Teacher background information
Year 5 Science Content Description
Science as a Human Endeavour
Use and influence of science
Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083 - Scootle )In the construction of this teacher background information, a list of consulted works has been generated. The consulted works are provided as evidence of the research undertaken to inform the development of the teacher background information. To access this information, please read and acknowledge the following important information:
Please note that some of the sources listed in the consulted works may contain material that is considered culturally offensive or inappropriate. The consulted works are not provided or recommended as classroom resources.
I have read and confirm my awareness that the consulted works may contain offensive material and are not provided or recommended by ACARA as classroom resources.
The following sources were consulted in the construction of this teacher background information. They are provided as evidence of the research undertaken to inform the development of the teacher background information. It is important that educators recognise that despite written records being incredibly useful, they can also be problematic as they are often based on non-Indigenous interpretations of observations and records of First Nations Peoples’ behaviours, actions, comments and traditions. Such interpretations privilege western paradigms of non-First Nations authors and include, at times, attitudes and language of the past. These sources often lack the viewpoints of the people they discuss and can contain ideas based on outdated scientific theories. Furthermore, although the sources are in the public domain, they may contain cultural breaches and cause offence to the Peoples concerned. With careful selection, evaluation and community consultation, the consulted works may provide teachers with further support and reference materials that could be culturally audited, refined and adapted to construct culturally appropriate teaching and learning materials. The ability to select and evaluate appropriate resources is an essential cultural capability skill for educators. |
Australian Government, Department of the Environment and Energy. (2005). Sustainable harvest of marine turtles and dugongs in Australia. Retrieved from https://www.environment.gov.au/marine/publications/sustainable-harvest-marine-turtles-and-dugongs-australia-2005
Bradley, J. & Yanyuwa Families. (2007). Barni-Wardimantha Awara Yanyuwa Sea Country Plan. Atherton: Mabunji Aboriginal Resource Association.
Butler, J. R. A., Tawake, A., Skewes, T., Tawake, L., & McGrath, V. (2012). Integrating traditional ecological knowledge and fisheries management in the Torres Strait, Australia: The catalytic role of turtles and dugong as cultural keystone species. Ecology and Society, 17(4), 34. https://doi.org/10.5751/ES-05165-170434
Dias, A. (2018, February 14). Rangers from NT Aboriginal communities want to stop unsustainable turtle hunting. ABC Radio. Retrieved from https://www.abc.net.au/triplej/programs/hack/turtles-rangers-sustainable-hunting-traditional-borroloola/9443202
Hedge, P. (Ed.). (2017). Australian Marine Sciences Association Indigenous engagement workshop summary: Report to the National Environmental Science Programme, Marine Biodiversity Hub. 2017 Australian Marine Sciences Association Indigenous Engagement Workshop Working Group. Retrieved from https://www.nespmarine.edu.au/system/files/Summary%202017%20AMSA%20Indig%20Engt%20Wshop_Final_10Nov17.pdf
Indigenous managers for dugong and turtle harvests. (2004, November-December). Ecos Magazine. Retrieved from http://www.ecosmagazine.com/?act=view_file&file_id=EC122p5.pdf
Jackson, M. V., Kennett, R., Bayliss, P., Warren, R., Waina, N., Adams, J., … Weisenberger, F. (2015). Developing collaborative marine turtle monitoring in the Kimberley region of northern Australia. Ecological Management and Restoration, 16(3), 163-176. https://doi.org/10.1111/emr.12184
Kaurareg Traditional Owners and Torres Strait Regional Authority, Land and Sea Management Unit. (2008). KAIWALAGAU DANGHALAW A WARUW YA WATHAN Kaiwalagal Dugong and Turtle Management Plan. Retrieved from https://www.sprep.org/att/IRC/eCOPIES/Countries/australia/2.pdf
Manitoba Education and Training. (2000). Education for a sustainable future: A resource for curriculum developers, teachers, and administrators. Retrieved from https://digitalcollection.gov.mb.ca/awweb/pdfopener?smd=1&did=10724&md=1
Marsh, H. (2013, May 10). Dugongs are safer in Torres Strait than Townsville. The Conversation. Retrieved from https://theconversation.com/dugongs-are-safer-in-torres-strait-than-townsville-13552
Marsh, H., & Hamann, M. (2016, December 6). Traditional hunting gets headlines, but is not the big threat to turtles and dugongs. The Conversation. Retrieved from https://theconversation.com/traditional-hunting-gets-headlines-but-is-not-the-big-threat-to-turtles-and-dugongs-69038
The Australian Research Institute for Environment and Sustainability. (2010). Teaching the Indigenous concepts of Country and sustainability. Retrieved from http://aries.mq.edu.au/projects/deewr_indigenous_concepts/index.php
Torres Strait Regional Authority, Land and Sea Management Unit. (2009). Dugong and marine turtle teaching resource and information package. Darwin: North Australian Indigenous Land and Sea Management Alliance’s Dugong and Turtle Project.
Woodward, E., Jackson, S., Finn, M., & McTaggart, P. M. (2012). Utilising Indigenous seasonal knowledge to understand aquatic resource use and inform water resource management in northern Australia. Ecological Management & Restoration, 13(1), 58-64. https://doi.org/10.1111/j.1442-8903.2011.00622.x