Reconciliation Pedagogy
Liz Ray
Part 1: Reconciliation Action Plan
● AITSL 1.4: broad knowledge and understanding of the impact of culture and cultural identity, and the linguistic
background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Part 2: Kaurna Language Lesson Plan
● AITSL 2.4: Understanding and respecting Aboriginal students, and promoting reconciliation between Indigenous and
non-Indigenous students.
● EYLF Outcome 1: Children will begin to learn about treating others with respect by learning about Indigenous
cultures in Australia.
● EYLF Outcome 4: Children will demonstrate curious and imaginative dispositions by playing with play dough to
explore new ideas, including culture, geometry and colour.
● EYLF Outcome 5: Children will be prepared to transfer and adapt learning from this experience into future
experiences about Indigenous cultures.
● ACAMUR083: Respond to music and consider where and why people make music, starting with Australian music,
including music of Aboriginal and Torres Strait Islander Peoples.
● ACAMUM080: Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice,
movement and body percussion.
What is a RAP? How do schools develop
a RAP?
Formal statement of commitment to
reconciliation. Narragunnawali platform/website.
School’s way of commiting to Website step by step process.
supporting the cultural differences of
39 possible actions, must include 14
Aboriginal and Torres Strait Islander
minimum.
students and families.
Many schools have a RAP team or
Targets to promote reconciliation
working group to develop and
within the school community.
implement the plan.
AITSL 1.4: broad knowledge and understanding of the impact of culture and cultural identity, and
the linguistic background on the education of students from Aboriginal and Torres Strait Islander
backgrounds.
POSTER
PLAN
RAP
Aboriginal and Torres Strait Islander Languages
“We commit to providing students and children with a deeper knowledge and
understanding of Aboriginal and Torres Strait Islander cultures and identities by
learning about Aboriginal and Torres Strait Islander languages. We acknowledge
the importance of language maintenance and revitalisation efforts and will provide
students and children with opportunities to learn – or learn about – the First
Language of their local area.”
Mukarta, kartaka, mampa, tidna
● AITSL 2.4: Understanding and respecting Aboriginal students, and promoting
reconciliation between Indigenous and non-Indigenous students.
● EYLF Outcome 1: Children will begin to learn about treating others with respect by
learning about Indigenous cultures in Australia.
● EYLF Outcome 4: Children will demonstrate curious and imaginative dispositions by
playing with play dough to explore new ideas, including culture, geometry and colour.
● EYLF Outcome 5: Children will be prepared to transfer and adapt learning from this
experience into future experiences about Indigenous cultures.
● ACAMUR083: Respond to music and consider where and why people make music,
starting with Australian music, including music of Aboriginal and Torres Strait
Islander Peoples.
● ACAMUM080: Develop aural skills by exploring and imitating sounds, pitch and
rhythm patterns using voice, movement and body percussion.
Quiz Time!
References
● [Kaurna for kids]. (2015, December 15). Mukarta, kartaka, mampa, tidna [Video file]. Retrieved
from: https://www.youtube.com/watch?v=-oewPAYbdPY
● Langman, S. (2017). SA tjilbruke monument and lookout [image]. Retrieved from:
https://www.exploroz.com/places/111081/sa+tjilbruke-monument-and-lookout
● Australian curriculum and reporting authority (2018). Australian curriculum. Retrieved from
https://www.australiancurriculum.edu.au/Search/?q=ACAMUR083
● Blanch FR & Worby,G 2010, ‘The silences waiting: young Nunga males, curriculum and rap’,
Curriculum Perspectives, vol. 30, no. 1, pp. 1-13.
● Body Parts in Kaurna
● O’Donoghue, L, 2016, ‘Reconciling the Nation in the 21st Century: Hopes, fears, and dilemmas’ in
G Worby, T Kennedy & S Tur (eds), The Long Campaign: The Duguid Lectures, 1994-2014,
Wakefield Press, Adelaide, pp. 62-74.
● Reconciliation Action Plan. (2018). Retrieved from https://www.narragunnawali.org.au/raps/what-is-
a-rap
References
● Reconciliation Pedagogy (2018). Flinders University. Retrieved from
http://www.flinders.edu.au/ehl/screen-and-media/collaborations/reconciliation-pedagogy.cfm
● Staines, J. & Scarlet, R. R. (2018). The Aboriginal Early Childhood Practice Guide. Australia:
Multiverse Publishing.
● White C 2009, ‘"Rapper on a rampage": theorising the political significance of Aboriginal Australian
Hip Hop and Reggae’, Transforming Cultures eJournal, vol. 4, no. 1, pp. 108-130.
● Worby, G R, Rigney, L H & Tur, S U 2006, ‘Where salt and fresh waters meet: Reconciliation and
change in education’, in G Worby, L-I Rigney (eds), Sharing spaces: Indigenous and non-
indigenous responses to story, country and rights, API Network, Perth, WA, pp. 418-447.
