Contexts

The learning strands provide the conceptual framework for the knowledge, understandings, skills, and capabilities that students develop through the following contexts:

• Context 1: Community experiences
• Context 2: Community enterprise.

Students study both contexts for a 10-credit subject or a 20-credit subject.

Community experiences

Students investigate and analyse community experiences as told by Aboriginal peoples themselves and through other sources of Aboriginal voice. They develop and extend awareness and knowledge of the diversity of the experiences of Aboriginal peoples and communities, which guides the development of respectful understanding. Students demonstrate their knowledge and understanding of Aboriginal narratives and how the past influences the present including the intergenerational influence and impact of government policies.

Community experiences may include but are not limited to:

• language initiatives such as maintenance, reclamation, revitalisation, and renewal
• cultural expressions such as dance, theatre, literature, music, visual art
• media representations such as television, social media, radio, newspaper
• activism such as native title, Indigenous land rights, Uluru Statement of the Heart, Voice, Treaty, Truth
• the influence and impact of government policies on communities
• community-driven programs and initiatives such as night patrol, Clean Slate without Prejudice, translators, park rangers, Kurruru Youth Performing Arts, the Ara Irititja Project, Warlpiri Youth Development Aboriginal Corporation (WYDAC), Mӓpuru Homeland Community, Tangentyere Council, and the Healthy Minds team at Galiwin’ku.

Community enterprise

Students learn from and with Aboriginal peoples and communities about initiatives and accomplishments developed in response to significant past and/or contemporary experiences. They develop their respect for and understanding of what narratives and accomplishments mean to different Aboriginal peoples and communities, and of the importance of enterprise in, for example, cultural expressions and reclaiming identity and power.

Community enterprise may include but is not limited to:

• language enterprises such as Kaurna language reclamation and dual naming of sites
• cultural tourism such as Camp Coorong and Mutitjulu 
• creative arts projects such as Tandanya National Aboriginal Cultural Institute, Kurruru Youth Performing Arts, cultural dance groups, Spirit Festival, Barunga Festival, Garma, the Association of Northern, Kimberley and Arnhem Aboriginal Artists (ANKAAA), and the work of Aboriginal authors and/or publishers
• land management such as park rangers on country, co-management of national parks, and government partnerships
• media such as National Indigenous Television (NITV), Koori Mail newspaper, Blackfella Films, Papulu Aparr-Kari Aboriginal Corporation (Pak Media), and Top End Aboriginal Bush Broadcasting Association (TEABBA)
• community organisations and initiatives such as Kura Yerlo, Nunkuwarrin Yunti of South Australia Inc. (including Link-Up), Marra Dreaming Indigenous Arts and Crafts Cultural Centre, Aboriginal Legal Service, Aboriginal Heritage Project, Arnhem Land Progress Aboriginal Corporation (ALPA), and Waltja Tjutangku Palyapayi Aboriginal Corporation
• research and science
• Aboriginal businesses.