Educator Resource

Cultural safety: respectfully covering First Nations content

We acknowledge and pay respect to the Traditional Custodians of this nation and pay our respects to elders past and present. We acknowledge the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander peoples and that connection to Country never ends.

This lesson has been developed and created in collaboration with First Nations consultants. While every effort has been made to ensure this content's accuracy, we acknowledge hundreds of distinct Aboriginal and Torres Strait Islander groups across Australia. Therefore, we recognise that this content will not be the sole representation, voice or view of First Nations peoples and their diverse communities.

Useful resources:

https://www.narragunnawali.org.au/about/terminology-guide
https://www.narragunnawali.org.au/professional-learning/90/cultural-safety-and-respect-in-the-classroom
For exploring language, social or nation groups of Aboriginal Australia, visit the AIATSIS Map of Indigenous Australia.

Talk with Aboriginal and Torres Strait Islander students, staff, families or community members when planning to use Bright Beginnings on Country learning resources in the classroom. Local Aboriginal and Torres Strait Islander community members could be invited to share stories about their culture and experiences. This will enrich the students’ learning experiences and is especially meaningful when local perspectives are shared from the place where students live and learn.

Before approaching First Nations people, teachers should be mindful and respectful that there may already be many demands on their time for some Aboriginal and Torres Strait Islander peoples. Instead, an effective approach might be to look up the local First Nations organisation first – do some research online or ask your local council if you need a starting point. Local First Nations organisations often have information about a region's history and culture, as well as contacts. Once you have researched, use the information you find to engage with local Aboriginal and Torres Strait Islander peoples.

Understanding Country

As educators, it’s important to understand the Country you are teaching, living and learning on. For First Nations people, Country refers to the ‘lands, waters, and skies to which they are connected through ancestral ties and family origins’ (Source). This term holds various meanings for First Nations peoples, representing the diversity of Aboriginal and Torres Strait Islander peoples across the continent.

Country is considered a proper noun and should always be capitalised when referring to First Nations perspectives. For First Nations peoples, Country is often referred to in the same way a person is.

For non-Indigenous peoples, it is a sign of respect to Traditional Owners and First Nations peoples across the continent to know and acknowledge the Country you reside on. An authentic First Nations education for every child in Australia will ensure a better understanding of the local Country, First Nations peoples, cultures, languages, histories and perspectives, further enabling a more progressive, inclusive and accepting wider community (Source).

Research shows that younger Australians are more likely to know the Country they are on than older Australians, and as educators, we can work towards improving the knowledge of our students and their families through inclusive language in our classroom. For example, ‘This newsletter comes to you from Taungurung Country…’ or ‘Students have been learning about the Traditional Owners of Gundjitmara Country.’

The ability to identify the Aboriginal and Torres Strait Islander Country, language group or community you are on pays respect to your First Nations community. Recognising Country and language is also a key part of the decolonising journey and work that Australians are doing to understand First Australians (Source).

Ensuring psychological safety and inclusivity of First Nations students

It is essential to account for the experiences of Aboriginal and Torres Strait Islander students in your class. This resource is developed for mainstream classes, but it is important not to isolate First Nations students in how the material is taught. Some Aboriginal and Torres Strait Islander students may have important insights or contributions that should be welcomed. However, First Nations students should not be expected to contribute any more than other students.

Content

There are many recipes for damper out there! Some use a mix of plain and self-raising flour, some substitute milk for water, and some add all sorts of other ingredients like sultanas or sunflower seeds. The recipe we have provided here is very simple so you may prefer to look online for your own recipe.

4 cups self-raising flour
1 cup water

Pre-heat the oven to 180˚C. Mix flour and water, then knead until you have a soft, non-sticky ball of dough. Add more flour or water as required. Place the dough on a floured baking tray and press out with your knuckles to form a layer about 3cm thick.

Bake for 25 minutes or until the top is golden brown and the bottom sounds hollow when you knock on it. Slice and serve with your preferred toppings (jam, butter, honey, etc.)

Various forms of damper have been traditionally made across Australia, using the seeds, and sometimes roots or corms of the plants found in that Country. You can find out more about this process here. Some of the ingredients used in damper can be toxic, and knowledge of which foods are good and how to safely prepare and eat them is considered Indigenous Cultural Intellectual Property (ICIP). As a non-indigenous organisation, this isn’t our information to share. To find out about traditional foods for where you live, look for information shared by your local Registered Aboriginal Party or Land Council.

Measuring to Make Damper

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