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.

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.

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.

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.

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.

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.

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.