Cultural Plunge: Analyzing the Film: “Sweet Country” (2018)

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Cultural Plunge Film: “Sweet Country” (2018) Sweet Country (2018) is an indigenous-oriented film set in a period in 1929 in the Northern Territory Frontier Australia, during a period when justice is put on trial. The film is set in Western Australia in the 1920s, during a time when there us a lot of space in the Northern Frontier in which its events are set (Quirk & Murphy, 2020). The film showcases a sparsely populated Northern Territory, retelling a harsh story against the backdrop of a divided society as the European settlers displace the Aboriginal Australians during the interwar period in Australia.

Findlay (2020) notes that the Sweet Country is described as a true depiction of indigenous history and western general themes, the film is referred to as a grim, historically inspired story of death and injustice to the Aboriginal Australian community. Whereas this film, draws upon and subverts elements of the classic western, it would be a remarkable resource in indigenousoriented teaching as it highlights complex observations on white and indigenous coexistence in the past, and how the traditions at the time have infiltrated or influenced the present.

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According to the film’s director, Warwick Thornton, the stories he accounts in the film are true as told to him by his grandfather. One of the scenes depicts the true story of an Aboriginal man known as Wilabetra Jack, who in the 1920s faces arrested and was tried for the murder of a white man in central Australia (Attfield, 2020).

The film is an important resource for supporting teaching about the history of the Torres Islanders and how this indigenous community was impacted by the coming of the European Settles in the Western Territory. Sweet Country brings to us the storyline into an ancient western, that is set among vast spaces and open skies, during the colonial dark past. The storyline in the film, captures the story of an indigenous stockman, Sam, who shoots a station owner drunkard and abuser, Harry Mach. When Sam and his wife Lizzie flee, they are pursuing across the Northern Territory by Sergeant Fletcher (Attfield, 2020). The film addresses the plight of the Torres Islanders during the period of colonization, reflecting the heart of isolation and displacement that the indigenous communities experience.

Despite the challenges that the Torres Islanders were confronted with, Sweet Country is a reflection of the consequences of white invasion which endure in the present day in Australia, with the Aboriginal communities having been subjected to historical injustices and unfair treatment. The film is an ideal learning resource as it showcases the Torres Islanders’ people, places, and spaces.

The film, Sweet Country, will be used to support teaching in math and physics as it documents the developments among the Torres Islanders ten years after the first world war, and the impact of war on the white inhabitants. The events in the film document the severe racism faced by aboriginal communities and the techniques used by indigenous workers to build the country. Besides, the storyline for Sweet Country is rich, accomplished, and is grounded in a

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terrible history of oppression and severance of the Aboriginal communities, providing confronting reality for the contemporary audiences and the plight of these communities in the hands of colonizers.

Resource 2: Textbook In the book, Price (2012) outlines the Torres Islander education and approaches that the teaching fraternity can embrace to respond to the Australian’s government commitment to close the gap on the Aboriginal communities’ disadvantage. The book is a useful learning resource as it prepares students both in the classroom and the community environments. For many decades, Aboriginal and Torres Strait Islander educators have been advocating for quality resources that will better equip the classroom teacher so that they develop the competence and skills to effectively impart knowledge to students (Teasdale et al., 2018). The book, therefore, offers clear insights into Aboriginal and Torres Islander education while presenting personal perspectives and experience from aboriginal educators and teaches, For teachers teaching math and physics across all levels, quality teacher education is an integral aspect of student development, Therefore, this textbook is a resourceful text that is aimed at positively influencing students’ performance through quality teaching (Teasdale et al., 2018). Teachers handling Aboriginal and Torres Strait Islander children in urban, rural, and remote schools at early childhood, primary and secondary levels can effectively use this resource to understand the social, cultural, and historical contexts of Aboriginal and Torres Islander education. The unique education resource has also been authored by a team of highly regarded and experienced Aboriginal and Torres Strait Islander scholars, who present workable strategies that can be applied to teach indigenous education to students

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The textbook is also ideal in the contemporary teaching environment as each chapter engages the reader and connects learning to real-world issues, promoting opportunities to learn across all subjects. The resource gives teachers an opportunity to become familiar with Australian history since colonization, and understand the impact of that history on education outcomes among Aboriginal and Torres Strait Islander students (Sellwood & Angelo, 2013).

Indeed, teachers who become more culturally competent having used this resource are able to teach indigenous education and provide learning that creates a pathway to independence, employment, and lifelong success. Increased understanding and respect for indigenous Australian communities play a significant role in bringing forth accelerated improvement in education.

The critical essence of education, especially in numeracy and language, and its impact on enhancing the lives and experiences of Aboriginal and Torres Strait Islander people cannot be disputed. With the gains that have been made in promoting indigenous education in recent years, this book is a useful resource in promoting knowledge and cultural understanding among students. The resource contributes to learning in that it equips teachers with knowledge of aboriginal and Torres Islander people, to ensure that students receive an education that enables them to participate in understanding the true history of our nation (Bodkin-Andrews & Carlson, 2013). The resource also contributes to teacher development of their cultural competence so that

Aboriginals and Torres Islander students are provided with opportunities to grow and learn. The resource also assists teachers in gaining knowledge and understanding in indigenous education and provides them with useful tips on how they can effectively work with students. The book is also a reputable resource as it has been authored by Aboriginal and Torres Strait Islander

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scholars who have shared their individuals and professional experiences combined with substantive research on teaching students in indigenous learning programs.

Resource 3: The Koori Mail Newspaper The Koori Mail is an indigenous Aboriginal and Torres Strait Island newspaper that is labeled as the voice of Indigenous Australia. The Australian newspaper has been published and owned by Indigenous Australians since 1991 (Koori Mail, 2021). The publication is made fortnightly in both printed and electronic format. The newspaper is a very valuable resource for integrating indigenous education into Australian education. It is an ideal resource for integrating indigenous education as part of the curriculum as it effectively documents indigenous places, people, and events regarding the aboriginal and Torres Strait Islander communities. The newspaper is owned by five community-based indigenous organizations that are based in northern South Wales, and the proceeds from the magazine are allocated to community projects.

The Koori Mail was coined by the Aboriginal Australians residing in Southern New South Wales and Victoria. The Koori Mail was originally documented in indigenous languages, particularly the Awabakal Language, thus it brings forth a rich blend of knowledge regarding indigenous dialects and practices. The Koori Mail is a resourceful resource to support learning and teaching in the classroom as it is run by the Aboriginal and Torres Strait Islander people, through five Aboriginal community organizations that are based in New South Wales (Bednareck, 2020).

Considering that this resource is published fortnightly, then educators can keep a tab with news and information on aboriginal and Torres Strait Islander people, communities, and events throughout Australia.

The Koori Mail is a valuable resource that covers general news, health, education, culture, the arts, and cultural information regarding the traditional communities. The publication

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has correspondents and contributors in every state and territory, thus the articles are documentation of indigenous events and happenings among indigenous communities. Based on 2021 statistics, it is estimated that the circulation of the Kori Mail is around 10,000, with a huge potential of generating more publications to be rolled out in learning institutions to ensure that students are well versed with the indigenous cultures and beliefs (Osmond, 2020). The huge potential of increased circulation of the journal is remarkable in ensuring that it reaches more educators and learners across Australia. Besides, the fact that the proceeds from the sale of Koori Mail are used to support community initiatives to enhance indigenous culture and other programs to enhance the wellbeing of Aboriginal and Torres Strait Islander communities.

The editor of Koori Mail describes the publication as a medium for exchanging knowledge, sharing culture, and brings Australians together as they get connected and keep the voice of the indigenous communities. The Koori Mail includes articles in all subjects, thus it would be relevant in teaching mathematics and physics in the classroom setting as it includes articles in all subjects. The publication’s archive is available free-of-charge and is also available via the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS), thus can be accessed by students and teachers to enhance their knowledge about indigenous communities and culture.

Resource 4: Media-The Aboriginal Australia Map The Aboriginal Australia Map is a wall map representing the work undertaken for the Encyclopedia of Aboriginal Australia. The map has been documented as being published resources available between 1988 and 1994 (Alderman, 2020). The map is a representation of languages, tribes, and national groups of Australia's indigenous communities. The Aboriginal Australian map is published by the Aboriginal Studies Press, which is Australia’s leading

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publisher of Australian indigenous studies. The media has an eye for identifying compelling and award-winning narratives regarding the unique heritage and diverse lives of Australia’s indigenous communities.

The Aboriginal Studies Press is mandated to publishing results of Aboriginal and Torres Islander Studies through the publishing arm of the AIATIS, and the Map of aboriginal Australia is one of this media's leading publications. The Aboriginal and Torres Strait Islander Australia is comprised of different and distinct groups, with each adopting its own cultural customs, languages, and laws. The map showcases these communities' unique culture, customs, language, and laws. A map is a resourceful tool for learning as it showcases the original residents of the Aboriginal and Torres, which are the world’s oldest surviving cultures as they continue to be expressed in dynamic and contemporary ways.

The Map of Aboriginal Australia would be applied and used as a resourceful learning tool to impart knowledge to students across different levels. The map attempts to represent the language, social, and national groups of Aboriginal Australia. The map is a representation of the indigenous grouping of people including clans, dialects, or individuals in large groups (Fergus, 2019). The map was developed following the evaluation of published resources from the eighteenth century to the late twentieth century. Whereas the documentation of these groupings may not be exact and the boundaries may have been dynamic, it is a representation of these native communities and it would be a resourceful tool for showcasing the original resident areas of these indigenous communities.

For teachers and students, the AIATSIS map serves as a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia. By examining this map as part of their learning, students are likely to identify the language and ethnic groups of indigenous

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Australian communities. The map only indicates the general locations of the indigenous communities, which may include smaller groups. By examining this map and using it in the classroom context, the teacher will impart knowledge to learners about the way languages and group names are organized and spelled.

The borders between groups as showcased on the map are a purposeful representation of the places occupied by the Aboriginal communities. The information provided on the map can be substituted using other information sources such as books or journals. The AITSL standards require that teachers make use of these indigenous sources to promote effective teaching in 21stcentury schools to enhance educational outcomes for students.

Resource 5: Journal- Australian Aboriginal Studies journal The Australian Aboriginal Studies (AAS) journal is a quality multidisciplinary journal that demonstrates the vision of the world's largest indigenous network, where native languages and cultures are recognized, valued, and respected. The AAS Journal is a collection of articles that articulate the way in which research approached and methodologies are underpinned by decision-making and used in supporting the spread of indigenous languages and cultures.

Teachers can readily access the AAS Journal by subscribing to receive each new issue (Chiu & Cho, 2021). The journal is published twice a year; thus educators can easily access an updated publication.

The resource would be effective in teaching mathematics and physics across all levels as it is an interdisciplinary, peer-reviewed journal that publishing high-quality research in Australian indigenous studies. The AAS journal is specialized in the humanities and social studies and may include the occasional feature of technical subjects. The journal articles are

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targeted at a wide range of audiences who can access the journal in both print and digital format.

The visual content in the journal is resourceful for student learning as it highlights various aspects of the indigenous communities to understand places, people, and language with respect to indigenous communities (Okan & Harris, 2020).

Focus area 2.4 describes that teachers understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. The focus area requires that teachers demonstrate wide knowledge of, understanding, and respect for indigenous communities’ culture and languages (Gullberg et al., 2020). Therefore, the AAS journal uses in the classroom offers an opportunity for students to learn and develop an understanding of and respect aspects and way of life abut of the Aboriginal and Torres Strait Islanders histories, culture, and language. The articles featured in the journal are diverse, reflecting the histories, language, and way of life of these native communities. By learning and understanding the culture and practices of indigenous communities, students are more likely to respect and appreciate these cultures.

Further, focus area 2.4 affirms the need for teachers to support colleagues by providing opportunities for learners to develop and understand and respect indigenous communities and cultures (Hudson et al., 2020). In respect to this focus area, the AAS journal articles are authored by knowledgeable scholars across the board, thus the teachers’ use of these resources in the classroom setting supports collaborative learning where educators connect to avail resourceful learning materials for learners.

When teaching learners about the culture and language of the Aboriginal and Torres Strait Islander communities, the role of the teacher is to lead the learning initiative and assist colleagues with opportunities for learners to learn and respect the cultures and language of

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Aboriginal and Torres Strait Islander communities. The teacher, therefore, serves as a facilitator during the lesson and guides the students to explore the journal articles. These journal articles are also credible because they are peer-reviewed, and include valid research built from expert knowledge and empirical investigation. Therefore, the use of the journal in learning about Aboriginal and Torres Strait Islander communities' culture and language offers credible and reputable source to enhance the students' learning.

Resource 6: Lesson Plan Another resourceful resource for teaching students about indigenous communities is a lesson plan on Aboriginal and Torres Islander communities’ language and culture. The lesson plan is titled First Nations Languages, and the objective of the lesson is to showcase the link between indigenous languages and culture and how students’ understanding of Australia’s first nations languages motivates students to recognize, respect, and appreciate these cultures. The teacher provocation in the lesson is that language and culture are interdependent as language is considered as the verbal expression of culture (Disbray, 2019). The teacher begins the lesson by affirming that culture and language are core parts of an identity for indigenous communities, thus familiarity with first nations language can enhance the student’s understanding and connection to their country, and local cultural identities.

The inquiry questions for the lesson include how learning about first nation languages can help support reconciliation, the importance of these languages, and the importance of learning them, as well as how Australian history, policies, and practices impact the native languages. The links to the curriculum related to the lesson include the Aboriginal and Torres Strait Islander histories and cultures. On the other hand, the links to the framework on this lesson include challenging practices that contribute to inequities and make curriculum decisions that

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promote inclusion and participation of all children in the learning process regardless of their cultural background.

The classroom activity is to engage learners to learn the languages of the country they are on, and listen to first national languages in music. Once the teacher has introduced the concept of first nations languages, she will guide the students to identify a list of resources where they learn about the Aboriginal and Torres Strait Islander languages (Joyce & Routley, 2020). Some of the resources that are availed to the students include website links about different language groups, the native title interactive tool, and videos showcasing indigenous people speaking in their native language.

The teacher will also lead the learners to undertake a languages map activity, where they will plot on a map where they were born and identify the languages spoken in the region. The teacher will also engage the learners to listen to music sung in first nations languages and poetry.

Through these activities, learners get to have first-hand interaction with indigenous language and this is the basis for understanding, appreciating, and respecting indigenous languages and cultures (Westrupp et al., 2019). Instruction differentiation will be adopted in the lesson to ensure the inclusion of all learners in the lesson. After the lesson, assessment tasks are given to the learners to establish their level of mastery of the lesson and understanding.

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Bednarek, M. (2020). Invisible or high-risk: Computer-assisted discourse analysis of references to Aboriginal and Torres Strait Islander people (s) and issues in a newspaper corpus about diabetes. PloS one, 15(6), e0234486.

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Disbray, S. (2019). Realising the Australian curriculum framework for Aboriginal languages and Torres Strait Islander languages. Babel, 54(1/2), 21-25.

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Koori Mail. (2021). About Koori Mail. Retrieved from https://koorimail.com/about-koori-mail/ Okan, S., & Harris, J. (2020). Walking the line between academic expectations and fulfilling obligations to the mob: Qualitative research processes for researching in Australian Aboriginal contexts. Australian Aboriginal Studies, (2), 62-73.

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