Pre-Colonization Lifestyle and Health of Aboriginal Australians
Before Colonization, Indigenous Australians had a different way of lifestyle. Several separate indigenous groups used to live in the region before Europeans arrived in 1788. Native communities had resided here for the last 40 000 years, according to legend. Native groups existed in a different style than we do now. People lived in small villages and hunted and gathered for food. Males would go out hunting for huge animals, while wives and kids would go out collecting vegetables, herbs, and nuts. Housing, freshwater, clothing, and armaments were the only commodities that Aboriginal and/or Torres Strait Islander groups needed from the land (“Aboriginal Lifestyle before and after British Colonisation”, 2022). They don’t ever abuse it or destroy it in any way. before the arrival of Europeans, indigenous learners’ in Australia received traditional schooling that educated them on pragmatic regular needs. This schooling system is used to teach Aboriginal and Torres Strait Islander kids regarding survivability, property use, ecological sustainability, and other traditional theory considered useful by Seniors using existentialist techniques. Native schooling was pragmatic and interactive before the colonization. nevertheless, this tactic may not always balance with Australia’s contemporary schooling framework and technique. Conventional Lifestyle
Aboriginal Australians have historically led exceptionally good lifestyles. People ate a wide variety of fruits and vegetables that they discovered growing wild on the ground. People also ate livestock meat to go with their well-balanced diets. Aboriginal Australians did not face sickness and were rarely ill before European settlers arrived in Australia. Mild illnesses that used to mostly caused by the surroundings they resided in (venomous snakes, itchy skin, and scars), wounds they sustained as a result of their lifestyles (hiking through rocky terrain, tree climbing for meals), and the meals they ate, Herbal medicines were always used to cure these disorders, which also included utilizing local flora to make their homemade medications.
Indigenous populations suffered severe and catastrophic effects as a result of European colonization. A large number of Indigenous inhabitants died as a result of their confiscation of lands, introduction to different diseases, and participation in a brutal war. The limited number of Indigenous people who did not cease to exist during the colony’s formative days were not impacted. The effect of European settlers irrevocably altered their life, as well as the lives of future generations. Gross inequality, discrimination, and the devastation of Aboriginal Australian’s traditions have all stemmed from colonization. Indeed, it was most harmful to the population’s health which continues to have a major impact on Aboriginal and Torres Strait Islander health care status presently. Despite popular belief, Aboriginals vehemently opposed the Colonial invasion of Australia from the start. ‘Border Wars,’ as a consequence of this rebellion, were savage atrocities. Its main objective was to dismantle Australia’s indigenous population’s rebellion. Vast numbers of Aboriginals (including children and women) were murdered in the course of regular everyday existence up till 1960. (“Aboriginal Lifestyle after British Colonisation”, 2022)
In addition to the catastrophic consequences of sickness, Australia’s Native communities suffered significantly from malnourishment (illness caused by a lack of nutritious food) as a result of colonization. Native populations were divided into two groups: those who served for the colonists or those who wished to preserve their traditions and culture. Malnourishment afflicted both categories (“The continuing impact of colonization”, 2022).
Catastrophic Effects of European Colonization
In Australia, the Western colony established new market that required employees. Aboriginal participants were allowed to labor for food as the business were controlled by state. Regrettably, particularly in comparison to their customary meals, this foodstuff was frequently insufficient. For a day’s labor, they were paid flour, sugars, tea, and sometimes chunks of flesh. Such supplies were simple, but for some, they served as a supplement to the foodstuffs they could still find on the ground. For some, this was their only option. All who depended on the soil for daily livelihood had problems as well. The colonists’ local development destroyed most of the farmland, and hence the food source. Indigenous populations were no longer able to forage for food sustenance as they used to do in the past. due to the loss of territory. Trees and shrubs were cut down or damaged, streams were polluted, and big mammals ran away when they saw so many humans. This limited availability of food resulted in hunger and sometimes even death in some of the more isolated places. Several Native communities we’re fortunate to dwell in rich coastal locations. Those places had more grain and seafood, allowing them to continue eating their food and diet even after European settlers arrived (Dodson, 2022
The colonial legacy could still be evident in Australia’s schooling institutions. The teaching and learning process in the country is mostly based on the Western system. It has occurred because the development of education in the country is traced back to the colonial period. Indigenous children have a culture disconnect among their home and at school contexts, according to the research. Indeed, colonization is to blame for many indigenous learners’ cultural incompatibility between the atmosphere they get in the educational institution and from their society. Culturally sensitive education is often perceived as a route for teachers- and the school communities in a holistic way – to alleviate the difficulty witnessed by native kids who must ‘live in two different worlds, namely classroom, and house. The physiological, psychological, and spiritual devastation wrought on Australia’s Indigenous People is still influencing Aboriginal and Torres Strait Islander overall health. The multigenerational sorrow that continues to affect daily life is rooted in the hatred and brutality that lasted so centuries.
The influence of colonization and its ramifications on Native education and training still exists. Continental European organizations have influenced Native forms of knowledge, leading to hurdles that prevent Indigenous people from participating in the educational development of Australia. Aboriginal peoples around the world are working to integrate historically effective teaching and learning practices into existing school systems so that a better comprehensive educational philosophy can be developed. Wisdom and European Continent notions of procedural knowledge must be integrated into a mutually beneficial structure so not only Indigenous peoples but also non-Indigenous teachers and students, stand to gain (Hall, 2011).
The recognition of the significance of culture in boosting academic attainment for Aboriginal children is becoming an extremely important issue in the educational sphere. Culturally inclusive approaches are now widely acknowledged as having the potential to increase academic achievements for Aboriginals learners. When interacting with Aboriginals kids, teachers can utilize a range of strategies to be culturally relevant, including inadequately or over, structuring learning topics, and developing equally based on trust and respect connections with Aboriginal children (Krakouer & Meston, 2015).
Malnutrition and Loss of Land and Food Sources
Nevertheless, opinions on what constitutes excellent practice in culturally appropriate instruction differ. This is attributable to the fact that Aboriginal and/or Torres Strait Islander peoples are a diverse population with distinct traditions, dialects, cultural practices, and educational approaches (Trudgett, 2011). That which is effective including one Indigenous child may not be effective with the other. As a result, any paradigm for multicultural education with Aboriginal and/or Torres Strait Islander children must consider each child’s uniqueness. Also, Aboriginal viewpoints, wisdom, and ideologies must be incorporated into all ways to ensure cultural responsiveness with Aboriginal Australian learners. The most effective way to improve beneficial results via cultural management attentiveness, consciousness, and expertise concerning education is to consider taking a coordinated approach to inclusive teaching practice in cooperation with the department Aboriginal population and the pertinent academic establishment.
Culturally relevant education is extremely good among learners who are not in the mainstream culture. It is being cognizant of a student’s culture and incorporating their existing cultural understanding, perspectives, and beliefs into the education process to make education more useful and significant (Lewthwaite et al., 2015). The means through which an organization can convey knowledge are as follows: reflections on colonialism, Australia’s heritage, as well as other key events of Australia, Instructors should speak quietly rather than loudly; allowing pupils to explore; Gradually making relevant and establishing explicit learning objectives Instructions that are both open and direct; Comments and suggestions; scaffolding educational material; modifying instructional techniques and fostering group discussions; Combining visuals and hands-on active learning; Holding high hopes for students and believing in them; Updating the instructional language; Encouragement of Indigenous culture; The importance of maintaining Aboriginals and systems; Establishing strong relationships with learners’ families and communities so that educators may learn about them (Lloyd et al., 2015).
Conclusion
Certainly, one’s own country’s culture and traditions have a critical influence in boosting the academic performance of Aboriginal people. History and contemporary events impact who we are and the way we perceive the universe, and they are an important part of our identity. It affects social perceptions and aids us in navigating our learning atmosphere. The schooling system may well not coincide with our cultural viewpoint and history, based on our background or culture. This is especially true for culturally Indigenous learners or Torres Strait Islanders. Culturally relevant education can help Native students deal with the disconnect between their school and home and historical contexts. As a result, academic records will improve. Administrators can, of necessity, employ a variety of strategies to be culturally sensitive with Aboriginal learners. The challenge is determining which tactics to employ in specific situations, especially given the diversity of Aboriginal Australian people. Native knowledge, viewpoints, and belief systems Finally, a cooperative process to cultural competence concerning education, conducted in collaboration with the local Aboriginal population and the appropriate academic establishment, is by far the most excellent way to ensure high quality of education for Aboriginal Australian learners in early childhood.
References
Aboriginal Lifestyle after British Colonisation. CBHS Year 5 History. (2022). Retrieved 30 January 2022, from
https://cbhsyearfivehistory.weebly.com/aboriginal-lifestyle-after-british-colonisation.html.
Aboriginal Lifestyle before and after British Colonisation. CBHS Year 5 History. (2022). Retrieved 30 January 2022, from https://cbhsyearfivehistory.weebly.com/aboriginal-lifestyle-before-and-after-british-colonisation.html.
Dodson, M. (2022). Our shared history | Sections | Share Our Pride. Shareourpride.reconciliation.org.au. Retrieved 30 January 2022, from https://shareourpride.reconciliation.org.au/sections/our-shared-history/.
Hall, L. (2011). Teaching and Learning in Aboriginal Education (2nd ed.) by Neil Harrison. Oxford University Press, South Melbourne, 2011, x + 213 pp., ISBN 978 0 19 557459 3. The Australian Journal Of Indigenous Education, 40, 123-124.
https://doi.org/10.1017/s132601110000017x
Krakouer, J., & Meston, T. (2015). Thelma Perso and Colleen Hayward, Teaching Indigenous Students: Cultural awareness and classroom strategies for improving learning outcomes. Australian Journal Of Education, 59(3), 329-331.
https://doi.org/10.1177/0004944115602370
Lewthwaite, B., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., & Webber, T. et al. (2015). Seeking a Pedagogy of Difference: What Aboriginal Students and Their Parents in North Queensland Say About Teaching and Their Learning. Australian Journal Of Teacher Education, 40(5).
https://doi.org/10.14221/ajte.2015v40n5.8
Lloyd, N., Lewthwaite, B., Osborne, B., & Boon, H. (2015). Effective Teaching Practices for Aboriginal and Torres Strait Islander Students: A Review of the Literature. Australian Journal Of Teacher Education, 40(40). https://doi.org/10.14221/ajte.2015v40n11.1
The continuing impact of colonization. FutureLearn. (2022). Retrieved 30 January 2022, from
https://www.futurelearn.com/info/courses/first-peoples-safer-healthcare/0/steps/50671.
Trudgett, M. (2011). Western places, academic spaces, and Indigenous faces: supervising Indigenous Australian postgraduate students. Teaching In Higher Education, 16(4), 389-399. https://doi.org/10.1080/13562517.2011.560376
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
