Evidence Library

The author decided to make this submission as they believe their early education and experiences would mirror those of many other non-Indigenous Australians. She reflects on her family history, how she was not taught about the impacts of colonisation on Aboriginal people until university and how that silence now seems deafening. She highlights the lack of services for Aboriginal people in Victoria compared to the Northern Territory and hopes for future generations to respect Indigenous ways and for the Treaty process to promote unity.

Sian Prior, a sixty-year-old white person, acknowledges their privilege and the injustices faced by First Nations people in Australia. They call for truth-telling, a treaty, and self-determination for First Nations communities, suggesting a percentage of land tax to support these initiatives. They emphasise the need to recognise the value of First Nations culture and the contributions of First Nations people to Australian society.

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.

Prof. Mark G. Brett’s paper, “Reinventing Waste Land as a Colonial Legal Fiction,” explores the historical development of the concept of waste land from the 17th century to its role in 19th-century Australian legislation. It examines the impact of this legislation on Aboriginal people, who were forcibly dispossessed of their lands, and discusses ways in which this could be remedied.

Rebekha Naim, a white Australian, expresses deep sadness over the rejection of The Voice in 2023 and highlights the ongoing marginalisation and destruction of Aboriginal culture and rights. She advocates for a Treaty for Victoria, urging the recognition and respect of Aboriginal voices and culture.

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.

Anonymous 1497 acknowledges the brutal colonisation of Victoria and its lasting negative impacts. They found their education on First Nations history almost non-existent and advocate for a treaty, landback, and better education. They suggest promoting First Peoples’ history and culture through education and celebration of Aboriginal cultural traditions.