Careers with STEM: Indigenous Teacher Resource - AU version

CAREERS withSTEM

2022

™

TEACHER RESOURCE

M CURRKICEUDL&U LIN NOUS INDIGLEED

Years 7-10

Incorporating First Nations content and careers in a contemporary curriculum

Teacher magazine - Australian Curriculum CAREERSWITHSTEM.COM

CONTENTS

SECTION 1 | FIRST SCIENCE First Nations cultural framework Ngajakura

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SECTION 2 | CONCEPTS & ACTIVITIES Wawu — Spirit Bubu — Earth Buna — Water Kunjin — Fire Muyar — Wind

6 7 8 10 12

SECTION 3 | BRINGING IT ALL TOGETHER Mapping activity Further resources

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INTRODUCTION digeous is the Careers with STEM: Inca reer guide, first Indigenous-only enous students g Indig launched to inspire youn nd to pursue STEM ala Ze w Ne in Australia and can read the digital courses and careers. You N_STEM magazine here: bit.ly/F

The magazine celebrates the science, technology , engineering and maths experts that bust stereotypes about who wo rks in STEM and what those jobs look lik e, while providing an Indigenous-first and inc lusive viewpoint of STEM .

Acknowledgement of Country We acknowledge the rights and ownership of the traditional owners of the land and pay our respects to Indigenous elders past, present and emerging. We also acknowledge this learning resource was possible with cultural insight from Luke Briscoe who is a Yalanji man and founder of INDIGI LAB.

The use of Kuku Yalanji words and phrases The use of language within the readings reflects Luke Briscoe’s Yalanji culture background and by any means isn’t intended to reflect all First Nations communities views and perspectives but rather provide a practical alignment with traditional words references to the elements. Luke acknowledges that there are over 150 nation groups but as an First Nations man providing cultural insight into the matters relating to Science and Technology from First Nations perspectives he prefers to use Kuku Yalanji rather than English words when referring to the First Nations Peoples, Culture and Science.

About this Guide Indigenous Knowledge and knowledge systems are complex and interdisciplinary and connected to local country. This resource is intended as a tool to utilise the Careers with STEM: Indigenous magazine in classrooms. There are many great resources to start exploring Indigenous science — this is not intended to be an overarching resource but links to the key themes covered in the magazine and aims to inspire and engage teachers to explore First Nations’ STEM concepts further and to find new ways to use the magazine in class. This guide specifically focuses on learnings in the areas of Wawu (spirit), Bubu (earth), Buna (water), Kunjin (fire) and Muyar (wind).

Cover by Lara Went, Yukul Art Yukul Art is a Contemporary Aboriginal Art business founded by Worimi Artist, Lara Went.

The cover artwork is ‘Among the Sunflowers’.

It is designed to give you that feeling of playing among the sunflower fields – a feeling of happiness and joy. yukulart.co

This resource was produced by INDIGI LAB and Refraction Media, publishers of Careers with STEM, with the support of Google.

To access a free copy online, head to: Careers with STEM.com bit.ly/FN_STEM

www.indigilab.com.au CareerswithSTEM.com For updated and extended content and activities visit FirstScience.com.au

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SECTION 1 | FIRST SCIENCE

First nations cultural Framework Yalanji culture is guided by Ngujakura (First Law) that has been practised for over 50,000 years. This lore holds the knowledge of the land, waters and sky. The rituals and ceremonies we perform heal us and the Earth. Within the First Law of Yalanji are three key principles which guide Yalanji and they are: • Nyubun / Ngana yarbarrka kuku manubajaku balka — We speak truth.

• Jambul / Ngana ngulkurrmanka nganawunku jawunkarranka ngarra junjuy junjuy wambanka nganawunji jawun-karranji — We care and share for our People.

• Kulur / Yanya ngananga bubu — This is our Country.

Nation Communities. Our company targets and outcomes are enabling, real and use the following associated frameworks and policies: • The INDIGI LAB Indigenous Cultural Indicators[1] • The Declaration on the Rights of Indigenous Peoples[2] • Inspire Australia, Indigenous Science Engagement Strategy[3] • The Australian Government Closing the Gap Policy[4] • The United Nations Global Sustainable Development Goals[5] • Australia Council for the Arts – First Nations Protocols and Guidelines[6] • The Global Indigenous Science Declaration[7]

These three principles are the foundational principles which guide INDIGI LAB as a business and the role of the CEO. These principles provide guiding values as the foundation of the way INDIGI LAB develops and delivers programs.

Furthermore, INDIGI LAB applied the following Four Foundational Principles of the Declaration on the Rights of Indigenous Peoples in the design and development of INDIGI LAB STEM Career Pathways Strategy:

INDIGI LAB is committed to providing meaningful training and support that is appropriate to the current and developing needs of First Nations communities, and is confident the projects and programs within the strategy will deliver real social and economic change for both current and future First Nations peoples working in STEM.

• Self-determination • Participation in decision-making • Respect for and protection of culture • Equality and non-discrimination

The importance of embedding a Human Rights Based approach and policy alignment is vital to ensuring long-term social, cultural, environmental and economic impacts for First

INDIGI LAB considered the above frameworks and policies in the development of our work and recommends these documents as best business practice in any planning and development for projects that impact the lives for First Nations Peoples of Australia in STEM.

Notes: [1] The INDIGI LAB Indigenous Cultural Indicators, 2021 [2] The Declaration on the Rights of Indigenous Peoples Guidelines, 2007: www.un.org/esa/ socdev/unpfii/documents/DRIPS_en.pdf [3] Inspire Australia, Indigenous Science Engagement Strategy which was developed by an Expert Working Group on Indigenous Engagement with Science [4] The National Agreement, Closing the Gap Targets, 2020, The Joint Council on Closing the Gap [5] The 17 Global Sustainable Development Goals, 2012, United Nations (un.org) [6] The Australia Council for the Arts, Article, 2017 [7] The Global Indigenous Science Declaration, 2017

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SECTION 1 | FIRST SCIENCE

Ngajakura First Peoples have survived major catastrophic events such as the ice age, giant floods and have borne witness to giant meteorites falling from the night skies. Even through a brutal invasion, Indigenous people have been able to sustain the Indigenous ways of life, showing the power and force of First Science.

Aboriginal culture is embedded into nature, and over time that bond has become so powerful that we understand and communicate with her. The way our ancestors passed on knowledge was through very sophisticated ways of knowing, and the Yalanji word for this is Ngajakura; our First Law which guides our culture, science and provides a source of knowledge for developing our technologies in the past, present and future.

First Science investigates the role the elements play in shaping the land, moving our waters and painting the skies and building resilience into the natural world.

Careers with STEM This resource connects to the Careers with STEM: Indigenous magazine, available to read free online. bit.ly/FN_STEM The magazine and Careers with STEM hub showcases Indigenous people in STEM and their study and career journeys in their own words. The aim of Careers with STEM is to inspire students about Science, Technology, Engineering and Maths, and to facilitate better access to and representation within STEM careers. STEM skills will underpin most jobs of the future, and they may not be what you think. Using the STEM + ‘X’ formula, where ‘X’ is your passion or an opportunity, with Careers with STEM, you’ll discover how to connect technology with fashion, maths with sport, science with business, engineering with health and many more.

CareerswithSTEM.com

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JOSEPH MAYERS

SECTION 2 | CONCEPTS & ACTIVITIES

Wawu First Science provides a holistic view of the world and this is because the First Peoples have survived and thrived in the same environments for thousands of years. As a result, First Peoples have formed a special spiritual bond with the land and developed customs, protocols and practices including a deep understanding about how the ancestors guide them on the lands.

Resources

Wawu is the Yalanji term meaning a person’s spirit. Maintaining your own spirit is vitally important to helping maintain the spirit of the land.

• Read the Careers with STEM: Indigenous article ‘Strong STEM connections’ p2 with Aunty Jo Selfe’s Foreword to the magazine. bit.ly/3Ig6chd

In developing the Careers with STEM: Indigenous magazine, First Nation role models in STEM tell their own stories about their learning journey and career pathways. They reflect on both Western and First Nations knowledge and their applications to Science & Technology.

As a class, discuss the following questions. Use the responses to draw or describe your community through a storyboard narrative: • What does culture mean to you? Can you draw on ancient heritage that might align with your view of the world and where you sit in the world?

• What is the importance of Indigenous Knowledge Systems in science and education?

• What are your personal value systems/principles? Share an incident where your values might not align with your community or peers.

• What articles in the Declaration on the Rights of Indigenous Peoples relate to the protection of spiritual beliefs?

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• Read the UN Declaration on the Rights of Indigenous Peoples. bit.ly/3hb3UEa • Read the 17 sustainable development goals of the UN: sdgs.un.org/goals

• Read about Darug woman and digital knowledge keeper Lesley Woodhouse, who is bringing Indigenous culture to the world. bit.ly/3M4AC8

SECTION 2 | CONCEPTS & ACTIVITIES ACTIVITES Culture & Governance 1. Imagine you are travelling to Mars and are naming and describing the features you see.

How would you develop a naming convention that is inclusive and reflective of humanity?

Reflect on the names of features in your area and why they were named in that way.

Read: ‘The right thing to do’: restoring Aboriginal place names key to recognising Indigenous histories, The Guardian: bit.ly/3spyYGI 2. Work in groups to develop a declaration of rights to life on Mars.

Bubu Bubu (Earth) is an important element for Yalanji as it provides them with the Junkaji (culture) to live and thrive in some of the harshest and unforgiving environments of the planet. As Yalanjji come from the earth it’s the Junka that gained by living on Bubu that is passed on for the next generation once you return to the Bubu.

As a class, discuss the following questions: • As we move into a knowledge economy with artificial intelligence, how is Junka maintained and protected and who controls the Knowledge Systems that have been passed down to First Nations Peoples for thousands of years?

• As First Science is based on understanding culture by lived experiences in the environments, how does this apply in the digital environments and are First Nations technologists advancing First Peoples Rights by ensuring data sovereignty in the digital world?

Resources • Visit the Noongar encyclopedia bringing together Noongar and Western knowledge of Western Australian plants and animals. profiles.ala.org.au/opus/noongar • Indigenous Navigator: The Indigenous Navigator is a framework and set of tools for and by Indigenous peoples to systematically monitor the level of recognition and implementation of their rights. indigenousnavigator.org • Read the Careers with STEM: Indigenous article ‘Caring for Country’ p14 about Chantelle Murray’s work in land conservation as one of the Ngurrara rangers. bit.ly/3t23Qfr

Consider the following questions: What are the values that are important to your group to protect the rights of future life on Mars? What do human rights mean? What is your definition of life on Mars? What are your agreed value systems for life on Mars?

Examples might be safety, environmental sustainability, wellbeing, equality or spiritual connection to land.

Arts & Communication What land are you on from an Indigenous perspective? Check the AIATSIS map to find out. bit.ly/3sqtMT1

First Science What season are you in now, considering where you are in Australia and the different seasons in different regions? What are the correct fruits and foods to eat during these seasons?

Visit the CSIRO season map for your research. bit.ly/3vvRW0a

CURRICULUM LINKS ACARA OI.5 — Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.

ACARA OI.6 — Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and contemporary impacts of colonisation.

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SECTION 2 | CONCEPTS & ACTIVITIES

Buna Buna (water) is considered sacred in the Yalanji community as it holds many of the creation stories. Important locations in Daintree are marked as sacred women’s areas and men are forbidden to enter. This protocol has been in place for thousands of years and still continues today.

As Australia struggles to protect water rights for not only First Nations peoples but the broader community, and as the rivers die and the seas rise, these important sacred women’s stories are being lost. These stories hold invaluable knowledge that sustains water for humanity.

Aqua Nullius is a term used now in a legal setting to discuss the role of First Nations peoples and water rights, dispelling the myth of Terra Nullius (nobody’s land). There is ongoing campaigning now for First Nations peoples around their water rights, also.

Water is a vital life force for humanity and is a basic human right. Impacts from farming and climate change create risks to water bodies that affect those living in urban and rural areas.

Associate Professor Bradley Moggridge is a Kamilaroi hydrogeologist who is proving that First Science can play a role in water security. He looks at ways cities plan for water and includes methods that raise its cultural value for better management.

• Read the Careers with STEM: Indigenous article ‘Caring for Country’ p14 with stories from Dr Cass Hunter and Associate Professor Bradley Moggridge in conservation and protection of water. bit.ly/3t23Qfr

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SECTION 2 | CONCEPTS & ACTIVITIES

Culture & Governance When considering water rights, what are some changes in the way we as a nation need to govern access to water, and what are the steps the government should consider to ensure good governance when it comes to water rights? How will you determine what is good governance in the case of protecting our water rights? Would you consider Indigenous governance as a vital role to play in determining good governance?

• What is governance? The Kids encyclopedia defines governance as “the way a group of people such as a country do things”. bit.ly/3Hz2P44 • What groups are or should be involved in good governance of our water bodies? Write a letter to your local MP with your ideas on good governance of a local water body.

How else might you champion our water rights? Check out the stories on Earth Guardians. earthguardians.org and the work of the Seed Indigenous Youth Climate Network seedmob.org.au

Arts & Communication What is one local Indigenous story from the land you are on that depicts the preservation and protection of water? For example, Tiddalik the Frog NSW/VIC, and Kubirri in Far North Queensland. Present your findings as a poster or powerpoint presentation to your class Watch: Tiddalik the frog, Museum Victoria: bit.ly/3sp6Cwn Read about Kubirri eBook by Simply Splendid Productions: bit.ly/3pmdZTq

First Science Indigenous people’s use of science and technology combined with Indigenous knowledge have paved the way for future generations to thrive and survive. One example of the use of water is through using a dilly bag to leach the toxins from fruit by placing the fruit in the dilly bag and running water through it. Water is very important to Indigenous women as they hold a lot of the sacred and important stories relating to the knowledge water holds, furthermore water is considered to be equal to people in many Indigenous communities.

CURRICULUM LINKS Year 7 — Some of Earth’s resources are renewable, including water that cycles through the environment, but others are nonrenewable (ACSSU116) Year 10 — Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)

What is the local Indigenous name for water in the area you are from and how do the community where you live respect water (eg. equal to humans etc.)? What are some other Indigenous methods of filtering water or leaching foods to draw out toxins?

Visit a water body from your local area. Take a small sample of the water and test it using a tool such as the Arduino Environmental Monitor. What are the ways that you could improve the water quality? Consider Indigenous ways of utilising, managing, protecting or caring for water.

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SECTION 2 | CONCEPTS & ACTIVITIES

Kunjin Kunjin is the Yalanji term for fire. This element, much like water, is sacred to the Yalanji community and holds significant cultural lineage with Yalanji men as Kunjin signifies the role they play in nourishing the earth through the traditional fire burning practice.

The First Law of Yalanji links men with fire as far back as the creation of the technology – jimal (fire stick) – that brought abundance of fire to the Yalanji.

Yalanji have five seasonal categories, known by the typical weather patterns of that period.

1. Kambar: proper wet season late December to March 2. Kabakababa: winter rain season April to May 3. Buluriji: cold season June to September 4. Wungariji: hot season October to November 5. Jarramali: stormy season late November to the middle of December Within these seasons there are significant cultural ceremonies and practices such as men’s traditional fire burning and women’s water ceremonies which also link into ceremonies and the use of technologies and tools that highlight the important lineage with men’s and women’s business.

The role technology plays in Yalanji culture was vitally important to sustaining the environment. Much can be learnt if Western Science accepts First Science as an important equal way of science practice.

• Watch the Gordonvale High School Year 8 students develop inquiry skills by focusing on the science and skills that Aboriginal and Torres Strait Islander people have developed and still use today in fire making. bit.ly/354KxKx • Read the Careers with STEM: Indigenous article ‘Mixed Reality Storyteller’ p7 on Mikeala’s Jade’s augmented reality app. bit.ly/3IfzBrM • Read about Roianne West’s Professor of First People’s health in ‘Emergency! Health careers are spreading fast!’ on p10 of Careers with STEM: Indigenous issue. bit.ly/3IgXAa4

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Culture & Governance The jimal is the Kuku Yalanji word for firestick. The use of this ancient technology enabled Yalanji to terraform the environment through traditional fire burning practices, which has sustained our environments for thousands of years and has a positive impact on carbon reduction. Considering projects which convert Indigenous knowledge such as Traditional Burning into AI and the use of drones and fire cannons, what are the ethical things to consider in combining technology with Indigenous practices, bearing in mind that Indigenous ways of learning involve being on country?

The role of technology has shaped our cultures and defined our personal views of the world we live in. What are the ethics involved in the use of the technologies and digital devices you use on a daily basis and what are some governance issues with these technologies (for example, facial recognition on your phone and Artificial Intelligence)?

How might you use technology to share knowledge and stories? Who gives permission for these stories to be shared?

Read/research: Responsible use of drones — CSIRO: bit.ly/3hsWH2k

Arts & Communication Narrate your own experiences in learning science and using technology from the perspective of an avatar. Talk about yourself in your environment – how do you feel when you start and finish this task? Create a narrative around the experience of learning science using any tool you like - this could be audio or visual, a song, poem, poster, video or mood board, that represents how you see yourself in the environment.

First Science Food, the environment and people form part of an interconnected network. There can be positive and negative aspects to terraforming the land, and the way we use the land now might not be how we want to use it in the future. Indigenous governance around terraforming has had a positive impact and will continue to have a positive impact now and into the future. There is a lot humanity can learn from Indigenous peoples and their unique relationships with the lands.

CURRICULUM LINKS Year 7/8 — Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223) Year 9 — Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)

Research the use of technology like jimal, or the returning boomerang — how was it used in the past? How is it used today, and how might it be used in the future?

Invent a new product that focuses on food security is based on something from the land (such as plants, algae, animals). What does your product do and who is it for? What are the ethical implications of using this technology? How will the use of this product impact the environment/ecology it is from? How might people use your technology in the future?

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SECTION 2 | CONCEPTS & ACTIVITIES

Muyar Ever since human existence, we have looked to the skies for answers and as such, stories have been passed down, creating an oral history dating back to when our Lore, customs and vast knowledge of the universe began.

There are even ancient cave paintings that tell the stories of giant mythical beings that live beyond our planet, which has shaped the view of what lies in outer space. These stories are very cryptic in nature, but demonstrate how our First Laws hold the secrets to the universe. In order to gain insight you need the right to pass just as you need a degree or diploma in STEM to practice science.

First Science is very sophisticated and has baffled Western scientists for many years. Even today, the way the First Scientists formed their science and design thinking continue to stump top Western scientists. There is increasing acceptance of First Science practices from Western scientists. The world’s top scientists are calling on governments to work with communities to collaborate in developing collective science and technology solutions to tackling climate change.

• Read the Careers with STEM: Indigenous article ‘Out of this world STEM careers’ p12 with profiles of astronomers Karlie Noon and Kirsten Banks. bit.ly/3vaEqit • Read about the book by Duane Hamacher written with Indigenous elders: How Indigenous Elders read the stars thefirstastronomers.com

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SECTION 2 | CONCEPTS & ACTIVITIES

Culture & Governance Indigenous peoples’ knowledge of the sky has paved the way for the first laws and culture to thrive and survive the harshest environments on the planet. The emu is symbolic of the various seasons and changes in the environment and ecologies in lands of Gomiliari and Wiradjuri.

The emu in the sky is not just a story but rather the first evidence of knowledge of dark matter and its impact on the planet making First Nations Science vitally important to humanity. First Nations Astronomy is very different from Western astronomy in that it is holistic and directly links to the impacts the sky has on land and culture. Read more: aboriginalastronomy.com.au and iau.org First Nations science naming conventions are vitally important as they reflect on the impact the sky has on the lands and peoples and how we are starting to see these types of changes in the astronomy sector. In recent years the International Astronomical Union have diversified their approach to the naming convention of stars and planets to be more inclusive and diverse.

A little known fact is that First Nations astronomy is linked to the invention of the returning boomerang due to the First Astronomers obvserving planets in rotation and discovering science of torque - making them the First Inventors.

• Investigate science and technology concepts within Aboriginal astronomy that has an impact on our knowledge, culture and science understanding.

Arts & Communication Watch and summarise the following videos: • Kirsten Banks’ Ted talk: youtube.com/watch?v=mYr7ZCn04eA • Karlie Noon: The Feed: youtube.com/watch?v=BuFrnm3RytA Can you find other inspiring Indigenous role models working in astronomy?

First Science What tools or technology could you use to sustain a water supply using science knowledge found in nature? Examples include covering the water with bark or algae to protect it from evaporation.

CURRICULUM LINKS Year 7/8 — Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223) Year 7 — Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115) Year 10 — The universe contains features including galaxies, stars and solar systems, and the Big Bang theory can be used to explain the origin of the universe (ACSSU188)

Design a science inquiry that uses Indigenous ways of knowing and being.

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SECTION 3 | BRINGING IT ALL TOGETHER

mapping activity

task

Think about how the land you live on has changed over time. What are the Indigenous and Western stories and images that describe this land?

Provide an assessment that is your own personal view of the potential impacts of an activity in this area. For instance, what would be the impacts of a mine being built in this area? Who might be affected by these activities and how might this change the way that people currently use the land, and how the land has been used in the past? Who benefits from the land currently and how might this change?

Using the resources below, investigate how the land has changed. Use data sets from Geoscience Australia and elsewhere that might include: • Impacts of mining • Impacts of fishing • Historical maps • Biological diversity • Google Earth • Indigenous and other artworks of the area

Present your ideas how you like — this could be a series of social posts, a poster, infographic, PowerPoint, video, podcast or in-person presentation.

Review the ideas of a classmate — how are they similar to or different from your ideas about your place?

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SECTION 3 | BRINGING IT ALL TOGETHER

resources for your research Virtual Song Lines: virtualsonglines.org Google Earth: earth.google.com/web/ Geoscience Australia Maps: ga.gov.au/data-pubs/maps Aboriginal and Torres Strait Island Collection, Australian Museum: australian.museum/learn/cultures/atsi-collection/ Questions to consider: 1. What would a future map of this area look like?

2. Who might be consulted to make this map?

3. What sorts of things might be included, e.g. temperature, waste, data on air movement, geological data, roads and infrastructure, historical use?

4. Can you present a map that incorporates different data along with Indigenous perspectives on a place?

5. What are significant cultural markers that policy and town planners need to be aware of when developing a project on First Nations lands, rivers and seas?

Read the Careers with STEM online story Indigenous top tech entrepreneurs bit.ly/3p9Xc5J

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SECTION 3 | BRINGING IT ALL TOGETHER key:

Program

Website

resources list

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8 ways - Aboriginal Pedagogy 8ways.online/about

National Centre for Indigenous Excellence Ncie.org.au

Careers with STEM - Indigenous Australians bit.ly/FNSTEM

SSiSTEMIK Masterclasses, Stronger Smarter Institute bit.ly/SSiSTEM

CSUnplugged csunplugged.org

Knowledge frameworks of Aboriginal and Torres Strait Islander peoples bit.ly/3I7aQy5

Deadly Science Deadlyscience.org.au

Young Indigenous Women’s STEM Academy - CSIRO bit.ly/3CoHidc

Indigenous Science - Australian Council of Deans of Science bit.ly/3vN1BQp

Victorian Indigenous Engineering Winter School bit.ly/3poXswf