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.

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.

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.

This submission is from a Blak woman who grew up in the 50s and 60s, experiencing racism in systems that were supposed to treat her equally but didn’t. She feels lucky to have had amazing parents and a large family, who taught her to be proud and to fight for justice. She recalls participating in protests that helped shape Australia’s respect for Aboriginal people and feels proud of those times. She expresses concern about the potential election of a right-wing government that wants to strip away Aboriginal rights and hopes we all unite with our allies and rise up and fight against the stripping away hard fought for rights.

Anonymous 1459 discusses their knowledge of the impacts of colonisation. They have lived in Melbourne all their life and learning the history profoundly changed their view of the city. They recall inadequate education on First Nations history, taught from a coloniser’s perspective. They advocate for quality education, honest discussions, and promoting First Peoples’ history and culture through storytelling and civic acknowledgments.

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.