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REFLECTIVE JOURNAL
The aim of the course is to develop knowledge and skills to work effectively with
Indigenous Australians in the Human Services. In order to do so, we need to explore
concepts of culture and frameworks for learning, historical contexts, identity,
belonging, and cultural positioning. The majority of work in this course will be
examining self and developing an understanding of ones own learning needs.
Week 2 Cultural Awareness & Cultural Competence
Comprehension of Reading - Key Course Concepts
Start this section by analyzing:
Reading 2 Weaver, H. (1999)
Indigenous People and the Social Work Profession: Defining Culturally Competent
Services
This reading is in relation to a study conducted in the US to define culturally
competent services in order for the social work profession to respond more effectively
when working with Native Americans.
Consider this article in the context of Australia and the human service professions and
respond to the following questions:
Questions:
1) What 3 areas of competence were identified for a practitioner to
develop, in order to become culturally competent working with
Indigenous people?
Also, further discuss each of these 3 areas as outlined in the reading.
1: Knowledge As it states in Weaver (1999, pg 218), knowledge about
various cultural groups is essential for cultural competence. In an Australian
context, understanding the dynamics of difference and diversity within
groups is crucial for culturally competent practice. For instance, social work
practitioners must be aware and should expect that not all Indigenous
Australian language of clan groups are the same as each individual
Indigenous Australian clan group have their own language, clan system,
tradition or even Dreaming stories. Additionally, Australian culturally
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competent practitioners working with Indigenous Australians must have an

extensive knowledge about the history of dispossession and displacement
suffered by Indigenous Australians and the policies that had drastic effects
on all Aboriginal and Torres Strait Islander groups.
2: Values Another working facet of cultural competence is acknowledging
and continually revisiting your very own sets of values and morals along with
inhibitions or prejudices. This is very important because if one does not bring
this to light for their own reflection, it can jeopardize their method of
practice. Especially when it comes to dealing with a person from a
background that they have been misinformed about through an array of
possible avenues for example the media, family members and their views of
people from diverse backgrounds. Acknowledging your prejudices will enable
you to reflect further on why you think the way that you do about people
who are different to you, where your prejudices come from and how you
interpret them. This can provide avenues for you to develop a new way of
thinking, one that does not demean or lessen your view about a particular
group of people (Weaver 1999).
3: Skills As it states in Weaver (1999, p218), skills must be adapted to
meet the needs of diverse clients. In essence, a social work practitioner
cannot exercise their skills without reflecting on their knowledge and values.
This means Furthermore, to be culturally competent practitioners, social
workers should understand their own responsibility as part of a group who
dedicate their personal and professional lives to being culturally competent.
2) Summarise in your own words, the concept of cultural competence
as it relates to your profession:
According to Hansuvadha and Slater (2012, p174), cultural competence is
defined as the knowledge, behaviours, dispositions and policies within a
system, organization, or individual to interact effectively with other cultural
groups and so as a future teacher, being culturally competent means
acknowledging, appreciating and learning from the differences between
people, especially my future students. In the future, when I eventually
undergo placement in the APY Lands, I will first and foremost study the
history of the area, the language spoken in the area and the different laws
and legislations in place. To me, this information is important because I want
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to gain a historical and social perspective about the area so that I am

equipped with knowledge in order to educate my students in a way that
emphasises their cultural identity rather than dismissing it. I have a
responsibility to teach in a way that is inclusive, not exclusive, and to ensure
that my students feel safe when in my care or within the school
environment. I understand that as a teacher, I need to embrace that I have a
role interchangeable with being a student therefore, I genuinely look forward
to what my students can teach me about where they live.

3) In the Australian context, what do you think human service graduates

should know in order to develop effective therapeutic relationships
with Indigenous Australians?

Containment Skills practice humility and embrace tolerance and silence

during interactions.

Know their own values and prejudices to ensure that their practice is not
affected by or determined by their belief system, worldview or their
biases.

Know how to decolonise their own thought process having a new outlook
on issues that may have once been a hard thing to understand means
that human service graduates can work with a clean slate and learn new
information instead of depending on their prior knowledge about history.

Familiarize themselves with the laws and legislation that had drastic
effects on Indigenous Australians in order to make their own decisions to
what is right or wrong autonomously.

4) Can you identify what your areas of development may be in order to

become a culturally competent practitioner?
I know that I have to learn more about Indigenous cultures and this course has
given me a crash course on a subject that I take great interest in. I have to
educate myself more about the policies that affected the livelihood of out
Indigenous Australians as I know not yet enough. I have to meet more
Indigenous people so I can be taught in an objective way and I am very much
looking forward to my placement next year in the APY Lands so I can learn about
the culture there as well.
Cultural Competence Professional Responsibilities
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The Australian Association of Social Workers Code of Ethics (2010) outlines

professional and ethical responsibilities and behaviours which are expected
in human service practice.
Copy available at learnonline resources or via AASW website
Section 5 (Ethical Practice: Responsibilities) covers principles in relation to
Culturally Competent, Safe and Sensitive Practice (5.1.2) and other general
ethical responsibilities including Respect for Human Dignity and Worth
(5.1.1), and Commitment to Social Justice and Human Rights (5.1.3) which
are highly relevant to working in Indigenous contexts.
Question:
1) In your own words, describe the 12 responsibilities outlined in Section
5.1.2 Culturally Competent, Safe and Sensitive Practice:
a. As culturally competent practitioners, social workers will reflect on their
own ethnic or cultural identity so that they can understand how much
their own belief, value systems and/or biases influence their mode of
practice, either positively or negatively.
b. Social workers will seek to find information about their clients background
(nationality, cultural connection and identity or worldviews) in order to
practice in a culturally competent manner.
c. Social workers must embrace the fact that culture is diverse in nature and
so to practice in a culturally competent method is to embrace diversity
within the individual, family situations and requirements of certain
communities as well.
d. Culturally competent social workers are, by no means, to act thoughtlessly
towards people or groups of people because of their spiritual or religious
beliefs.

e. Social workers are to abide by International Law and respect, follow and
adhere to an individuals right to self-determination as well as practice
confidentiality.
f. Social workers should offer services to clients through modes they can
easily

communicate

with

and

where

there

is

difficulty,

provide

experienced translators or interpreters.

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g. It is often that social workers are in educational, administration or policy

development settings therefore social workers will always encourage
cultural awareness, sensitivity and competence.
h. Social workers will engage in the development of on-going cultural
competency practice.
i. As culturally competent practitioners, social workers are on a life-long,
personal and professional development cycle in which they will always seek
support from community mentors, Elders from Aboriginal and Torres Strait
Island communities and other diverse communities in order to build upon
their knowledge and cultural competency.
j. Social workers will strive to work with clients in an environment where
everyone can feel safe, respected and have a holistic approach when tending
to families and communities.
k. Social workers will grow a collaborative relationship with their peers based
on the respect they have for each others cultural or ethnic backgrounds and
spiritual or religious beliefs. This too shall apply to community mentors,
advisors and Elders.

l. Social workers will have an anti-racist and anti-oppressive approach to

tackle situations where racism or oppression exists.
(AASW, 2010)
2) Why would Sections 5.1.1 Respect for Human Dignity and Worth and
5.1.3 Commitment to Social Justice and Human Rights hold particular
relevance for working in Indigenous Australian contexts?
Section 5.1.1 Respect for Human Dignity and Worth holds particular relevance
for working in Indigenous Australian contexts because the section;

promotes self-determination

brings to light the importance of kinship, community bonds and respect

for differing worldviews

emphasises that social workers will value and embrace the cultural
knowledge and experience of and promoting consultation with Indigenous
Australians
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highlights the importance of acquiring containment skills in order to

practice cultural competence

places

an

emphasis

on

social

workers

to

actively

engage

with

communities in with they work to build relationships and engaging with

people.
Section 5.1.3 Commitment to Social Justice and Human Rights, also, because
the section;

emphasises that there are policies and laws that protect the human rights
of Indigenous Australians governed by International Law, including selfdetermination and autonomy.

promotes empowerment and collaboration and recognizes that this is

necessary for it has positive effects on the emotional and mental wellbeing of Indigenous Australians.

acknowledges diversity with and within groups and the requirement to

promote inclusive policies that benefit Indigenous Australians

emphasises that social workers will not stand for exclusive behavior
against Indigenous Australians, or towards any culture group for that
matter along with acts of exploitation or oppression.
(approx 25 words)

Week 3 The Cultural Interface

What do you know about Indigenous Australians?
Question:
1) What can you remember about the first time you heard about
Indigenous Australians? For example was it at kindergarten,
primary/high school, friends, at home (through your parents, siblings),
family connections, workplace, media? (approx 25 words)
I can remember the first time I heard about Indigenous Australians. I was in Year
5 and three Indigenous Australian men came into my classroom one day and my
teacher introduced them. I cant remember what their names were or where
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they came from but I remember the one in the middle was very angry about
what he was saying.
2) Can you remember what was said, implied, shown about Indigenous
Australians? Was it positive or negative in its message? (approx 25
words)
I remember him saying things like Dont believe what you hear about us on the
news, were not like that. Look at me, Im successful, Im just like you. And I
remember looking around the room seeing groups of young kids just chattering
away and not listening. I cannot remember what the purpose was of the visit at
all but the main thing I remember was how one of the Aboriginal men was very
defensive.
3) What can you remember about the first time you met an Indigenous
Australian? When did it happen and what was the interaction?
(approx 25 words)
I always saw Aboriginal people in Victoria Square just sitting around yelling and
talking fast, or on the streets carrying on with other Aboriginal people. I lived in
Redfern, Sydney for four years and again, I saw many violent Indigenous
Australians walking the streets. One day, I saw a young Indigenous girl lying in
the middle of the road, high off something, on my way home. However, the first
time I met an Indigenous Australian person was when I was living in Redfern,
Sydney. My sister and I walked down Redfern St to a little caf to get our
morning coffee and I unknowingly cut the line as it just looked like everyone had
been served already and the person I cut off was a young Indigenous girl about
my age and her sister. Anyway, I apologised like crazy because I work in
hospitality and I hate it when I see other people do it and they were a little
stand-offish but accepted my apology. They sat at the table next to us and
because we had a dog, it sort of started a conversation between the tables.
Sarah was my age and studying Law at the University of Sydney and Larissa
was a retail manager for a chain that I used to work for.
4) What did you think/perceive and feel about Indigenous Australians
then? (approx 25 words)
Before I met Sarah and Larissa, I knew I had prejudices about Indigenous
Australians completely based on what I had witnessed living in Redfern.
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However, I have seen abuse in all sorts of areas. I have seen gangs of Italian
Australians start fights in Kings Cross, Ive seen homeless white people begging
for money, Ive seen an Asian person completely intoxicated and making a fool
of himself on the streets. Ive been verbally abused (working in Kings Cross, in
the city, Oxford St restaurants and bars, its the industry that is the most
colorful in this sense) by everyone of every color. So, quite frankly, if I saw an
abusive or drunk Indigenous Australian person, Id put them in the same group
with the other abusive or drunk Asian, white or Italian person.
5) What do you think/perceive and feel about Indigenous Australians
now? (approx 25 words)
Its something that Sarah, Larissa and myself with my sister had spoken about
and Im pretty sure on that day three years ago I made a decision to correct
someone who started with they all or all of them. I made a decision to
learn more about Indigenous Australians so I can make my own decisions about
what I thought or felt. It is what influenced me to do a Bachelor of Education
(Middle and Secondary)/ Arts (Aboriginal Studies) to learn more and the teach
the subject that I realized I knew so little about and if I knew less than a
paragraph about it, who else could? If I had not retained any information or
learned about the history of our First Australians in High School, was there
anyone that did? These are questions that I want to challenge once I finally
become a High School teacher.
Comprehension of the Readings
Start this section by analyzing:
Reading 5
(2000) states:

The chapter on Indigenous Identity by Dudgeon, et.al.

a) Issues of identity are of great importance to Indigenous

people.
b) At some levels, there is much confusion about being
Aboriginal.
Working with Indigenous Australians: A
Handbook for Psychologists (2000) p.43
Question:

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1) Why do you think this is the case? Discuss in the context of the course
materials presented and incorporate perspectives and issues that have
been raised.
a) Issues of identity are of great importance to Indigenous people Indigenous
people were denied, prevented and/or punished for identifying as an
Indigenous person. There was a time when the policies of assimilation were
constructed based on the idea that being white was the only acceptable way
to be - rooted within ideas of race and difference with whom people in
positions of power encouraged rather than challenged.
b) There is much confusion about being Aboriginal, as stated in Dudgeon et al
(2000, p43), because of the effects of the Stolen Generations. The removal of
young Indigenous children from their families, comprised of kinship and
culture, has had profound emotional and mental effects on Indigenous
people. Then, after the children were taken away, they were placed in
missions or reserves to learn the ways of White Australia. Dudgeon et al
(2000, p44) talks about cultural dislocation as Indigenous people were
suddenly being forced to identify with something that they were simply not.
Being disconnected from family and culture at such a young age has made it
difficult for Indigenous people, reaching adulthood, to retrace or reconstruct
their Indigenous identity. Furthermore, Dudgeon et al (2000, p45) states that
the dominant society has placed upon Indigenous people terms such as
Aboriginal to define their descent or lineage but is partial to the idea of
Indigenous people to identify as just that. This, too, has made it hard and
confusing for Indigenous people to relate to their Indigeneity.
(This section approx 100
words)
Week 4 Historical Contexts
Question:
1) What was your reaction to the content; hearing/reading the historical
documents and books depictions in relation to Indigenous Australians
before and during colonization?
I have been studying Aboriginal studies for the last 2 years and my reaction has
been a bit of a rollercoaster. In my first year of study, I learnt more about
Aboriginal culture that what I was introduced to in high school, which was
nothing. My reaction then was an emotional and angry one, wondering why this
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country that I moved to from the Philippines, the country that I am thankful for
giving me the opportunities that I have today, has treated its Indigenous people
with such disgrace and disrespect.
It then went on to become a remorseful one; I often wondered if my lineage is
Australian, does this make me the same as the colonizers?
Now, I have learnt so much that it still affects me. I have not done a course that
has laid information out all out black and white (no pun intended) in the same
way Amy and Daina have. The only difference is that now, the information does
not come as a shock compared to the other people in class.
Also, I think now, after having processed the sad truth and history about
Aboriginal people over a couple of years, I have learned to understand the
history for what it is and it is true what Amy says In order to understand the
present, we have to look into the past. There were so many things I did not
understand and now, as I am informing myself and learning throughout the
course, I feel safe enough to talk about the issues at hand and I feel confident
that I am knowledgeable enough to be involved in a conversation about
Aboriginal issues.
Many Indigenous people are now accessing this information and
historical documentation for many reasons for example, to trace family
and/or as part of other educational studies.
The impact of this on individuals, families and communities is immense
and varied.
We will be examining the effects and impact throughout the course.
Comprehension of Online Lecture Material
INSTRUCTIONS
Review the Lecture Notes/Powerpoint from Week 4 available at
Learnonline
Historical Contexts 1: Overview of policies and practices/Timeline of
Colonisation
Respond to the following questions
The answers can be found in the lecture notes
Questions
1) In relation to contact between Aboriginal Australians and Europeans,
what was the difference(s) between the incidences of contact in 1606
and 1788?
1606:
Dutch and Indonesian Traders relationships were fairly
congenial as the Dutch and Indonesians were only there for trade.

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1788:
The arrival of the First Fleet, the start of colonization, the declaration
of Terra Nullius the relationship was not congenial as the Europeans
wanted to stay and wanted the land.
(Cleland, 2012)
2) Policy Eras:
Before Integration and Self-Determination in the 1960s, what were the
other 4 key policy eras in Australia that governed Indigenous people
and often repeated over time?
Furthermore, define each of the key policy eras intentions?
1.

Dispossession

Dispossession policy era refers to the time when the land by which
Indigenous Australians inhabited were taken over by the colonizers, which then
led to fights and violence. Indigenous Australians called this the killing time,
where the population was said to decline by 95% (Cleland, 2012).
2.

Segregation

The segregation policy era sought to make sure that Indigenous people
were separate from white people. For example, there were separate school for
Aboriginal children and for white children, the separation of half-castes from
their Indigenous families to make sure that they continue on with white values
and upbringing, etc. (Cleland, 2012)
(approx 25
words)
3.

Assimilation

The assimilation policy era refers to the time when the government
wanted to assimilate Indigenous people into the society. Assimilation was the
governments answer to what they thought/believed was the right thing to do
take children away from their Indigenous families and transfer them to nonIndigenous homes to live the same way as white people do (Cleland, 2012).

4.

Protection

The protection policy era saw the introduction of humanitarianism in the

form of religion and to protect Aboriginal people from the frontier of violence
(Cleland, 2012), especially since non-Indigenous people started to recognize the
state of their health.
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What were the 3 Major Causal factors for the mass decline in population
numbers of Indigenous Australians following Colonisation in 1788?
1.

Killing and Violence self-defense, fights with non-Indigenous people over

land, etc and also the fact that there was a law that allowed for the killing of
Indigenous people.
2.
Introduced Diseases eg smallpox
3.

Removal of access to land the health of Aboriginal people depended on

the land as well. (Cleland, 2012)

3) In your own words, what was the quote from the Protectors Report
1839 referring to?
The quote from the Protectors Report 1839 was referring to the removal of
children from their families to ensure that Aboriginal children were disconnected
from the influences of their parents and to be educated in a non-Indigenous way.
4) Name 3 Types of Custodial Institutions that were established to house
and govern Indigenous Australians from the early 1800s:
1.

Homes/Schools for Indigenous children

2.

Missions run by religious instituions

3.

Reserves/Stations where Indigenous people were confined to inhabit,

where their protectors had power over their income/assets, wages, and
guardianship of children
(Cleland, 2012)

5) Name 2 of the Major Aboriginal Childrens Institutions and Missions in

the Northern Territory
1.
2.

Pine Creek 1913 (Government run)

Roper River 1908 (Church Missionary Society)
2012)

(Cleland,

6) In your own words, describe what conditions the 1918 Northern

Territory Aboriginal Ordinance Act stipulated for Aboriginal people?
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The 1918 Northern Territory Aboriginal Ordinance Act stipulated that Aboriginal
people were not allowed to live as freely as non-Aboriginal people. It placed
restrictions on what they drink or who they had relations with.
7) What is an Exemption Certificate and when were they introduced?
Exemption Certificates were given out to Aboriginal people whom were
considered by a person in the community to be good enough to be white and
they were introduced in 1939. (Cleland, 2012)
8) Name the years in which the following significant events occurred in
Australia:
a) Referendum known as the Yes vote: 1967

In your own words, why was this Referendum so significant?

The Referendum was so significant because it was the first time that recognized
Aboriginal people were recognized in the Australian Constitution in a positive
light. It recognized Aboriginal people as part of the census under a human title,
rather than being counted as flora or fauna. In addition, it was the first time that
people, Indigenous and non-Indigenous, came together and pushed for the
removal of sections within the Constitution that discriminated against Aboriginal
people.
(Behrendt, 2007)
b) Dismantling of the White Australia Policy:

1973

c) Release of the Report of the Royal Commission into Aboriginal

Deaths in Custody : 21 December 1988
At the release of this report, what did Commissioner Ewott Johnston QC
say?
Ensure your response is written in your own words:
d) Release of the Bringing Them Home Report: 1997
9) In your own words, summarise what Gough Whitlam said in 1971 about
Australias history and Aboriginal policy? Why was this so significant?
I actually was not at the lecture when this information was provided but I
know that Gough Whitlam has said,

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We will legislate to give aborigines land rights - not just because their case is
beyond argument, but because all of us as Australians are diminished while
the aborigines are denied their rightful place in this nation. Gough Whitlam
This in itself is a milestone at the time and very important in that it recognised
Aboriginal people as having the same, equal rights as non-Indigenous
Australians. He was the first Labor Prime Minister to have acknowledged such
rights and he played an intrinsic role in establishing the Department of
Aboriginal Affairs in 1972. He was also the Prime Minister when the Racial
Discrimination Act 1975 was created.
(News.com.au,
2011)
Sources:
Australian Association of Social Workers 2010, AASW : code of ethics Barton,
A.C.T. : Australian Association of Social Workers,
http://www.aasw.asn.au/document/item/740, viewed 2 Aug 2012
Behrendt, Larissa 2007, The 1967 Referendum in Precedent, Issue 82, pp 48,

viewed

06

September

2011,

<http://search.infomrit.com.au/fullText;dn=200712077;res=APAFT>

Cleland, Amy 2012, Historical Contexts 1: Overview of policies and

practices/Timeline of Colonisation, Week 4 Lecture Online Recording,
PowerPoint Slides, University of South Australia, Adelaide,
http://lrs.unisa.edu.au/ess/echo/presentation/1e3738ea-93ac-422d-a578c8c1c27b6bb5, viewed 20 Aug 2012
Dudgeon, Patricia, Garvey, Darren, Pickett, Harry 2000, A cultural history,
Working with indigenous Australians: a handbook for psychologists, Gunda
Press, Perth, pp. 27-30.
News.com.au 2011, A Timeline of Gough Whitlams life in News.com.au, June
09, viewed on 06 September 2012 <http://www.news.com.au/news/a-timelineof-gough-whitlams-life/story-fn7djq9o-1226072140187>

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Weaver, Hilary N. 1999, 'Indigenous People and the Social Work Profession:
Defining Culturally Competent Services', Social Work, 44, 3, pp. 217-225.

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