Evidence Library

Melissa Turnbull describes the brutal colonisation of Victoria, including undocumented massacres and displacement of First Peoples. Her education on First Nations history was inadequate, and she advocates for investment in languages, reparations, and comprehensive cultural education. She suggests non-First Nations Victorians contribute to truth-telling and treaty by researching history, listening to First Peoples, and supporting their organisations.

The author has a broad understanding of colonisation’s impact on First Peoples but feels Victoria’s education system was extremely limited in teaching First Nations history and culture. They advocate for place-based knowledge, respect for Elders, and a shift towards a “Caring for Country” model. They also support truth-telling, treaty, and self-determination for First Peoples, and advocate for a commitment to life-long learning and creating new foundations.

Jackie Mansourian recalls a childhood incident of racism that sparked her curiosity about First Peoples, which was not addressed in her education. She later learned through an Aboriginal Studies elective and placement with the Victorian Aboriginal Legal Service. She believes non-Indigenous Australians need to unlearn fears and assumptions, engage with First Peoples’ voices, and hold the government accountable for treaty negotiations.

Anonymous 1501, who grew up outside Victoria, is still learning about the state’s colonisation and its impacts. They appreciate the Yoorrook Commission’s work and advocate for continued efforts. They found their children’s education on First Nations history to be insufficient and suggest more comprehensive approaches, including field trips and cultural safety training. They call for bipartisan support for Voice, Truth, and Treaty, and propose various ways to promote First Peoples’ history and culture, such as public broadcasts, revitalised curricula, and civic acknowledgments.

Viki Sinclair is a direct descendant of one of the original settlers of Gippsland, Colin McLaren. In this submission, she tells her personal story of her family’s part in white settlement enacting genocide on the original Aboriginal peoples in Gippsland. She hopes her submission brings about real and lasting change to Gippsland’s documented and accepted history and invites other descendants of settlers to look hard into the limited versions of their ancestry.

Lisa Kelly’s submission details her family background as a 5th generation Australian with ancestors from Ireland, Scotland, England, and Dutch-Burgher (Sri Lankan) heritage. The submission documents her family’s settlement history in Victoria, particularly in the western regions and discusses her educational experiences in both Victoria and New South Wales. Kelly describes her experiences learning about Indigenous history and culture throughout different periods of her life.

Christine Godfrey says their knowledge of colonisation and its impacts on First Peoples is patchy and that we have not been taught that systemic racism and injustice has a long history in Victoria. “If we say we recognise First Peoples as the oldest living culture, then our education system should also teach the stories and legends of First Peoples.”

They would like to see respect for First Peoples as traditional custodians including by having both English and First Nations place names, protection of dingoes and incorporation of First Peoples land management practices.

In this submission, Peter Noble shares his learning about Victoria’s colonisation through various sources and advocates for treaties, improved education, and cultural site protection. He suggests non-First Nations Victorians participate in truth-telling and support self-determination. He promotes First Peoples history and culture through school and university curricula, cultural events, and place markers.

Lisa Croxford learned about the colonisation of Victoria and its impacts on First Peoples as an adult, finding much of it hidden. Her education on First Nations history was not comprehensive. She advocates for teaching colonisation’s impacts, government support for visibility, and individuals doing their own research to support truth-telling and treaty processes.