Submissions Library
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Submission – Anonymous 1491
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.
Submission – Anonymous 1481
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.
Submission – Prof. Mark G. Brett
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.
Submission – Peter Noble
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.
Submission – Lynne C
Lynne C reflects on the violent invasion of Victoria and its devastating, enduring impacts on First Peoples, including the destruction of families and connections to land. They discuss how their 1970s and 80s education was whitewashed and advocate for clearing barriers, treaty, and compensation. They emphasize the need to support First Peoples in truth-telling and acknowledge how this can be exhausting. They highlight leaders like Mojo Ruiz de Luzuriaga who promote First Nations history and culture.
Submission – Matt Dixon
Matt Dixon discusses how First Nations people were forced off their ancestral lands, leading to catastrophic disruption of their culture and way of life. He criticises the education system for not teaching about First Nations history and advocates for involving First Nations people early in planning processes. He believes non-First Nations Victorians should support truth-telling and treaty, and emphasises the importance of self-determination in promoting First Peoples history and culture.
Submission – Johanne Walker
Johanne Walker reflects on learning about the devastating impacts of Victoria’s colonisation on First Peoples over the past 15 years. They criticise the lack of comprehensive education on First Nations history in their schooling and advocate for continuing the treaty and truth-telling process, improving consultation with First Nations people, and embedding Aboriginal studies into school curricula.
Submission – Irene
Irene from overseas would like to see a Treaty for First People, calling out racism and injustice, and cultural tours like at Tower Hill to better promote First Peoples history and culture in Victoria.
Submission – Laura Carrolll
Laura Carroll discusses the apocalyptic harm and ongoing damage through the violent occupation which First Nations people experience during colonisation. She criticises the lack of comprehensive education on First Nations history and supports treaty, reparations, and the return of ‘crown’ land. She urges non-First Nations Victorians to vote for supportive politicians, educate themselves, and decolonize their lives. Carroll also suggests renaming Melbourne and mandating First Nations input in historical activities.