Australia and Asia Relationships in History - Blog Post 3

Australia’s Relationship with Asia in History

Blog Post 3

  (Australian Government, 2013).

Established in 1981, AIYEP [Australia and Indonesia Youth Exchange Program] is a longstanding program of the Australia-Indonesia Institute in the Department of Foreign Affairs and Trade. It is run in partnership with Indonesia’s Ministry of Youth Affairs and Sport. (Australian Government, 2013).

Students learning about the Youth Exchange Program in Australia and Indonesia can develop their knowledge and understandings of Australia and Asia relationships and develop knowledge and appreciation of our countries historical pasts.

‘In the Australian Curriculum: History, the priority of Asia and Australia’s engagement with Asia provides rich and engaging content and contexts for developing students’ historical knowledge, understanding and skills’ (ACARA, 2013).

The AIYEP allows students to go to Australia or Indonesia and learn about the culture, history and biodiversity of a nation.

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, 2013).

The Bible says:

‘Love does no harm to a neighbor. Therefore love is the fulfillment of the law’ (Bible Gateway, 2011, Romans 13:10).

‘If you really keep the royal law found in Scripture, “Love your neighbor as yourself,”^[a] you are doing right’ (Bible Gateway, 2011, James 2:8).

Australia, Asia relationships are important because we both bring different things to the table. As cited below:

‘The White Paper recognises the value of Australia’s rich network of people-to-people links in building comprehensive relationships with the countries in our region’ (Australian Government, 2013).

‘In the Australian Curriculum: History, the priority of Asia and Australia’s engagement with Asia provides rich and engaging content and contexts for developing students’ historical knowledge, understanding and skills’ (ACARA, 2013).

Australia and Asia relationships are about recognising the influence, individuality and importance of individual nations and creating an appreciation for our nations strengths and that we can be stronger together.

 ‘AIYEP aims to provide wider opportunities for young people of Indonesia and Australia to appreciate the culture, development and way of life of each other’s country’ (Australian Government, 2013).

More information on the AIYEP and Australia's relationship with Asia is available on the following sites:

·         AYIEP

·         Relationships

·         The White Paper

References

ACARA. (2013). Asia and Australia’s engagement with Asia. Retrieved 25^th May 2013 from http://www.australiancurriculum.edu.au/History/Cross-Curriculum-Priorities.

Australian Government. (2013). Youth exchange program benefits Australia and Indonesia. Retrieved 25^th May 2013 from http://asiancentury.dpmc.gov.au/case-studies/youth-exchange-program-benefits-australia-and-indonesia.

Bible Gateway. (2011). New International Version. Retrieved 25^th May 2013.

Teaching about Aboriginal and Torres Strait Islanders in History - CR181 Blog Post 2

Teaching about Aboriginal and Torres Strait Islanders in History

Blog Post 2

Uluru

(Banyan Tree, 2013).

Uluru is an amazing natural land formation that we all identify with as Australians. Uluru is one of the great wonders of the world and is an Australian emblem that everyone can identify with.

‘Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view’ (ACARA, 2013).

Learning about Uluru we can discover our past histories and how we as Australian share identity within our natural landscape.

‘The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia’ (ACARA, 2013).

Teaching History is about teaching contexts; reasons and meanings behind events and decisions. As Australians many of us come from different cultures and nations but being an Australian is not about where you were born or how you got here but about our shared identity.

“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” (ACARA, 2013).

In the Bible God said:

^“The Lord God said, “It is not good for the man to be alone. I will make a helper suitable for him” (Bible Gateway, 2011, Genesis 2:18).

God created us for community; not to be alone but to be a part of something bigger than ourselves. He told us that we are to love and care for one another.

“Be devoted to one another in love. Honor one another above yourselves” (Bible Gateway, 2011, Romans 12:10).

While we all have different stories about Uluru and may identify with it in different ways, whether through the dreamtime story or through learning about Sir Henry Ayers discover of Uluru we can all identify as Australians through our shared identity.

Sites for further information and research are listed below:

Uluru Dream Time Story

Sir Henry Ayers

References

ACARA. (2013). Aboriginal and Torres Strait Islander histories and cultures. Retrieved 17^th May 2013 from http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures.

Banyan Tree. (2013). Ayers rock (Uluru). Retrieved 24^th May 2013 from http://www.banyan-tree.com.au/recommendations/uluru.html.

 Bible Gateway. (2011). New International Version. Retrieved 17^th May 2013.

Teaching Sustainability in History - History CR181 Blog Post 1

                                               Teaching Sustainability in History    

            

(McCoy, 2013).

Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment (ACARA, 2013).

The Great Barrier Reef is heritage listed in Australia and is known about all around the world. We have heritage listed this Australian icon so that it will be there for generations to come.

‘The History curriculum enhances personal and social capability by providing opportunities for students to engage with understandings such as historical empathy, contestability, perspectives, cause and effect, and continuity and change’ (ACARA, 2013).

Sustainability is an important component in teaching History in the classroom. History involves looking at all aspects of events and people. Sustainability is shown throughout history in the same ways; looking back to our nation’s history and the methods they used and policies they implemented for sustainability and what we as a nation are doing to be sustainable for future generations.

Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence (ACARA, 2013).

The Bible tells us that:

“The Lord God took the man and put him in the Garden of Eden to work it and take care of it” (Bible Gateway, 2011, Genesis 2:15).

God has entrusted us as his children to look after and care for this world. It is our responsibility to care for this world to the best of our abilities and ensure that we do our best to make it sustainable and viable for the generations to come.

‘The Great Barrier Reef is the largest coral reef ecosystem on earth and one of the best managed marine areas in the world. At 348 000 square kilometres, the reef is one of the richest and most diverse natural ecosystems on Earth’ (Australian Government, 2012).

Australia is proud of the way we look after our world heritage properties. We have an excellent track record managing the Great Barrier Reef as a multi-use property, and are committed to sustainable development that ensures the outstanding universal value of the Great Barrier Reef is not compromised (Australian Government, 2012).

It is important that students can engage with Sustainability in History that it does not just become a topic but it becomes something that they are passionate about and want to help outwork in their community and nation. Teaching sustainability in History is not about students learning facts and ideas but about them being inspired that they can change and make a difference in our world.

References

ACARA. (2013). Sustainability. Retrieved 16^th May 2013 from http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability.

Australian Government.. (2012). The Great Barrier Reef, Queensland. Retrieved 24^th May 2013 from http://www.environment.gov.au/heritage/places/world/great-barrier-reef/.

Bible Gateway. (2011). New International Version. Retrieved 16^th May 2013.

McCoy, M. (2013). Hardy reef, Great Barrier Reef, QLD. Retrieved 24^th May 2013 from http://www.australiangeographic.com.au/journal/images-of-australia-hardy-reef-great-barrier-reef.htm.