From the perspective of ACARA's Aboriginal and Torres Strait Islander Histories and Cultures Cross Curriculum Priority, the stories may contribute to a number of Organising Ideas, including:
|OI.2||Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.|
|OI.3||Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the land, sea, sky and waterways.|
|OI.5||Aboriginal and Torres Strait Islander Peoples' ways of life are uniquely expressed through ways of being, knowing, thinking and doing.|
|OI.6||Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and contemporary impacts of colonialism.|
|OI.8||Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated.|
Of special interest is OI.9: The significant contributions of Aboriginal and Torres Strait Islander Peoples in the present and the past are acknowledged locally, nationally and globally. It is hoped that these classroom resources will celebrate the diversity and scope of contemporary Aboriginal and Torres Strait Islander writers, and broaden their readership.
Factors relevant to use in particular school contexts (e.g. coarse language or sexual references) are made explicit at the beginning of each story.
Please remember that this is a small, curated selection of short stories written by Aboriginal and Torres Strait Islander authors. Regard this as a starting point in a journey of literary exploration.
Note: For consistency, the comprehending questions for each story use the taxonomy or skills for reading and interpreting fiction designed by George Hillocks and Larry Ludlow (1984) (also see pages 5-9 of this NCTE publication). However, it is not intended that these be used as the sole strategy for supporting students to explore the stories. As relevant, further suggestions have been made as a starting point.
Create you own story, experimenting with some of the techniques used in the stories by Aboriginal and Torres Strait Islander writers that you have read. Here are some ideas:
Write an analytical essay (taking either an invited or resistant reading) exploring one or more of the stories you have read. Below are sample questions.
Ensure students use specific evidence and examples from one or more relevant stories to support their claims.
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