Winanga-y Bagay Gaay: know the river’s story - a conversation on Australian curriculum between five Indigenous scholars
Journal Publication ResearchOnline@JCUAbstract
K. Lowe, V. Backhaus, T. Yunkaporta, L. Brown and S. Loynes acknowledge our old people, our communities and the traditional owners of country everywhere this message goes. The message is a call to end the deficit logic, or low expectations that currently inform Indigenous education policy and curriculum. We acknowledge in particular the custodians of the Gamilaraay/Yuwaalaraay languages which are used in the title of this work, and the custodians of their country, the landforms of which informed the unifying analogy and structure of this work. This framework was innovated by high school student and co-author S. Loynes, who drew upon ancestral knowledge inherited from her mother’s family to develop the land-based analogy and its Indigenous language title. The river analogy has four stages or levels of knowledge, which will inform both the structure and the cultural integrity of this publication. 1. Mountains to sea — The land directs the movement of the river, from the mountains to the sea. 2. Water shapes river banks — The water flow shapes its river banks, journeying on its own path from the mountain to the sea. 3. Landscape moves, grows — The landscape has continued to grow and move with the river, aiding in its journey across the terrain. 4. Layers of landscape — The river builds and grows stronger travelling through all layers of the landscape.
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Curriculum Perspectives
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34
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2367-1793
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3
Pages Count
33
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Australian Curriculum Studies Association
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