First Nations

ETL402 2B.1a: Representing Indigenous Voices in Our School Library Collection

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  • To what extent are indigenous OR multicultural voices represented in your school library or local public library collection?
  • Do you have an unstated or stated selection criteria in the provision of this type of resource?
  • Name children’s texts (2) that you could recommend as important additions to support either:
    • Cross currriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures or Asia and Australia’s Engagement with Asia or another indigenous group relevant to your location or context
    • General capability of Intercultural Understanding

To determine the extent to which Indigenous voices are represented in our school library, I searched through our Oliver catalogue. 

A search using the subject “Aboriginal” received 611 hits while the subject “Indigenous” received 57. There were 28 results for “Torres Strait Islander”. A search for “First Nations” only turned up 3 results. However, the three results for the First Nations search were far more recent (2017-2021), whereas the majority of the results for the others were outdated, perpetuating negative stereotypes or using insensitive terms. For instance, several resources were listed under NON305ABO (if I’m cringing, I can only imagine how our students feel when they see that word!), while the oldest resource was from 1972 and used the term ‘Aborigines’. Results for resources on the local Gundungurra, Dharawal, and Darug peoples were likewise limited. The subject search “Aboriginal peoples – Fiction” produced 35 results dating from 1983-2021.

These searches revealed that our library hosts a mix of fiction, nonfiction, picturebook, and audiovisual resources in both our physical and digital collections. A subject search for “authors, Aboriginal” received only 7 results and confusingly included The Rabbits by John Marsden and Shaun Tan, which suggests that our SCIS records are perhaps not up-to-date. 

Looking at the lists of texts and authors in the above searches, I conclude that our collection is largely outdated and seems to prioritise white representations of Indigenous cultures, histories, and experiences. As far as I have been able to determine, the school library does not have a collection development and management policy, let alone a selection criteria which guides the inclusion of relevant Aboriginal and Torres Strait Islander resources. I am in the process of completing ‘ETL503 Resourcing the Curriculum’ and will hopefully soon be in a more informed position to construct such a policy for the library. 

Some more recent texts which I’ve added to our collection and could support the Australian Curriculum’s cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures are:

Sally Morgan. Sister Heart. 

  • This short verse novel details the experience of a young Aboriginal girl who is stolen from her family. This would be a fantastic cross-curricular resource for Stage 4 or 5 students. These teacher’s notes differentiate the text for older and younger readers: http://static.booktopia.com.au/pdf/9781925163131-1.pdf 

Anita Heiss. Growing Up Aboriginal in Australia.

Bruce Pascoe. Dark Emu and Young Dark Emu.

  • A controversial reconsideration of pre- and early-colonial Aboriginal Australian culture and farming practices. It would be interesting to consider the historiographical debates presented by contrasting it with Sutton and Walshe’s recent Farmers or Hunter-gatherers? The Dark Emu Debate. There’s a comprehensive teacher’s resource aligned to the Australian Curriculum available here: https://readingaustralia.com.au/lesson/dark-emu/