Submissions

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.

Steph Tashkoff, a teacher, describes the ongoing impact of colonisation and stolen land she sees first-hand on young Koorie people. She highlights the financial insecurity due to a lack of generational wealth, structural racism, trauma, and distrust of white institutions she has witnessed. She shares her family’s history on Gulidjan Country, acknowledging the lack of recognition for the land’s original owners and expressing hope for a more positive community through truth-telling.

Ross, a high school worker in Naarm, feels that Australian history taught by European teachers falls short and can be clumsy and offensive. He advocates for more pre-colonial history, including politics, culture, and technical innovation, to be included in the curriculum.

Joanna Cruickshank outlines their knowledge of the devastating and ongoing impacts of Victoria’s colonisation, noting the rapid and violent invasion, lack of treaties, prevention of practicing law and culture, and continued systemic harm. A university lecturer, they criticise the limited education on First Nations history and advocate for genuine power for First Peoples, compulsory Indigenous studies, and truth-telling through education and the arts.

This submission is from a team of educators and researchers working within the Ngarrngga program which supports teachers nationally to showcase Indigenous knowledges across the curriculum.

They discuss the impact of racism on Indigenous students and the need for anti-racist, culturally responsive teaching. They call for schools to be supported in showcasing Indigenous knowledges, ensuring safety and belonging for students, and addressing systemic pressures on teachers. Reform agendas must acknowledge the time, space, and emotional bandwidth teachers need to contribute meaningfully to reconciliation efforts.

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.

Anonymous 1480 migrated from Aotearoa to Australia in their teens at a time when many people like them were labelled as ‘half-caste’ and vilified in the media, by politicians and casually in conversation. They have worked and studied with First Peoples of Australia as an advocate, ally and activist. They outline a range of things they hope to see championed through the Yoorrook Justice Commission, including an enduring voice for First Peoples in the Victorian parliament. They also share lessons they have learned about First Peoples kinship systems, and their purpose of connection – to culture, Country and community.

A person who’s parents left South Africa because they did not want to benefit from Apartheid anymore reflects on their upbringing and education, noting the lack of information about Indigenous Australians and the hidden history of injustices. They share experiences from their work with Indigenous university students, highlighting the ongoing challenges and the need for better support structures. They express a desire for greater awareness and understanding of Indigenous issues.

Catherine van Wilgenburg, who learned about the destruction of land and genocide of the Wurundjeri after working at IramooGrassland Reserve, calls for on-country experiences in education, ecological projects, and storytelling to promote better understanding and respect for First Peoples. She emphasizes connecting people to country through local artists and ecologists.