Sustainability

Land Use:

The history and sustainability of our land go hand in hand. Sustainability is defined in this diagram:

Image: (Verify Sustainability, 2008)

Maintaining balance and equilibrium between environment, society and economics throughout the development and growth of Australia as a population has involved many trials and changes. Australian land has undergone two cultural contrasts of human lifestyle. The teaching and understanding of the effects of history  is vital to the sustainable future of this country.

The Aborigines lived off the land through a nomadic lifestyle, following food and seasonal patterns. Their culture places significant value between the people and the land – claiming harmony and oneness with nature and land. “As hunter-gatherers, they lived off the land with a precise and intimate knowledge of its resources and seasonal patterns” (Macintyre, 2009, p.11). Researchers propose that the Aboriginals sustained a “highly successful equilibrium of population and resources” (Macintyre, 2009, p.11).

Image: Aboriginal hunting (Aboriginal Culture and Art Centre, n.d.)

The introduction of European lifestyle through the settlement introduced farming and agriculture to Australian land. Agriculture replaced hunter-gathering. “Agriculture enabled greater productivity, sustained higher population densities, gave rise to towns and the amenities of urban life” (Macintyre, 2009, p. 11).

Image: Land clearing (Sydney Catchment Authority, n.d.)

The introduction of agricultural farming has had its environmental challenges, due to the diverse environmental differences between Britain and Australia. Some Australian farmland is slowly undergoing agricultural degeneration. Farmers are facing challenges such as salinity and soil erosion (Australian Government, 2011).

 “Even though over sixty per cent of Australians live in the capital cities, as a nation Australia still recognises its close affinity to the unique landscape of the countryside and to those who live on the land” (Australian Government, 2011). It is a part of Australian identity and therefore it needs to be preserved for future generations.

The increasing population, suburbanisation and urbanisation of Australia are having a toll on sustainable living and on sustainable agricultural practices. It is unlikely that Australia would revert to traditional Indigenous methods of living just to maintain environmental sustainability, but how long can agricultural farming be sustained in the future? “Making decisions about sustainability to help shape a better future requires an understanding of how the past relates to the present, and needs to be informed by historical trends and experiences” (Australian Curriculum Assessment and Reporting Authority, n.d.). As the children in our schools are the future of this nation, they must understand the importance of sustainable viability of Australia so they can direct the future of this nation in a sustainable way.

References:

Aboriginal  Australia Art and Culture Centre. (n.d.). Untitled [image of Aboriginal food hunting]. Retrieved 7 June 2013 from http://aboriginalart.com.au/culture/arrernte3.html

Australian Bureau of Statistics. (2010). Geographic distribution of the population. Retrieved 7 June 2013 from http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/CEBE696C34C36C6ECA25773700169C5E?opendocument

Australian Curriculum Assessment and Reporting Authority. (n.d.). Cross curriculum priorities. Retrieved 6 June 2013 from http://www.australiancurriculum.edu.au/History/Cross-Curriculum-Priorities

Australian Government. (2011). Australian farms and farming communities. Retrieved 7 June 2013 from http://australia.gov.au/about-australia/australian-story/austn-farms-and-farming-communities

Macintyre, S. (2009). A concise history of Australia (3^rd ed.). Port Melbourne, Victoria: Cambridge University Press.

Sydney Catchment Authority. (n.d.) Land clearing. [photograph]. Retrieved 7 June 2013 from  http://hsc.sca.nsw.gov.au/chemistry/water_contamination/possible_sources/examples/text_page

Verify Technologies Limited. (2008). Sustainability: The solution matrix. Retrieved 7 June 2013 from http://www.verifysustainability.com/Pie%20Diagram/PieDiagram_Open_Page.aspx

Asia & Australia’s relationship with Asia

 The Australian Gold Rush:

Australia’s engagement with Asia stems all the way back until early colonial Australia, even arguably before European settlement where there was trading with the Indigenous population (see a ‘pre-Cook history’ timeline). 

Image: (National Museum of Australia, n.d.)

Caption: "The 1850s gold rush attracted many Chinese people to Australia in search of a fortune. In this scene, Chinese and European diggers methodically search for gold using various devices and techniques" (National Museum of Australia, n.d.).

The Australian Curriculum, Assessment and Reporting Authority recognises the importance of studying this topic:  

“The Australian Curriculum: History enables students to develop an understanding of histories of the diverse peoples of Asia and their contributions to the region and the world, and an appreciation of the importance of the region for Australia and the world. This happens as students learn about the importance of the traditions, beliefs and celebrations of peoples from the Asia region and through the study of ancient societies, trade, conflicts, progressive movements and migration to Australia by people from Asia” (ACARA, n.d.).

The case study of Chinese immigration during the Australian gold rush is a perfect example of understanding the historical relationship between Asia and Australia by investigating the migration to Australia, their multicultural influence and the racial conflicts that arose at the time. The Australian Gold Rush invited much migration nationally and internationally, especially from neighbouring continent, Asia. The first major group of Chinese arrived as indentured labourers in Australia after Britain ended convict shipment in 1840 triggering a great labour demand and the traffic of Chinese immigration increased during the gold rush era (National Museum of Australia, n.d.). There is much historical context behind the immigration of the Chinese during this period; much more than just the desire to obtain their share of gold and riches.

“The Chinese came not for their own sake but because they felt compelled to seek a better future for their families who remained at home in China. It was a time of grinding poverty, lawlessness and oppression in many parts of China, particularly in the districts of Canton (Kwangtung Province) from which many Chinese came” (SBS, n.d.).

One issue Australians need to be educated on is that of racism. Racism generally occurs through unsubstantiated prejudice and insecurity. Anti-Chinese discrimination was strong and harsh on the gold-fields  as the Chinese were ‘different’ to the other gold miners.  “The Chinese were particularly industrious, with techniques that differed widely from the Europeans. This and their physical appearance and fear of the unknown led to them to being persecuted in a racist way that would be regarded as untenable today” (The Original Gold Rush Colony, n.d.). The image at the start of the blog subtly highlights this racism – there was no multicultural integration; only Chinese workers are seen together, segregated and outcasted. 

This issue of racism is also addressed in the Bible in John 7:24 - “Do not judge by appearances, but judge with right judgment” (Bible Gateway, ESV, 2013). Past racial discrimination cannot be undone but this non-racial and non-judgemental lifestyle needs to be practiced in today’s world as the Australia and Asia’s engagement is strengthening and people of all cultures need to learn fair treatment and equality, thus implementing the importance of the education of Australia and Asia’s relationship starting from a young age in school.

References:

Bible Gateway. (2013). John 7:24. English Standard Version. Retrieved 7 June 2013 from http://www.biblegateway.com/passage/?search=john%207:24&version=ESV

Creative Spirits. (2013). Aboriginal history timeline (1400-1769). Retrieved 7 June 2013 from http://www.creativespirits.info/aboriginalculture/history/aboriginal-history-timeline-1400-1769

National Museum of Australia. (n.d.). Chinese workers. Retrieved 5 June 2013 from http://www.nma.gov.au/collections/collection_interactives/endurance_scroll/harvest_of_endurance_html_version/explore_the_scroll/chinese_workers

National Museum of Australia. (n.d.). Australian gold rush. Retrieved 5 June 2013 from http://www.nma.gov.au/collections/collection_interactives/endurance_scroll/harvest_of_endurance_html_version/explore_the_scroll/australian_gold_rush

The Original Gold Rush Colony. (n.d.). http://www.goldrushcolony.com.au/australian-gold-history-culture-info/chinese-australian-gold-fields

SBS. (n.d.). Fear of the Chinese. Retrieved 7 June 2013 from http://www.sbs.com.au/gold/ story.php?storyid=46

Aboriginal and Torres Strait Islander Histories and Culture:

Settlement or invasion?

Our perspective of Australian settlement is ever-changing, especially considering the increasing equality and recognition of the Aboriginal and Torres Strait population in contemporary Australia. The discovery of new information unsettles and challenges previous understandings of the situation.  

 

Image: (Mortimer, n.d.)

The Rabbits, a picture book written by John Marsden and illustrated by Shaun Tan, tells of the arrival and settlement of the Europeans in the form of an allegorical narrative through the Indigenous perspective.

The use of a narrative picture book would be effective in the teaching of this cross-curricular priority as engages the reader’s interest visually and is also challenging underlying frameworks and understandings. The allegorical setting forces minds to reflect on the story and drives them to understand the message the author is trying to convey. A helpful lesson guide is provided online by Nancy Mortimer. 

Furthermore, some interesting videos about settlement:

The First Australians (Episode 1, Part 1) - 

Babakiueria -  

The point is there is more than just the ‘invasion’ part to the story of Australia’s settlement and there is more than just the ‘European expansion and colonisation’ part too. Australian history is made up of many stories. They are integrated to make what Australia is today. It is important not to only consider the ‘white Australian’ point of view but also the Indigenous point of view.  This is why it important not just to educate students by teaching them events but by also challenging them with underlying contexts, meanings, values, attitudes and beliefs that influenced the occurrence of historical events. This is the value of History in our education systems.   

The events of history cannot be undone but “this knowledge and understanding [of Aboriginal and Torres Strait Islander histories and culture] will enrich [the students’] ability to participate positively in the ongoing development of Australia.” (Australian Curriculum Assessment and Reporting Authority, n.d.). Understanding history is fundamental to looking forward to a brighter future.

“The Australian Curriculum: history values Aboriginal and Torres Strait Islander histories and cultures. It celebrates Aboriginal and Torres Strait Islander histories as part of the shared history belonging to all Australians” (Australian Curriculum Assessment and Reporting Authority, n.d.).This also reflects a Biblical perspective in that everyone is equal under Jesus. For in Galatians 3:28, it states “There is neither Jew nor Greek, there is neither slave nor free, there is no male and female, for you are all one in Christ Jesus” (Bible Gateway, ESV, 2013).  

References:

Australian Curriculum Assessment and Reporting Authority. (n.d.). Cross Curricular Priorities. Retrieved  6 June 2013 from http://www.australiancurriculum.edu.au/History/Cross-Curriculum-Priorities

Bible Gateway. (2013). Galatians 3:28. Retrieved 7 June 2013 from http://www.biblegateway. com/passage/?search=galatians%203:28&version=ESV

Commonagenet. (2010). The First Australians.Ep1/7.Pt1/7 – They came to stay [YouTube]. Retrieved 7 June 2013 from http://www.youtube.com/watch?v=VcslF8yQ1Tg

Mortimer, N. (n.d.). The Rabbits: Teacher Notes. Retrieved 5 June 2013 from http://www.thearrival.com.au/downloads/TG_TheRabbits.pdf

Quietthomas. (2010). Babakiueria [YouTube]. Retrieved 7 June 2013 from   http://www.youtube.com/watch?v=SHK308_MTiU