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Sue Langley

Sue Langley
Science Consultant
How did you go about making links with your local Aboriginal community?

The first person we contacted was the ACLO, the Aboriginal Community Liaison Officer in District Office, and asked her to help us with finding people in the community.

How has your view or perspective changed on the impact of Aboriginal beliefs and culture on scientific understanding?

Being involved in this project has given me a broader outlook on whereabouts in the syllabus you can incorporate Aboriginal perspectives. There are just so many areas you can put this stuff into.

What strategies would you use in developing further teaching units to address Aboriginal perspectives in Science?

Firstly, I'd make use of the local resources that we have in the area: the Wiradjuri Heritage Study, local museums, and especially people in the Aboriginal community. I'd also try to incorporate small tasks into a lot of units, rather than teaching a separate unit based on Aboriginal perspectives.

What barriers did you encounter in trying to undertake this project?

Initially, my personal lack of understanding was a considerable barrier to overcome. As we got into the project, we discovered that a lot of the Aboriginal culture is passed on by word of mouth and it was extremely difficult to find written resources to back up the things that we were hearing.

Where to from here? What will you do in future to plan for and implement Aboriginal perspectives content into your Years 7-10 science teaching-learning program?

I'd like to continue with what we started, in that we take little snippets of tasks and incorporate them into lots of units, rather than write a single unit to cover Aboriginal perspectives and also I'd like to see more people from the Aboriginal community coming into the schools and sharing their culture.

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