Strait Islander attainment of skills to the same standard as other Australian students throughout the compulsory schooling years. (Australian Government, 2011) reconciliation_497x330 ( australiaday.org.au) 0.jpg ( wn.com) In the Australian curriculum a framework has been structured so that it includes Aboriginal and Torres Strait Islander Peoples’ identity, history and culture and that these factors are included across all learning areas. This will help learners develop their understanding and knowledge of Australia “by engaging with the world’s oldest continuous living cultures” (Australian Curriculum Assessment and Reporting Authority, 2012).

10. Curriculum A set of organising ideas (OI) help to reflect the knowledge, understandings and skills to enable this learning to eventuate. OI.1 Australia has two distinct Indigenous groups, Aboriginal Peoples and Torres Strait Islander Peoples. OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia. OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. Culture OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups. OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing. OI.6 Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses. People OI.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia. OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures. OI.9 Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and globally. 63968-1(media.uow.edu.au) “Educators recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing. For Australia it also includes promoting greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being. When school age care educators respect the diversity of families and communities, and the aspirations they hold for children, they are able to nurture children’s wellbeing and foster children’s development. They make program decisions that uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued, and respond to the complexity of children’s and families’ lives.” (DEEWR,2011. p.110).

11. Conclusion Through the use of stories, images, symbols, learning maps that include hands-on visual activities and small group work, the Australian Curriculum can be used in the classroom to promote greater understanding and respect for Aboriginal and Torres Strait Islander History and Culture English (Year 3)History (Year 3)(Science (Year 2) Language Variation & Change (ACELA1475) Historical Knowledge – Community & Remembrance (ACHHK06O) Science as a Human Endeavour – Use & Influence of Science (ACHHK063) Content Description: Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning Content Description: The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) Content Description: People use science in their daily lives, including when caring for their environment and living things Elaborations: Learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately Elaborations : Identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spirituality Listening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong to Elaborations : Finding out about how Aboriginal and Torres Strait Islander people use science to meet their needs, including food supply exploring how different cultures have made inks, pigments and paints by mixing materials (Australian Curriculum Assessment and Reporting Authority, 2012)

12. References ABC TV. (2012). Torres Strait Islander flag [Image]. Retrieved from http://www.abc.net.au/indigenous/education/torres_strait_islander_flag.htm http://www.abc.net.au/indigenous/education/torres_strait_islander_flag.htm ABC TV. (2012). unaustrali_m1992863 [Image]. http://www.abc.net.au/indigenous/education/torres_strait_islander_flag.htmhttp://www.abc.net.au/indigenous/education/torres_strait_islander_flag.htm Aboriginal and Torres Strait Islander Commission(2000) retrieved http://www.aiatsis.gov.au/fastfacts/tsiFlag.htmlhttp://www.aiatsis.gov.au/fastfacts/tsiFlag.html Australian Curriculum Assessment and Reporting Authority. (2012). Aboriginal and Torres Strait Islander histories and cultures. Retrieved from http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories- and-cultures Australian Institute of Aboriginal and Torres Strait Islander Studies (2012). The Torres Strait Islands Flag. Retrieved from http://www.aiatsis.gov.au/fastfacts/tsiFlag.html http://www.aiatsis.gov.au/fastfacts/tsiFlag.html Charles Stuart University (2011). Social Justice and Human Rights Issues: A Global Perspective. Retrieved from http://hsc.csu.edu.au/ab_studies/rights/global/social_justice_global/sjwelcome.responsenew2.html. http://hsc.csu.edu.au/ab_studies/rights/global/social_justice_global/sjwelcome.responsenew2.html Commonwealth of Australia. (2009). Map of Torres Strait Islands [Image]. Retrieved from http://www.fahcsia.gov.au/about/publicationsarticles/research/occasional/Documents/op17/sec1.htm http://www.fahcsia.gov.au/about/publicationsarticles/research/occasional/Documents/op17/sec1.htm Department of Education, Employment and Workplace Relations. (2011). My time, our place. Retrieved from http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Documents/AgeCareinAus.pdf Dhinawun Consultancy (2011). What works: 101 Effective Teaching Strategies for Aboriginal and Torres Strait Islander Students. Retrieved from http://www.ascqld.org.au/LinkClick.aspx?fileticket=9eTRh%2FNRbbs%3D&tabid=187.http://www.ascqld.org.au/LinkClick.aspx?fileticket=9eTRh%2FNRbbs%3D&tabid=187 Dudgeon. P, Garvey.D, Pickett.H. (2000). Working with Indigenous Australians: a handbook for psychologists.Perth, W.A. : Gunada Press. Retrieved from http://edocs.library.curtin.edu.au/eres_display.cgi?url=DC60260619.00.Whole_Document.pdf&copyright=1 http://edocs.library.curtin.edu.au/eres_display.cgi?url=DC60260619.00.Whole_Document.pdf&copyright=1 Lui, L (1996) Cultural Identity and Development in the Torres Strait Islands. Indira Gandhi National Center for the Arts, New Delhi. Retrieved from http://ignca.nic.in/ls_03009.htmhttp://ignca.nic.in/ls_03009.htm

13. References Native Title. (2012). Shark dance [Image]. Retrieved from http://nativetitle.org.au/profiles/profile_TSI_Mer_Gedkem_Le.htmlhttp://nativetitle.org.au/profiles/profile_TSI_Mer_Gedkem_Le.html Maximilian, B. (2001). Multicultural Queensland 2001: 100 years, 100 communities, A century of contributions. Brisbane, Queensland: The State of Queensland (Department of Premier and Cabinet. Ministerial Council for Education, Early Childhood Development and Youth Affairs, and Education Services Australia. (2010). Aboriginal and Torres Strait Islander Education Action Plan 2010-2014. Retrieved from http://www.mceecdya.edu.au/verve/_resources/A10- 0945_IEAP_web_version_final2.pdfhttp://www.mceecdya.edu.au/verve/_resources/A10- 0945_IEAP_web_version_final2.pdf Queensland Government Department of Education, Training and Employment. (2008). Bound for success: Education strategy for Torres Strait. Retrieved from http://education.qld.gov.au/schools/indigenous/strategies/bfs-torres-strait.htmlhttp://education.qld.gov.au/schools/indigenous/strategies/bfs-torres-strait.html Queensland Studies Authority. (2010). Dialogue circles. Aboriginal and Torres Strait Islander Perspectives – Resources. Retrieved from http://www.qsa.qld.edu.au/downloads/approach/indigenous_res_dialogue_circ.pdf http://www.qsa.qld.edu.au/downloads/approach/indigenous_res_dialogue_circ.pdf Shnukal, A. (2001). Torres Strait Islanders. In B. Maximilian (Ed.), Multicultural Queensland 2001: 100 years, 100 communities, a century of contributions 2001 (pp. 21-35). State of Queensland (Department of the Premier and Cabinet). The State of Queensland Commission for Children and Young People and Child Guardian. 2012. Forum – Aboriginal and Torres Strait Islander kids in care: Improving educational outcomes. Retrieved from http://www.ccypcg.qld.gov.au/pdf/news/Discussion- Summary-Focus-forum.pdfhttp://www.ccypcg.qld.gov.au/pdf/news/Discussion- Summary-Focus-forum.pdf University of Wollongong. (2010). 63968-1 [Image}. Retrieved from http://media.uow.edu.au/news/UOW074067.html Watkin, Felecia (2009) My island home: a study of identity across different generations of Torres Strait Islanders living outside the Torres Strait. PhD thesis, James Cook University. Retrieved from http://eprints.jcu.edu.au/11642/http://eprints.jcu.edu.au/11642/ ALL IMAGES NOT INDIVIDUALY LISTED HAVE BEEN RETRIEVED FROM GOOGLE IMAGES http://www.google.com.au/imghp?hl=en&tab=ii