CHCDIV002/CHCECE001 Tahlia O’Keefe-Quinn

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCECE001 Develop cultural competence

Task: Developing cultural awareness

Part A: Knowledge of Aboriginal and/or Torres Strait Islander People

Question 1 (1/2 page)

Terra Nullius translates to mean “land belonging to no one” and was used to describe
Australia when it was founded by Captain Cook. This phrase allows states to take legal
ownership of land without acknowledging current residents. In respect to Aboriginal and/or
Torres Strait Islander Peoples, terra nullius had a long-lasting impact on their lives that is still
having ripple effects in today’s societies. When Captain Cook claimed that the land was terra
nullius, it did not consider that there were over 400 nations living on Australian land. The
claim that Australia was terra nullius led to the exclusion of Indigenous Australians as
rightful occupants of the land when British colonisation occurred. Claiming terra nullius
meant that British colonisers could take ownership of Australian territories, denying
Indigenous peoples their connection to, and occupation of, the land. In 1982, Eddie Mabo and
4 other Indigenous Australians challenged the government to reclaim ownership their
traditional land. This claim eventually led to the Native Title Act (1993) which recognises
that Indigenous Australians had a prior claim to land that was taken and claimed by British
colonisers. Native title also recognises that Australia was not terra nullius when British
colonisers founded the land, and that the legal framework that had been developed under this
assumption violated international human rights norms and Indigenous people’s dispossession
reality.

Question 2
a) Following European settlement, there has been a drastic change in cultural practices
for Indigenous peoples. The removal land rights by European settlers meant that
Indigenous Australians have been unable to engage in cultural practices or gather on
their sacred land. This has led to cultural beliefs and practices not being passed
through generations in the same way and has created a further divide between
Indigenous and European Australians as Indigenous land is still not used by the
traditional occupants.
b) One of the largest inequalities created by the Australian government was the
Australian constitution that recognised Indigenous peoples as flora and fauna, rather
than humans and citizens of Australia. This policy resulted in active discrimination
against many populations, including ATSI peoples. This policy denied Indigenous
peoples the right to vote, be included in the Australian census or to be recognised as
Australia’s first peoples. The 1967 referendum allowed for laws to be made for ATSI
peoples and included them as a part of Australia’s demographic.
c) The Native Title Act is an example of a policy that aims to reduce discrimination
against Indigenous peoples. Similarly, Kevin Rudd’s national apology and
implementation of Sorry Day are further political supports. Although ATSI rights are

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still not fully integrated into all policies and practices, systems such at these are
significant steps to reduce discrimination.

Question 3
On the 13th February 2008, PM Kevin Rudd made a national apology in regard to the Stolen
Generation. The apology addressed the responsibility and the wrongs done by the Australian
government regarding the separation of Indigenous peoples from their families. This then led
to the implementation of strategies in the Bringing Them Home report. This event has greatly
impacted Aboriginal and Torres Strait Islander people as there is now some accountability for
the actions taken by the government during the time of the Stolen Generation. However, there
is also a common belief among Indigenous communities that an apology isn’t enough to
move on from these events and that more change to current generations should be made.

Question 4
1. Distrust of government and unknown staff is a barrier for Indigenous peoples in
relation to early education centres. As a result of historical experiences, it is likely that
many Aboriginal or Torres Strait Islander people would be fearful about leaving their
child in a government institution with strangers.
2. A lack of Indigenous representation in early childhood education centres may be
another barrier. Families may be hesitant to leave their children in a service that does
little to bring cultural awareness to the centre
3. Cost and transport may be a barrier for Indigenous families, particularly in regional or
remote communities

Question 5
a) Lack of, or difficulty accessing, culturally appropriate health services, limited
opportunities to be taught health literacy and ongoing racism are factors that
contribute to ill health and common diseases.
b) When individuals are not taught about health literacy, they have not been given the
opportunity to learn important information and skills to be able to make decisions
about their health and wellbeing. Therefore, without adequate health literacy, people
are unable to make informed decisions and access the resources necessary to improve
their health.

Question 6
Racial discrimination refers to discrimination against a person or group based on the colour
of their skin, or their racial/ethnic origin. This is often seen when people are treated more
poorly or not given the same opportunities as others due to their race. The Racial
Discrimination Act (1975) protects people from racial discrimination in Australia.

Question 7
Cultural safety refers to the creation of environments that are safe for people and are free
from assault, challenges or denial of identity and shared respect, meaning, knowledge and

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experiences. The principles of cultural safety include protocols, personal knowledge,

partnerships, process and positive purpose.

https://humanrights.gov.au/our-work/chapter-4-cultural-safety-and-security-tools-address-
lateral-violence-social-justice#Heading48
http://www.ecdip.org/culturalsafety/

Question 8
1. Having a culturally diverse early education team
2. Communicate with families about their cultural practices and aim to integrate them in
the classroom
3. Provide resources in the classroom that reflect various cultures and practices (e.g.
books, art, food)
4. Providing and engaging in cultural sensitivity training to reduce discrimination
5. Reflect on one’s own cultural beliefs and attitudes and how this may influence
perception of others in the setting

Question 9
a) Wandiyali is an Indigenous community centre in the Newcastle and Hunter Region
that focuses on supporting Aboriginal and Torres Strait Islander families and keeping
the culture strong. Other available services include the Wollotuka Institue at the
University of Newcastle, the Awabakal Aboriginal Medical Service and a range of
community groups for various cultures, interests and age groups.
b) I would share this information by first asking the family if there are any services that
they were looking for in the area. If they asked for this information, I would then offer
flyers, fact sheets or direct them to websites that explain the service in more detail. I
would also inform the family that I would be happy to assist them in finding other
appropriate services in the area.
c) Celebrating events that are important to children in the service is important to
promote all cultures and beliefs. Teaching children in the service about a range of
events and practices such as Easter, Ramadan, Chinese New Year and birthdays is a
good way to start this conversation. In particular for ATSI children, allowing access
to cultural practices such as dream time stories, using labels for items in the local
language, or incorporating Indigenous arts and culture into the syllabus helps to
promote the partnership of the daycare service with Indigenous communities.
Informing children about reconciliation week and sorry day through stories or by
inviting a community member to the centre would also be effective practices to
support participation. These practices relate to Areas 5 and 6 of the NQS.
d) I would collect information on Zac’s language and learning abilities, any challenging
behaviours, any allergies or medical concerns, any difficulties with separation or sleep
and any other relevant information about Zac that could impact his learning.
e) Quality Area 6, in particular Standard 6.1, discusses the importance of supporting
families and respecting their culture and beliefs

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Part B: Cultural competence

Question 1
Culture can be defined as the experiences, ideas and behaviours that individuals learn as they
grow up in a particular society.

Question 2
Individual values, beliefs and biases develop as a result of the culture and society that we
have been raised in. This can be from family, schools and wider communities where ideas
and practices are shared.

Question 3
Reflecting on individual values and biases and how they develop is important when
developing cultural competency. Viewing different cultural groups as ‘others’ inhibits one’s
ability to learn from other cultures and identify the similarities or differences various cultures
share.

Question 4
1. Educators can recognise the diversity in their centre and respect how this diversity
influences the children and families they are working with. This could be done by
communicating with families to understand the child’s motivations, the families
aspirations for them and their strengths and culture and incorporating these things into
the curriculum (Page 14 Belonging, Being and Becoming)
2. Educators can also take time to critically assess any inequalities or unfairness that
may arise in the classroom and take steps such as further education or discussing the
problem with staff members to ensure all children in the service are being
appropriately cared for and their culture is respected (Page 14, Belonging, Being and
Becoming)
3. Becoming aware of children’s cultural practices and including activities and games in
the classroom that are familiar is another way to increase cultural competency. This
brings a learning opportunity for the educator to research culturally appropriate
activities and also increases the children’s knowledge of various cultures and how to
appreciate and join in other people’s practices (Page 35 Belonging, Being and
Becoming).

Part C: Experiences to support cultural identity

1. Setting up goals and balls to play soccer where educators teach the children to play
- Outcome 1: Children have a strong sense of identity: children develop their
emerging autonomy, inter-dependence, resilience and sense of agency
- Outcome 4: Children are confident and involved learners
2. Including Sudanese music experience
- Outcome 4: Children are confident and involved learners: children resource their
own learning through connecting with people, place, technologies and natural and
processed materials

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3. Sudanese language programs including books and signage around the centre
- Outcome 2: Children are connected with and contribute to their world: children
become aware of fairness
- Outcome 4: Children are confident and involved learners
4. Introducing news time and encouraging children to share their culture and experiences
- Outcome 1: Children have a strong sense of identity: children develop
knowledgeable and confident self-identities
- Outcome 4: Children are confident and involved learners
- Outcome 5: Children are effective communicators
5. Offering for mum or community members to come and talk about their culture to the
class
- Outcome 2: Children are connected with and contribute to their world: children
develop a sense of belonging to groups and communities and an understanding of
the reciprocal rights and responsibilities necessary for active community
participation