Abstract:
Our education system has always seen a need to teach its students about Aborigines, albeit to a varying degree and purpose. At best, this was poorly done as the methodology and content were always a reflection of the perceptions of Aborigines held by Europeans at any given time. Since teachers and parents of today have themselves been a product of the same education system, our task in dismantling the cycle of inaccuracy and cultural stereotyping is a difficult one. Most children's perceptions of Aborigines are further limited to what is commonly portrayed by the media - the semi-traditional lifestyle of the Western Desert regions. Little or no recognition is given to the large urban population living a modern lifestyle at our doorstep, with its rich cultural heritage and strong sense of its Aboriginality. The child's understanding of Aboriginal lifestyle gained by such limited exposure is usually transferred to all Aborigines, wherever their location. This often comes with the belief that all participate in the more publicised activities, such as throwing boomerangs or eating witchetty grubs. What has long been needed is a curriculum ideology that strives to redress the historical imbalance in our teaching of Aboriginal Studies. Fortunately, there is evidence that such a view is gaining support by educationalists. Aboriginal Perspectives in the Curriculum (Catholic Education Commission of Victoria, 1991) as it has come to be known, denotes a philosophy insisting that Aboriginal studies be taught from the perspective of the Aborigine. It follows then, that Koorie leadership be allowed for teaching and content decisions. A large stumbling block immediately faces the teacher intending to implement such a policy. This is the lack of up-to-date educational materials designed from a Koorie point of view, and resources leading students to greater awareness of urban Koories today in the local situation. The kit Tamara's Weekend is a response to this need.