Evidence Library
Search and filter evidence that has been presented to the Yoorrook Justice Commission as part of our formal truth-telling process into injustices experienced by First Peoples in Victoria.
Refine results
Sort by:
Format
Type
Topic
Witnesses
Showing
Kate Nichols reflects on the violent and ongoing impacts of Victoria’s colonisation, criticising the lack of comprehensive education on First Nations history particularly in pre-school, primary and secondary education systems. They advocate for increased visibility of First Peoples’ organisations, reviving Aboriginal languages, and embedding Indigenous studies in school curricula. They also suggest non-First Nations Victorians contribute to truth-telling and treaty by challenging racist views, supporting First Peoples’ organisations, and promoting First Peoples’ history and culture.
Tash criticises the limited education on First Nations history in Victoria, advocates for integrating indigenous culture into various school subjects, and suggests promoting First Peoples history through public signage, events, and incorporating indigenous names and stories into everyday life.
In this submission, Nicole Talarico states that colonisation brutally attacked Aboriginal land, destroying life and livelihood. She advocates for understanding terra nullius, listening, and reviving Indigenous languages.
This submission, reflects on the colonisation of Victoria. They highlight the lack of comprehensive First Nations history education in schools during the 80s and early 90s. They discuss integrating First Nations history and culture into curriculum and employing First Nations educators in all schools in Victoria.
In this submission, Lütfiye states that the colonisation of Victoria had a major impact on First Nations people and criticises the education system for not being comprehensive about First Nations history. She calls for truth-telling, better education, and actions to do better for our first nations people, including incorporating history and languages into the curriculum and recognising the Indigenous flag as Australia’s national flag.
This submission acknowledges the broad impacts of colonisation on Victoria’s First Peoples. It reflects on their educational experiences across WA, NSW, and SA, noting that WA’s was the best one for this. It advocates for the promotion of understanding, truth-telling, and cultural respect for First Peoples, starting from childhood. It also emphasizes the role of non-First Nations people in listening and learning.
This submission outlines their understanding of the colonisation of Victoria and “the systematic discriminatory and genocidal policies of successive state and Commonwealth governments since settlement.” It discusses the inconsistent approach to First Nations history in schools and provides ideas to promote better understanding and respect for First Peoples
Lin Oke reflects on their late awareness of the atrocities committed during Victoria’s colonisation and the lack of First Nations history in their education in the 1950s and early 60s. They believe non-First Nations Victorians should listen, learn, and advocate for truth-telling and treaty, and propose an Indigenous museum to illustrate the Victoria wide history and cultural ways.
Phil Howe is a proud Gurra Gurra man.
In this submission, he shares his life journey in the hopes that mob who have come from a similar walk of life can find their connection, or reconnect, with their Aboriginality. He reflects on the disconnect from imposed imperial culture, finding strength and healing through community and cultural connection, language, healing Country, his artwork, and more.
In this submission, the author reflects on their late understanding of colonisation’s impacts on First Peoples, advocating for truth-telling, treaty, and comprehensive education on First Nations history and culture starting from kindergarten.