Please attach this coversheet to any work submitted for assessment. Assignment Coversheet Student Name: Andrew Christian Student ID Number: 0061019354 Course Code & Title: EDC2200 Indigenous Perspectives Assessment Task: Assignment 2 Due Date: 31 October 2014 Date Submitted: 1 November 2014 You must keep an electronic copy of your assignment should it be required. Student declaration By submitting this assignment through EASE, I certify that the work is my own. Any material drawn from other sources has been acknowledged according to the USQ referencing guide in APA style. Assignment 2 Introduction In 1997, the Human Rights and Equal Opportunities Commission (HREOC) submitted the Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families (the ‘Bringing them Home’, report) to the Australian Federal Government. This reports made 54 recommendations about Australian policies and practices towards equal treatment of Australian Indigenous peoples. One such recommendation, (9b.), requested “That all under-graduates and trainees in relevant professions receive, as part of their core curriculum, education about the history and effects of forcible removal” (HREOC, 1997). This essay seeks to discuss the relevance and implications of the Bringing Them Home report’ recommendation (9b.) within the context of: government policies and practices; addressing policies of Segregation and simultaneous Assimilation and identifying the ideologies that informed their institution. The effects these policies and practices had on both individuals and community groups respectively will also be covered along with consideration of the ongoing impacts for Australian Indigenous peoples. From this discussion relevant implications will be made for future professional literacy; outlining how knowledge of forcible removal amongst pre-service teachers will impact on professional engagement and interaction with Indigenous students leading to a broadened lens of understanding and enhanced ability to aid struggling students. By addressing these issues this essay seeks to argue that education about the history and effects of forcible removal, as outlined in the Bringing Them Home report’ recommendation (9b.), is crucial to better preparing pre-service teachers for effective future professional literacy. Body The Bringing Them Home report’ recommendation (9b.) outlines “That all under-graduates and trainees in relevant professions receive, as part of their core curriculum, education about the history and effects of forcible removal” (HREOC, 1997). In 2002 the Queensland Indigenous Education Consultative Body (QIECB) made a similar recommendation, suggesting that “Aboriginal and Torres Strait Islander studies [should] be mandatory in all pre-service education courses in Queensland tertiary institutions through discrete courses or units” (QIECB, 2003). These recommendations have surfaced in a bid to reinstate relations with Australian Indigenous peoples in retrospect of past government policies and practices which resulted in the forcible removal of Indigenous children from their families. The two most influential and impacting policies that lead to the tragedies encompassed by forcible removal were the 1897 Aboriginals Protection and Restriction of the Sale of Opium Act (Qld) and The Policy of Assimilation in 1961 (Cth). Although the contents of these documents and the laws associated with each were very different in nature, the 1897 Act being fixated on the segregation of Indigenous peoples from society while the 1961 Policy focused on assimilating Indigenous peoples into non-Indigenous society, they both led to forcible removal of Indigenous children and the evident separation of families. The 1897 Aboriginals Protection and Restriction of the Sale of Opium Act (Qld) was an act of segregation (Gardiner, 2014). The act states that its purpose was “to make Provision for the better Protection and Care of the Aboriginal and Half-caste Inhabitants of the Colony” (Aboriginals Protection and Restriction of the Sale of Opium Act, 1897, Qld; Recognition of Aboriginal Customary Law (ALRC Report 31), 1986, Cth). This act instated ‘Protectors of Aboriginals’ who were placed in charge of respective districts in which they gained total control over the Aboriginal population in that region (Gardiner, 2014; Price, 2012; SLQ, 2014). According to s. 9 of the Aboriginals Protection and Restriction of the Sale of Opium Act 1897 (Qld) it was completely lawful for these Protectors to remove any Aboriginal person from their home and take them to a ‘reserve’ with the supposed intention of protecting them from potential harm. This policy was built on the ideologies of Scientific Racism and Social Darwinism. According to Marshall (1993), “the purpose of scientific racism is… to justify and protect a system that allows the exploitation of “inferior” people so that “superior” people can reap economic and political rewards” (as cited in Thompson, 2003). Similarly, Social Darwinism is built upon the work of Herbert Spencer around Charles Darwin’s (and others) evolutionist, ‘survival of the fittest’ ideologies (Ardill, 2009). The theories of Scientific Racism and Social Darwinism were invoked to justify the Aboriginals Protection and Restriction of the Sale of Opium Act 1897 (Qld) “on the basis that ‘superior people and their ways’ might be used to benefit others” (Jones, 1980, p. 151, as cited in Ardill, 2009). The economic and political rewards gained by non-Indigenous people through the institution of this act incorporated an essence of total control over Australian Indigenous peoples. Controlling such things as their ability to travel, employment opportunities, choice of who they could marry and their level of education; determining that, based in Social Darwinist ideologies, that it wasn’t worth educating them because they were ‘naturally less intelligent’ (Gardiner, 2014). The Aboriginals Protection and Restriction of the Sale of Opium Act 1897 (Qld) was later found by the Human Rights and Equal Opportunities Commission (HREOC) in their Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families (the ‘Bringing them Home’, report) to the Australian Federal Government to be “within the international definition of genocide” (Price, 2012, p. 29; HREOC, 1997). After continued mistreatment of Australian Indigenous people, separate to the 1897 Aboriginals Protection and Restriction of the Sale of Opium Act (Qld) was institution of The Policy of Assimilation in 1961 (Cth) over 60 years later. This policy was grounded with the aim to integrate Australian Indigenous peoples into non-Indigenous society. The expectation of this policy was that “all aborigines and part-aborigines… attain the same manner of living as other Australians and to live as members of a single Australian community enjoying the same rights and privileges… observing the same customs and influenced by the same beliefs… as other Australians” (The Policy of Assimilation, 1961, Cth). Similarly to the Aboriginals Protection and Restriction of the Sale of Opium Act 1897 (Qld), the Policy of Assimilation 1961 (Cth) was also found by the Human Rights and Equal Opportunities Commission (HREOC) to be an act of genocide (1997). Through “examination of the international legal definition, the Inquiry [(the ‘Bringing them Home’, report)] determined that the crime of genocide is not restricted to the immediate physical destruction of a group, but includes the forcible transfer (i.e. removal) of children with the intention to destroy, in part or whole, a national, ethnic, racial or religious group” (Price, 2012, p. 29; HREOC, 1997). The 1961 Policy of Assimilation (Cth) was seen to be genocidal due to its immediate impacts upon Australian Indigenous peoples through the forced removal of Aboriginal children for assimilation into non-Indigenous society. The effects of both the Aboriginals Protection and Restriction of the Sale of Opium Act 1897 (Qld) and the Policy of Assimilation 1961 (Cth) were both deep and far reaching; effecting Australian Indigenous peoples socially, culturally, physically and emotionally. The 1997, the Human Rights and Equal Opportunities Commission (HREOC), Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families (the ‘Bringing them Home’, report) submitted to the Australian Federal Government itemised the effects these policies had on Australian Indigenous people and presented recommendations about how to address and resolve the issues generated by previous policies. Throughout the report many anonymous first-hand accounts are presented on the effects felt by Aboriginal people. One such example of the emotional effects felt by an Indigenous family outline grief and loss: “Our life pattern was created by the government policies and are forever with me, as though an invisible anchor around my neck. The moments that should be shared and rejoiced by a family unit, for [my brother] and mum and I are forever lost. The stolen years that are worth more than any treasure are irrecoverable. Confidential submission 338, Victoria.” (HREOC, 1997, p. 4). The Aboriginal person making this statement has done so having lived through and experienced first-hand the effects of the Aboriginals Protection and Restriction of the Sale of Opium Act 1897 (Qld) and The Policy of Assimilation 1961 (Cth) (HREOC, 1997). Effects felt by Australian Indigenous peoples encompassed all aspects of life. Through the 1897 Aboriginals Protection and Restriction of the Sale of Opium Act (Qld) Indigenous people felt both the individual and community effects of a controlling non-Indigenous society. Aboriginal people lost; their ability to travel, employment opportunities, choice of who they could marry and their level of education (Gardiner, 2014) having detrimental effects on their social structure, cultural and religious beliefs, physical development and intellectual development. Similarly, the 1961 Policy of Assimilation (Cth) effected Indigenous people through the forcible removal of Aboriginal children; replacing family with emotions of grief and loss. The impacts and consequences of these policies are ongoing and continue to have an influence on Indigenous people. According to the Human Rights and Equal Opportunities Commission (HREOC), “the laws, policies and practices which separated Indigenous children from their families have contributed directly to the alienation of Indigenous societies today” (1997). The effects of these policies and still experienced by Australian Indigenous people socially, physically and emotionally along with dire impacts on cultural and religious belief retention. As stated in the Recognition of Aboriginal Customary Law (ALRC Report 31) 1986 (Cth) s. 29, “Changes in policy, even when addressed to problems created by the past, do not erase the past”; when numerous generations that have been effected it takes many generations afterwards to restore equilibrium (Gardiner, 2014; Price, 2012; Taylor, 2003). However, when combating the generational political and cultural impacts of lowered socioeconomic positioning, health concerns, lower education standards, lacking employment opportunities and high rates of incarceration it takes far more than mere policy changes and increased welfare contributions to undo the damage (ALRC Report 31, 1986; Gardiner, 2014, Nakata, 2007; Price, 2012). In accordance with attempts to reconcile Australian Indigenous and non-Indigenous relations the Bringing Them Home report’ recommendation (9b.) outlines “That all under-graduates and trainees in relevant professions receive, as part of their core curriculum, education about the history and effects of forcible removal” (HREOC, 1997). In 2002 the Queensland Indigenous Education Consultative Body (QIECB) made a similar recommendation, suggesting that “Aboriginal and Torres Strait Islander studies [should] be mandatory in all pre-service education courses in Queensland tertiary institutions through discrete courses or units” (QIECB, 2003). These recommendations have surfaced in a bid to reinstate relations with Australian Indigenous peoples in retrospect of past government policies and practices which resulted in the forcible removal of Indigenous children from their families and the subsequent consequences. As has been outlined by both the Human Rights and Equal Opportunities Commission (HREOC) and Queensland Indigenous Education Consultative Body (QIECB) alike; it is crucial that all pre-service teachers receive formal education about the history and effects of forcible removal. This is due to the fact that since merely changing government policy is not enough, more needs to be done (Taylor, 2003). By educating pre-service teachers this in turn provides the opportunity for teachers to have a positive impact on the lives of both Indigenous and non-Indigenous Australians; allowing for future generations to learn from past mistakes and prepare for a better future (Gardiner, 2014; Price, 2012). This education about the history and effects of forcible removal will also aid in increasing pre-service teacher professional skills; enabling them to interact with and engage Indigenous students in learning in a manner most appropriate to the learners. As a future professional, education about the historical, social and political circumstances that have led to these ongoing impacts is necessary because it enables teachers to engage students, address them appropriately and influence future generations of Australian leaders towards building a stronger, unified society (Gardiner, 2014). Conclusion In 1997, the Human Rights and Equal Opportunities Commission (HREOC) submitted the Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families (the ‘Bringing them Home’, report) to the Australian Federal Government. This reports made 54 recommendations about Australian policies and practices towards equal treatment of Australian Indigenous peoples. One such recommendation, (9b.), requested “That all under-graduates and trainees in relevant professions receive, as part of their core curriculum, education about the history and effects of forcible removal” (HREOC, 1997). This essay has discussed the relevance and implications of the Bringing Them Home report’ recommendation (9b.) within the context of: government policies and practices; addressing policies of Segregation and simultaneous Assimilation and the ideologies that informed their institution were identified. The effects these policies and practices had on both individuals and community groups respectively was also covered along with consideration of the ongoing impacts for Australian Indigenous peoples. From this discussion relevant implications were made for future professional literacy; outlining how knowledge of forcible removal amongst pre-service teachers makes and impact on professional engagement and interaction with Indigenous students leading to a broadened lens of understanding and enhanced ability to aid struggling students. By addressing these issues this essay has maintained that education about the history and effects of forcible removal, as outlined in the Bringing Them Home report’ recommendation (9b.), is crucial to better preparing pre-service teachers for effective future professional literacy. Reference List Ardill, A. (2009). Sociobiology, racism and Australian colonisation. Griffith Law Review, 18, 82-113. Retrieved from Academic Search Complete database. Gardiner, M. (2014). EDC2200 Indigenous Perspectives: Course Notes. Toowoomba: University of Southern Queensland. Human Rights and Equal Opportunity Commission (HREOC). (1997). Bringing them home: National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families. Retrieved October 19, 2014, from https://www.humanrights.gov.au/sites/default/files/content/pdf/social_justice/bringing_them_home_report.pdf ISBN 0 642 26954 8 Nakata, M. (2007). The Cultural Interface. The Australian Journal of Indigenous Education, 36, 7-14. Retrieved from http://search.informit.com.au.ezproxy.usq.edu.au/fullText;dn=903053619367156;res=IELAPA Price, K. (Ed.). (2012). Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Melbourne: Cambridge University Press. Queensland Indigenous Education Consultative Body (QIECB). (2003). Position paper: Response to schooling and teacher education. Brisbane: Queensland Government. Recognition of Aboriginal Customary Law (ALRC Report 31) 1986 (Cth) (Austl.). State Library of Queensland (SLQ). (2014). Queensland Legislation. Retrieved October 31, 2014, from http://www.slq.qld.gov.au/resources/atsi/community-history/qld-legislation Taylor, C. (2003). Constructing Aboriginality: Archibald Meston's literary journalism, 1870-1924. Journal of the Association for the Study of Australian Literature: JASAL, 2, 121-140. Retrieved from http://www.nla.gov.au/openpublish/index.php/jasal/article/view/27/38 The Aboriginals Protection and Restriction of the Sale of Opium Act 1897 (Qld) (Austl.). The Policy of Assimilation 1961 (Cth) (Austl.). Thompson, A. (2003). Scientific racism: The Justification of Slavery and Segregated Education in America. Gaines Junction: An Interdisciplinary Journal of History, 1, 1-9. Retrieved September 13, 2014, from http://pat.tamu.edu/journal/vol-1/thompson.pdf