To teach Aboriginal Studies sensitively it is useful to explore the background - addressed in this section.

There are also a number of specific issues which need to be kept in mind, under the headings of ...

• Aboriginal identity
• terminology
• Dreaming
• secret / sacred business
• dancing, music and painting
  

Aboriginal identity

Given the initial diversity of Aboriginal cultures and the complex results of invasion, there is a huge diversity among Aboriginal people. Such diversity is reflected in many ways.

This same history means that for many reasons people may or may not wish to claim their Aboriginal heritage. Be careful of making assumptions, especailly with Aboriginal children, and certainly in public settings like classrooms.

Terminology

There are a number of words or terms in common usage that are either offensive to some Aboriginal people, or are terms which some Aboriginal people have stated they would prefer to be used. For more detail, see the questions and answers section.

• The word 'aborigine' is a noun which refers to the indigenous group of any country. Used as a proper noun, when referring to Australian Aboriginal people, this should of course be spelt with a capital 'A'.
  
  
• Similarly, the word Aboriginal with a capital 'A' is an adjective used to describe something associated with Aboriginal people (for example, Aboriginal music).
  
  
• The words 'invasion' and 'settlement' are often applied to the same reality - various groups take exception to either of them at different times. See the question and answer section for more detail.
  
  
  
  
• Unless a person can be identified as coming from a particular group (eg a Ngarrindjeri man or woman), it is preferable to identify the person as an Aboriginal man or Aboriginal woman.
  
  
• The terms 'full blood', 'half-caste', quarter-caste', 'native', and 'part-aborigine' are considered racist, offensive and divisive to some Aboriginal people. They are not acceptable. See also notes on Aboriginal identity.
  
  
• For some Aboriginal people, use of the terms 'Dreamtime', 'myths', 'legends' when describing the vitally important stories handed down from the ancestors is not appropriate. While technically correct in anthropological terms, the preferred term in day to day speech is 'Dreaming', or 'Dreaming stories'. For more detail see the section on Dreaming, and the question and answer section.
  
  
  
  
• Similarly, in common usage, the term 'primitive' has overtones of inferiority. In fact, Aboriginal cultures past and present are sophisticated and enshrine concepts of global value, so the term 'primitive' is not an acceptable term in describing 'traditional' peoples or cultures.
  
  
• In Australia, the term 'traditional' refers to those groups who live on their homelands, and to particular painting styles.
  
  
• In common Australian usage, the term 'tribe' tends to have overtones of racism and inferiority. It also tends to refer to groups with hierarchical social structures - not a feature of Aboriginal groups. Some Aboriginal people prefer the use of the term 'group', 'community' or 'people'. Some also use the term 'nation'. See questions and answers for more details.
  
• Again in common Australian usage, the term 'walkabout', implies that Aboriginal people engage in unorganised events without meaning or purpose. It's use indicates a lack of understanding of many aspects of both traditional and contemporary life. For some Aboriginal people, use of the term is offensive. See questions and answers for more details.
  
  
• Other terms in common but inappropriate usage include the term 'piccaninny' for child and 'coroboree' for a dance. Piccaninny comes from the West Indies, and it was applied to Aboriginal children. Later settlers thought it was an Aboriginal word, and Aboriginal people thought it was English. If you wish to use Aboriginal words to describe Aboriginal children, use the appropriate word for the appropriate group. For example, the Pitjantjatjara word is 'tjitji'.
  
  The word 'coroboree' comes from the Botany Bay district of New South Wales. Again, all groups have their own terms - so for example the Kaurna word is 'palti'. For more information on language go to questions and answers section.
  
  
• Given the appalling history of the treatment of Aboriginal women, it is not surprising that there are a number of terms referring to Aboriginal women, particularly 'gin' and 'lubra', that are deeply offensive to many Aboriginal people.
  
  
• If you wish to use Aboriginal words to describe Aboriginal women, use the appropriate word for the appropriate group. For example, the Adnyamathanha word is 'artu'.
  
  

There are many aspects of Aboriginal culture which are sacred and / or secret. Although many non-Aboriginal people are fascinated by these aspects of culture, their use would be very offensive and embarrassing to Aboriginal people and should be avoided.

Much of this problem has come about for two reasons:

In the past, outsiders have obtained or stolen sacred / secret materials without the knowledge - and then have published or disseminated these things

some Aboriginal children come from remote communities, where ceremonial life is still very strong, often travel to the city to school...and it would not be appropriate for them to learn things about their culture at school through the back door, so to speak.

Some of the topics to be avoided include tjuringa, sacred stones and other sacred objects, the use of red ochre, the colour red in traditional art styles, because it has special significance in ceremonies for some people, and in some groups only specific people can use the colour red.

For other information about this, go to www.dreamtime.net.au Use your 'back' button to return to Aboriginal Australia.

In the light of the previous paragraph, teachers are asked to ensure that activities that take place at school reflect cultural beliefs and practices. Thus

• in dancing, it is more appropriate for girls and boys to dance separately.
• in body painting, don't copy the designs of others - make up your own.
• in painting, avoid the use of the colour red in doing painting that mimic traditional styles

Don't forget

The best way to learn about Aboriginal culture is from Aboriginal people, so be sure to check that materials you use have been developed in consultation with Aboriginal people, according to established criteria.

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Have a good time

But most important of all, for children, learning about other people and their cultures should be a relaxed and joyous experience. Have a good time.

Where to from here?

Some history? Resources? The start?

start points l sensitive issues l Dreaming l background l resources