Significant Contributions of Aboriginal and Torres Strait Islander People Locally, Nationally and Globally:
On the Little Red Yellow Black Website, it states that:
“Self-determination and autonomy are fundamental to the self-esteem and sense of identity to Indigenous individuals and communities. It has only been fairly recently that we have begun to gain control over decision-making processes that affect our lives and communities.
Indigenous individuals and organisations are committed to creating the economic, social, cultural and legal framework that will enable them to be able to determine and manage their own lives and futures”.
With this notion in mind, the Australian Institution of Aboriginal and Torres Strait Islander Studies (AIATSIS) categorises the participation and governance of Indigenous people in four. The categories are as follows: Education, Employment, Leadership, and War Service.
Education
When exploring the Aboriginal and Torres Strait Islander world-views, spiritualties, and practical survival skills in the context of culture, it has become a realisation that these ways of thinking and ways of doing have been handed down from generation to generation as a form of education. For centuries, this way of life has evolved in communities all over Australia, where varying groups have learnt the appropriate skills and have adapted to a way of life that suits their environment and emphasises their cultural beliefs and values. Today it is a requirement for Indigenous children to complete their education in the context of western culture; evidently it is in this context and more recently with integration of Aboriginal and Torres Strait Islander perspectives that children will be able to reach their potential.
In today’s society we are slowly seeing that more and more young children are attending school, more youth are completing Year 12, and more Indigenous individuals are going onto vocational or tertiary studies. It is noted that the majority of universities in Australia have an Indigenous studies centre, providing courses that teach students about Aboriginal or Indigenous life and culture; while supporting Indigenous students.
As teachers, we are exposed to the constant dispute on how to best engage students in a meaningful education; if we are able to find a suitable set of processes that will foster this notion, we will be able to increase attendance rates and hopefully ensure that students are actually learning when they are at school.
“Today, Australia’s schools, universities and technological colleges are developing courses that acknowledge us as Aboriginal and Torres Strait Islander students, just as Australia has embraced and respected the European and Asian cultures of immigrant Australians”.
Below are some examples of individuals who have contributed positively to the education sector of our society; these stories have been taken as seen, from The Little Red Yellow Black Website.
http://lryb.aiatsis.gov.au/education.html
“Self-determination and autonomy are fundamental to the self-esteem and sense of identity to Indigenous individuals and communities. It has only been fairly recently that we have begun to gain control over decision-making processes that affect our lives and communities.
Indigenous individuals and organisations are committed to creating the economic, social, cultural and legal framework that will enable them to be able to determine and manage their own lives and futures”.
With this notion in mind, the Australian Institution of Aboriginal and Torres Strait Islander Studies (AIATSIS) categorises the participation and governance of Indigenous people in four. The categories are as follows: Education, Employment, Leadership, and War Service.
Education
When exploring the Aboriginal and Torres Strait Islander world-views, spiritualties, and practical survival skills in the context of culture, it has become a realisation that these ways of thinking and ways of doing have been handed down from generation to generation as a form of education. For centuries, this way of life has evolved in communities all over Australia, where varying groups have learnt the appropriate skills and have adapted to a way of life that suits their environment and emphasises their cultural beliefs and values. Today it is a requirement for Indigenous children to complete their education in the context of western culture; evidently it is in this context and more recently with integration of Aboriginal and Torres Strait Islander perspectives that children will be able to reach their potential.
In today’s society we are slowly seeing that more and more young children are attending school, more youth are completing Year 12, and more Indigenous individuals are going onto vocational or tertiary studies. It is noted that the majority of universities in Australia have an Indigenous studies centre, providing courses that teach students about Aboriginal or Indigenous life and culture; while supporting Indigenous students.
As teachers, we are exposed to the constant dispute on how to best engage students in a meaningful education; if we are able to find a suitable set of processes that will foster this notion, we will be able to increase attendance rates and hopefully ensure that students are actually learning when they are at school.
“Today, Australia’s schools, universities and technological colleges are developing courses that acknowledge us as Aboriginal and Torres Strait Islander students, just as Australia has embraced and respected the European and Asian cultures of immigrant Australians”.
Below are some examples of individuals who have contributed positively to the education sector of our society; these stories have been taken as seen, from The Little Red Yellow Black Website.
http://lryb.aiatsis.gov.au/education.html
Indigenous Project Officer at University of Wollongong’s Faculty of Commerce, Jade Kennedy
and children, at his graduation in 2007
Photo © Jade Kennedy.
Many Indigenous people see education as an important way
of gaining better control over their lives and recognise the benefits from
gaining a good education. Indigenous students are graduating from universities
at an increased rate, prompting hope that a new generation of Aboriginal leaders
will bring fresh ideas and broader experience to efforts to close the economic
and life expectancy gaps between black and white Australia. Of the total 813,896
domestic students enrolled in university in 2009, 10,440 identified as
Aboriginal or Torres Strait Islander.
and children, at his graduation in 2007
Photo © Jade Kennedy.
Many Indigenous people see education as an important way
of gaining better control over their lives and recognise the benefits from
gaining a good education. Indigenous students are graduating from universities
at an increased rate, prompting hope that a new generation of Aboriginal leaders
will bring fresh ideas and broader experience to efforts to close the economic
and life expectancy gaps between black and white Australia. Of the total 813,896
domestic students enrolled in university in 2009, 10,440 identified as
Aboriginal or Torres Strait Islander.
Clontarf Casuarina Academy graduates celebrated their year 12 graduation in Darwin in
2011. The inaugural Northern Territory Leaving for Work Dinner was a celebration of the outstanding achievement
of sixty four NT Clontarf Year 12 students in completing their Secondary School studies.
Photo © Clontarf Foundation.
Clontarf students from nine Academies across the NT from
Alice Springs in the south to Yirrkala in the east attended the event supported
by Academy staff whose ongoing commitment has been so important in assisting the
young men through the challenges of Year 12 completion.
2011. The inaugural Northern Territory Leaving for Work Dinner was a celebration of the outstanding achievement
of sixty four NT Clontarf Year 12 students in completing their Secondary School studies.
Photo © Clontarf Foundation.
Clontarf students from nine Academies across the NT from
Alice Springs in the south to Yirrkala in the east attended the event supported
by Academy staff whose ongoing commitment has been so important in assisting the
young men through the challenges of Year 12 completion.
Victor Garlngarr, Manwurrk Ranger, participating in the Australian National Botanic
Gardens and Herbarium Botanical Internship, Canberra.
Photographer Sam Bentley-Toon, photo © Warddeken Land Management.
In January 2011 rangers from Kabulwarnamyo in western
Arnhem Land, Victor Garlngarr and Barbara Gurwalwal, travelled to Canberra to
participate in a botanical internship program run by CSIRO, the National
Herbarium and the Australian National Botanic Gardens.
Victor and Barbara participated in herbarium curation
workshops, learned field collecting techniques, plant identification, mapping,
herbarium curation and a field trip that showcased the variety of eucalypts and
other plants around Canberra.
Such internships are invaluable at teaching rangers
skills that they may not get in remote areas, and that complement current land
management practices.
Gardens and Herbarium Botanical Internship, Canberra.
Photographer Sam Bentley-Toon, photo © Warddeken Land Management.
In January 2011 rangers from Kabulwarnamyo in western
Arnhem Land, Victor Garlngarr and Barbara Gurwalwal, travelled to Canberra to
participate in a botanical internship program run by CSIRO, the National
Herbarium and the Australian National Botanic Gardens.
Victor and Barbara participated in herbarium curation
workshops, learned field collecting techniques, plant identification, mapping,
herbarium curation and a field trip that showcased the variety of eucalypts and
other plants around Canberra.
Such internships are invaluable at teaching rangers
skills that they may not get in remote areas, and that complement current land
management practices.
Dr Noritta Morseu-Diop, the fifth Torres Strait Islander in history to receive a
PhD from an Australian university.
Photo © Noritta Morseu-Diop.
Dr Noritta Morseu-Diop was born on Tamwoy Town mission on
Thursday Island in the Torres Strait. She graduated with a degree in social work
from the University of Queensland in 1992 and later, in 2010, earned a PhD in
Criminal Justice and Social Work. Of her studies Dr Morseu-Diop says ‘education
helped to build my self-esteem and belief in myself and my abilities. It gave
me the tools to fight for social justice and the human rights of my people.’
PhD from an Australian university.
Photo © Noritta Morseu-Diop.
Dr Noritta Morseu-Diop was born on Tamwoy Town mission on
Thursday Island in the Torres Strait. She graduated with a degree in social work
from the University of Queensland in 1992 and later, in 2010, earned a PhD in
Criminal Justice and Social Work. Of her studies Dr Morseu-Diop says ‘education
helped to build my self-esteem and belief in myself and my abilities. It gave
me the tools to fight for social justice and the human rights of my people.’
Former principal of Kiwirrkurra Remote Community School in Western Australia Mitchell
Drage with Year 2 pupil Cynthia Ward.
Photo © Newspix / News Ltd / 3rd Party Managed Reproduction & Supply Rights.
Still deeply committed to Aboriginal education, Mitchell Drage
is now principal of the Nullagine Remote School in the Pilbara, Western
Australia. In 2011 the Pinikura, Thudgari, Nanda Elder won the WA Aboriginal
Education and Training Council Award for his for his outstanding contribution to
Indigenous education. He has taught in schools in Tardun, Roebourne, Mullewa and
Fitzroy Crossing, and has been a principal in remote schools at Bayulu,
Djugerari, Dawul, Jigalong and Kiwirrkurra (pictured) and says that the key to
success in Indigenous education is ‘inclusive education that brings the
community along with it’.
Drage with Year 2 pupil Cynthia Ward.
Photo © Newspix / News Ltd / 3rd Party Managed Reproduction & Supply Rights.
Still deeply committed to Aboriginal education, Mitchell Drage
is now principal of the Nullagine Remote School in the Pilbara, Western
Australia. In 2011 the Pinikura, Thudgari, Nanda Elder won the WA Aboriginal
Education and Training Council Award for his for his outstanding contribution to
Indigenous education. He has taught in schools in Tardun, Roebourne, Mullewa and
Fitzroy Crossing, and has been a principal in remote schools at Bayulu,
Djugerari, Dawul, Jigalong and Kiwirrkurra (pictured) and says that the key to
success in Indigenous education is ‘inclusive education that brings the
community along with it’.
Employment
As stated above, Aboriginal and Torres Strait Islander communities have lived for centuries in environments that require intense practical survival skills, these skills have developed and evolved for years. Depending on the country that one comes from, communities have gained the skills to work in various economies; such as natural resources, via hunting and gathering, and in the waged economy. In particular, we see the great influence indigenous people have had on the pastoral and pearling industries.
In the recent past, this opportunity for employment has been hindered by forced removals, racism, and so on. Although with good education and support Indigenous and non-Indigenous organisations are able to evolve and evidently contribute to our economy in a number of positive ways.
Below are some examples of successful enterprises that have contributed to our society; these stories have been taken as seen, from The Little Red Yellow Black Website.
http://lryb.aiatsis.gov.au/employment.html
The business near Ferntree Gully in the Dandenong Ranges out of Melbourne was called
'Aboriginal Enterprises' 1956. Carter, Jeff, 1928-2010. NLA/13141.
Photo courtesy of Jeff Carter’s estate.
In 1952, a time when racial protection and segregation were
still the policies of the Australian government, Bill Onus, a political and
cultural activist and entrepreneur, took a break from politics to set up a
souvenir outlet called ‘Aborginal Enterprises’. From a small shop and factory
based in the Dandenong Ranges in Victoria, Onus sold artefacts and furnishings
designed and produced in the workshop at the rear of the shop, kangaroo skin
rugs, imported bark paintings and didjeridus from Arnhem Land and a range of
other small objects.
Enormously successful, the business operated until 1968, with
Bill Onus touring extensively through Victoria as a travelling showman to
present his wares and demonstrate boomerang-throwing, which he advocated as a
national sport.
Bill Onus eventually returned to politics and in 1967 he became
the first Aboriginal president of the Aborigines Advancement League (Victoria)
and its representative on the Victorian Aborigines Welfare Board. He also served
as Victorian director of the Aboriginal referendum movement, playing a leading
role in the campaign for a 'Yes' vote at the 1967 referendum.
Source: Australian Dictionary of Biography, http://adb.anu.edu.au/biography/onus-william-townsend-bill-11308.
'Aboriginal Enterprises' 1956. Carter, Jeff, 1928-2010. NLA/13141.
Photo courtesy of Jeff Carter’s estate.
In 1952, a time when racial protection and segregation were
still the policies of the Australian government, Bill Onus, a political and
cultural activist and entrepreneur, took a break from politics to set up a
souvenir outlet called ‘Aborginal Enterprises’. From a small shop and factory
based in the Dandenong Ranges in Victoria, Onus sold artefacts and furnishings
designed and produced in the workshop at the rear of the shop, kangaroo skin
rugs, imported bark paintings and didjeridus from Arnhem Land and a range of
other small objects.
Enormously successful, the business operated until 1968, with
Bill Onus touring extensively through Victoria as a travelling showman to
present his wares and demonstrate boomerang-throwing, which he advocated as a
national sport.
Bill Onus eventually returned to politics and in 1967 he became
the first Aboriginal president of the Aborigines Advancement League (Victoria)
and its representative on the Victorian Aborigines Welfare Board. He also served
as Victorian director of the Aboriginal referendum movement, playing a leading
role in the campaign for a 'Yes' vote at the 1967 referendum.
Source: Australian Dictionary of Biography, http://adb.anu.edu.au/biography/onus-william-townsend-bill-11308.
Australian Indigenous Minority Supplier Council founder Michael McLeod with inaugural CEO Natalie Walker, Sydney.
Photo courtesy Indigenous Newslines Magazine.
The Australian Indigenous Minority Supplier Council (AIMSC) was
established in 2009 to help Indigenous businesses break into the corporate
sector. The organisation encourages the growth of Indigenous Australian
businesses by linking corporate and government purchasers with certified
Indigenous suppliers of goods and services.
Chief executive officer Natalie Walker said after just two years
of operation, AIMSC exceeded all expectations by recruiting one hundred and
thirty corporate and government members and certifying one hundred and twenty
Indigenous businesses.
In the first twenty one months of operation, AIMSC members
awarded $22.631 million in contracts to certified Indigenous businesses.
‘This shows that Indigenous businesses can supply to the big end
of town and that the big end of town wants to do business with Indigenous
people,’ Walker says.
Source: www.indigenous.gov.au/.
Photo courtesy Indigenous Newslines Magazine.
The Australian Indigenous Minority Supplier Council (AIMSC) was
established in 2009 to help Indigenous businesses break into the corporate
sector. The organisation encourages the growth of Indigenous Australian
businesses by linking corporate and government purchasers with certified
Indigenous suppliers of goods and services.
Chief executive officer Natalie Walker said after just two years
of operation, AIMSC exceeded all expectations by recruiting one hundred and
thirty corporate and government members and certifying one hundred and twenty
Indigenous businesses.
In the first twenty one months of operation, AIMSC members
awarded $22.631 million in contracts to certified Indigenous businesses.
‘This shows that Indigenous businesses can supply to the big end
of town and that the big end of town wants to do business with Indigenous
people,’ Walker says.
Source: www.indigenous.gov.au/.
AEP Koori Job Ready training: Koori Job Ready in Construction students training at
the Les Tobler Construction Centre.
Photo © Australian Technology Park.
The Koori Job Ready program at the Australian Technology Park,
trains and mentors Aboriginal people for the construction, hospitality, rail and
aviation service industries. The program manages construction and hospitality
courses at the Les Tobler Construction Centre and the Yaama Dhyiaan Hospitality
School in Eveleigh.
Since the program began in 2006, more than 850 employment
opportunities have been created for Aboriginal men and women.
Source: www.atp.com.au/About/Our-Businesses/Koori-Job-Ready.
the Les Tobler Construction Centre.
Photo © Australian Technology Park.
The Koori Job Ready program at the Australian Technology Park,
trains and mentors Aboriginal people for the construction, hospitality, rail and
aviation service industries. The program manages construction and hospitality
courses at the Les Tobler Construction Centre and the Yaama Dhyiaan Hospitality
School in Eveleigh.
Since the program began in 2006, more than 850 employment
opportunities have been created for Aboriginal men and women.
Source: www.atp.com.au/About/Our-Businesses/Koori-Job-Ready.
Papunya Tula artist Katherine Nakamarra and Rochelle, with one of Katherine’s paintings.
Photo © Papunya Tula.
Papunya Tula Artists is entirely owned and directed by
traditional Aboriginal people from the Western Desert, predominantly of the
Luritja/Pintupi language groups. In 2012 the organisation celebrated its 40th
year of operation. It has forty nine shareholders and now represents around one
hundred and twenty artists. The company derives its name from Papunya, a
settlement 240 km north-west of Alice Springs.
Indigenous art centres build capacity, maintain culture and
generate income and employment opportunities in remote Indigenous
communities.
Photo © Papunya Tula.
Papunya Tula Artists is entirely owned and directed by
traditional Aboriginal people from the Western Desert, predominantly of the
Luritja/Pintupi language groups. In 2012 the organisation celebrated its 40th
year of operation. It has forty nine shareholders and now represents around one
hundred and twenty artists. The company derives its name from Papunya, a
settlement 240 km north-west of Alice Springs.
Indigenous art centres build capacity, maintain culture and
generate income and employment opportunities in remote Indigenous
communities.
Dale Chapman, Aboriginal chef and founder of The Dilly Bag Bush Tucker Products& Learning Programs.
Photo © Dale Chapman, www.thedillybag.com.au/Welcome.htm.
Dale Chapman on why she started the Dilly
Bag:'It was dream of mine to have my own business and the concept of
sharing my traditional teachings with my contemporary training as a chef was the
way to go, and a positive way of informing the wider community about the oldest
living culture in the world, Australian Aboriginal culture and its people.
Sharing of food and yarning about the past and the future is a
positive step to reconciliation and understanding.
My main focus is working towards and improved lifestyle for the
Indigenous people they are my main focus, I want to share my trade and knowledge
with all the future generations so that together we will grow strong and achieve
true equality for all Australians.
It will provide sustainable land and waterways shape a better
future of all people and ensure a healthy united Australia
The goals of The Dilly Bag are to employ as many indigenous
people as possible and provide a quality product and service delivery of which
all Australians can be proud.'
Source: Dale Chapman,www.thedillybag.com.au.
Photo © Dale Chapman, www.thedillybag.com.au/Welcome.htm.
Dale Chapman on why she started the Dilly
Bag:'It was dream of mine to have my own business and the concept of
sharing my traditional teachings with my contemporary training as a chef was the
way to go, and a positive way of informing the wider community about the oldest
living culture in the world, Australian Aboriginal culture and its people.
Sharing of food and yarning about the past and the future is a
positive step to reconciliation and understanding.
My main focus is working towards and improved lifestyle for the
Indigenous people they are my main focus, I want to share my trade and knowledge
with all the future generations so that together we will grow strong and achieve
true equality for all Australians.
It will provide sustainable land and waterways shape a better
future of all people and ensure a healthy united Australia
The goals of The Dilly Bag are to employ as many indigenous
people as possible and provide a quality product and service delivery of which
all Australians can be proud.'
Source: Dale Chapman,www.thedillybag.com.au.
Leadership
“While Aboriginal society is characterised by its relatively egalitarian social life, individual elders within groups generally rise to prominence on the basis of their traditional knowledge”.
First and foremost, the traditional knowledge of the Aboriginal and Torres Strait Islander culture is of prime importance. Without the correct knowledge, spoken through the correct voices our society will not prosper to be one working towards equality. Therefore it is important that we reach out to our communities, create good relationships, and become culturally proficient to ensure that we are approaching situations in the most educated way possible.
Leadership today is significantly influenced by positive and negative work of former and current politicians, jurists, educators, and human rights activists. It is through the work of these individuals and groups, Indigenous and non- Indigenous, that steps to the appropriate changes and developments in our government are occurring. On a smaller scale, urban, regional and remote communities have elected their own leaders, who act and speak on behalf of their people – it is through doing this that younger generations become motivated and gain a sense of power over their own learning and involvement in our society.
Take a look at this video from the Calli Crew – ‘Change the Game’
– here we see a group of young Indigenous children from the North of Queensland, Australia voicing their opinion.
https://www.youtube.com/watch?v=f0rJajbIs-o
Below are some examples of successful groups/ individuals that have contributed to our society on a national and global scale through their leadership; these stories have been taken as seen, from The Little Red Yellow Black Website.
http://lryb.aiatsis.gov.au/leadership.html
“While Aboriginal society is characterised by its relatively egalitarian social life, individual elders within groups generally rise to prominence on the basis of their traditional knowledge”.
First and foremost, the traditional knowledge of the Aboriginal and Torres Strait Islander culture is of prime importance. Without the correct knowledge, spoken through the correct voices our society will not prosper to be one working towards equality. Therefore it is important that we reach out to our communities, create good relationships, and become culturally proficient to ensure that we are approaching situations in the most educated way possible.
Leadership today is significantly influenced by positive and negative work of former and current politicians, jurists, educators, and human rights activists. It is through the work of these individuals and groups, Indigenous and non- Indigenous, that steps to the appropriate changes and developments in our government are occurring. On a smaller scale, urban, regional and remote communities have elected their own leaders, who act and speak on behalf of their people – it is through doing this that younger generations become motivated and gain a sense of power over their own learning and involvement in our society.
Take a look at this video from the Calli Crew – ‘Change the Game’
– here we see a group of young Indigenous children from the North of Queensland, Australia voicing their opinion.
https://www.youtube.com/watch?v=f0rJajbIs-o
Below are some examples of successful groups/ individuals that have contributed to our society on a national and global scale through their leadership; these stories have been taken as seen, from The Little Red Yellow Black Website.
http://lryb.aiatsis.gov.au/leadership.html
Patrick Dodson chats to the Young Freedom Riders at the handover of the Panel for
Constitutional Recognition’s report to the Prime Minister on 19 January 2012.
Photo courtesy of Reconciliation Australia
The Young Freedom Riders are a group of Central Coast
High School students who rode across NSW in a re-creation of the 1965 Freedom
Ride. The students visited Indigenous communities on their tour, collecting
ideas on constitution reform, which were then presented to the Panel on
Constitutional Recognition of Indigenous Australians in 2011.
The Panel presented its report Recognising Aboriginal
and Torres Strait Islander Peoples in the Constitution to the Prime
Minister, Julia Gillard in early 2012. In its Report, the Panel unanimously
endorsed a specific proposal to amend the Constitution.
If adopted, this amendment would:
1. Recognise the prior occupation and continuing
cultures, languages and heritage of Aboriginal and Torres Strait Islander
Peoples;
2. Acknowledge the continuing relationship of Aboriginal
and Torres Strait Islander Peoples to these lands and waters;
3. Remove the ability of States and Territories to bar
certain races from voting [section 25];
4. Remove the capacity of governments to make laws to the
detriment of Aboriginal and Torres Strait Islander Peoples or the people of any
race [section 51(xxvi)]; and
5. Insert a protection against discrimination on the
basis of race, colour or ethnicity.
Constitutional Recognition’s report to the Prime Minister on 19 January 2012.
Photo courtesy of Reconciliation Australia
The Young Freedom Riders are a group of Central Coast
High School students who rode across NSW in a re-creation of the 1965 Freedom
Ride. The students visited Indigenous communities on their tour, collecting
ideas on constitution reform, which were then presented to the Panel on
Constitutional Recognition of Indigenous Australians in 2011.
The Panel presented its report Recognising Aboriginal
and Torres Strait Islander Peoples in the Constitution to the Prime
Minister, Julia Gillard in early 2012. In its Report, the Panel unanimously
endorsed a specific proposal to amend the Constitution.
If adopted, this amendment would:
1. Recognise the prior occupation and continuing
cultures, languages and heritage of Aboriginal and Torres Strait Islander
Peoples;
2. Acknowledge the continuing relationship of Aboriginal
and Torres Strait Islander Peoples to these lands and waters;
3. Remove the ability of States and Territories to bar
certain races from voting [section 25];
4. Remove the capacity of governments to make laws to the
detriment of Aboriginal and Torres Strait Islander Peoples or the people of any
race [section 51(xxvi)]; and
5. Insert a protection against discrimination on the
basis of race, colour or ethnicity.
War Service
It is rarely known that Aboriginal and Torres Strait Islander people have fought in the wars that Australia has been engaged in, and often this
has been done with great distinction. As mentioned on the Little Red Yellow Black Website:
“Thousands of Aboriginal and Torres Strait Islanders served in Australian defence forces in World War I and World War II. Many more served in Vietnam and Korea, and then in the Somalia, Serbia, Timor, Iraq and Afghanistan. Even though we were legally excluded from serving in the armed forces, Aboriginal men fought at Gallipoli and the Western Front in the First World War. Yet when they returned to Australia, almost all were denied rights given to other returned servicemen, which included the soldier-settlement schemes”.
This has been the case in the past, and it is therefore important to acknowledge that Indigenous men and women have fought in the past and do fight with Australia in the present. They have contributed to the incredible freedom and safety that our society is privileged to live in today.
On that note it is highlighted that many, if not all, Aboriginal and Torres Strait Islander people have experienced incredible pain and loss in their lives, and despite this their service and dedication demonstrates the values and beliefs that they have exhibited not only for their families but for their country.
Below are some examples of successful groups/ individuals that have contributed to our society on a national and global scale through their War Service; these stories have been taken as seen, from The Little Red Yellow Black Website.
http://lryb.aiatsis.gov.au/war-service.html
Studio portrait of Aboriginal servicewoman, QF267190 Lance Corporal (L Cpl) Kathleen Jean Mary (Kath) Walker,
of Stradbroke Island, Qld, a communication worker with the Australian Women’s Army Service (AWAS), 1942.
Photo © Australian War Memorial (AWM Negative number P01688.001).
Oodgeroo Noonuccal MBE (formerly Kath Walker), was an Australian
poet, political activist, artist and educator. During World War II she
volunteered for the Australian Women’s Army Service. She was trained as a
telephonist, and was promoted to corporal and made responsible for training new
recruits.
of Stradbroke Island, Qld, a communication worker with the Australian Women’s Army Service (AWAS), 1942.
Photo © Australian War Memorial (AWM Negative number P01688.001).
Oodgeroo Noonuccal MBE (formerly Kath Walker), was an Australian
poet, political activist, artist and educator. During World War II she
volunteered for the Australian Women’s Army Service. She was trained as a
telephonist, and was promoted to corporal and made responsible for training new
recruits.
Indigenous army cadet thirteen-year-old Nicholas Nilco from the remote community of Wadeye
stands proud on parade in both traditional dress and army camouflage pants.
Photo © Department of Defence.
Indigenous Army Cadets from remote communities across the
Northern Territory, including Wadeye, Nguiu, Tiwi Islands, Oenpelli and Tennant
Creek completed a two week leadership and teamwork camp titled ‘To Become a
Leader in Your Community’. The idea behind the two weeks was to impart Army
Cadet training skills, concepts and principles in a culturally appropriate
manner that allowed the recipients to gain the same benefits of the Army Cadet
program as their mainstream counterparts. From navigation, first aid and
bushcraft skills to leadership and teamwork games, the cadets spent their time
at both Larrakeyah Barracks and Goanna Park near Corroboree in the Northern
Territory under the guidance of Army Cadet Staff and NORFORCE soldiers.
stands proud on parade in both traditional dress and army camouflage pants.
Photo © Department of Defence.
Indigenous Army Cadets from remote communities across the
Northern Territory, including Wadeye, Nguiu, Tiwi Islands, Oenpelli and Tennant
Creek completed a two week leadership and teamwork camp titled ‘To Become a
Leader in Your Community’. The idea behind the two weeks was to impart Army
Cadet training skills, concepts and principles in a culturally appropriate
manner that allowed the recipients to gain the same benefits of the Army Cadet
program as their mainstream counterparts. From navigation, first aid and
bushcraft skills to leadership and teamwork games, the cadets spent their time
at both Larrakeyah Barracks and Goanna Park near Corroboree in the Northern
Territory under the guidance of Army Cadet Staff and NORFORCE soldiers.
NORFORCE’s bush soldiers.
Photo © NORFORCE Association.
Norforce has the largest area of operations of any military unit
in the world. It is permanently assigned to a Joint Commander for ongoing
surveillance operations in northern Australia. The unit relies heavily on the
local knowledge and commitment of the Indigenous population of northern
Australia to fulfil its role. The high proportion of Aboriginal soldiers’
talents are fully utilised.
Photo © NORFORCE Association.
Norforce has the largest area of operations of any military unit
in the world. It is permanently assigned to a Joint Commander for ongoing
surveillance operations in northern Australia. The unit relies heavily on the
local knowledge and commitment of the Indigenous population of northern
Australia to fulfil its role. The high proportion of Aboriginal soldiers’
talents are fully utilised.
Female Army Cadets from remote Indigenous communities across the Northern Territory sing the Australian
National Anthem on the ‘To Become A Leader In Your Community’ Indigenous army cadet camp.
Photo © Department of Defence.
National Anthem on the ‘To Become A Leader In Your Community’ Indigenous army cadet camp.
Photo © Department of Defence.