TORRES STRAIT ISLANDS
HISTORY AND CULTURE
Talya Collins,
Corrine Conneely,
and Jodie Costas
Aboriginal histories and cultures.
Australian Curriculum.edu.au
Acknowledgement of Country
We respectfully acknowledge the Elders and custodians of the Whadjuk Nyungar
nation, past and present, their descendents and kin. The Curtin University Bentley
Campus enjoys the privilege of being located in Whadjuk/Nyungar Boodjar
(country) on the site where the Derbil Yerrigan (Swan River) and the Djarlgarra
(Canning River) meet. The area is of great cultural significance and sustains the life
and wellbeing of the traditional custodians past and present. As representatives of
Curtin University we are proud to honour the Nyungar people and value this place
of shared learning. We recognise the impacts of colonisation on Indigenous
Australians and as active participants in reconciliation we are committed to moving
forward together in a spirit of mutual honour and respect (Curtin University, 2012)
Identity
The Torres Strait stretches for 150km between
Cape York and the coast of Papua New Guinea,
north of Queensland. The strait occupies over
100 Islands, reefs and sandbanks ( Stuart, 2011).
Although the Torres Strait Islands lie between
Australia and Papua New Guinea (PNG) , it is the
country of PNG that Torres Strait Islander people
identify with (Lui, 1996).
Torres Strait Islands Flag
The Torres Strait Islander Flag is an official
flag of Australia, along with the Australian
National Flag and the Australian Aboriginal
Flag.
“Map of Torres Strait Islands” (Commonwealth of
Australia, 2009)
Torres Strait Islanders are not mainland
Aboriginal people and often are misidentified.
They are separate in many factors such as origin
history and way of life (Maximillan, 2001).
91% of Torres Strait Islanders traditional area is
open ocean. The sea is known to be central to
their sense of identity having determined their
way of life, subsistence practices and ceremonial
life (Lui,1996). The sea remains the source of
inspiration for many of their songs, stories and is
treated with a high amount of respect.
The Torres Strait Islander Flag stands for the
unity and identity of all Torres Strait Islanders.
It is flown to celebrate and promote greater
understanding of Indigenous peoples and their
culture (Australian and Torres Strait Islander
Commission, 2000).
This flag was designed as a symbol to
represent identity and unity of the Torres Strait
islander people and each piece of the flag was
designed to symbolize their culture.
Green: Represents the land
Blue: Represents the sea
White: Represents peace
Black: Represents the Indigenous peoples
“Shark Dance” (Native Title, 2012)
The Dhari or headdress represents Torres
Strait Island people and the five pointed star
represents each of the 5 major Island groups.
The star was included to highlight the
seafaring traditions of the Torres Strait
(ATSIC, 2000).
Torres Strait Islander flag” (ABC TV, 2012)
History
After world War Two, a mass amount of Torres Strait
islanders migrated to the Australian mainland. Many of
these people migrated voluntarily as they were seeking
work or better life opportunities for their families. Others
were forcibly removed from the Islands as threat which is
evidence of the unfair circumstances experienced in the
Torres Strait. Other Islanders migrated because of
environmental circumstances, such as evacuation
required during flooding (Watkin, 2009).
Sorry day.
(liferemixed.com)
Maboday Torres (Takver.com)
Torres Strait (janesoceania.com)
In recent years the most significant event in the recognition of Indigenous
rights in the Torres Straits and Australia, was the decision on the Mabo
Land case which started in 1982 and ran for 10 years ( Lui, 1996). Koili
Mabo is a very well known Torres Strait Islander who with the help of four
other Islanders from Murray Island in the eastern Torres Strait, initiated
the case in the high court of Australia to rectify that the people of the
Murray Island are the traditional owners of the lands and have the distinct
rights to their traditional land (Lui, 1996). In June 1992 the court ruled “the
Meriam people of Torres Strait Islands are entitled as against the whole
world to possession, occupation, use and enjoyment of the lands of the
Murray Islands” (Eddie Mabo and Others VS State of Queensland, High
Court of Australia, cited in Lui, 1996). The outcome from this issue allows
the traditional owners of the land the rights to their land giving the
Indigenous people some power. It allows the nation to address traditional
land ownership.
Culture
Torres Strait Islanders do have similarities to mainland Aboriginals but they also
have their own cultural aspects and stories dependent of their location and
experiences. Leah Lui (1996) explained " what makes us Torres Strait Islanders is
our languages, dances, our songs, our myths, legends and ceremonies. And
although these have changed we have adapted as we came into contact with
Pacific Islanders and missionaries". Torres strait Islanders are their own people
and their cultural makeup differentiates them from mainland Aboriginals. Overall
Torres Strait Islanders are mainly christen people, however over time their
Christian beliefs have been woven into their cultural practices (Lui, 1996).
Traditionally Islanders formed three major groups. These
groupings were based on similarities and differences in way of
obtaining food, ritual practices and the geophysical features of
the islands. The basic division however, was between East
and West on the basis of language (Lui,1996).
Language
There are two traditional languages spoken in the Torres
Strait:
Kalaw Lagaw Ya - This is similar to Aboriginal languages and
is spoken on western, central and northern islands. Individual
dialects are also found on each of the islands.
Meriam Mir - This is the language of the eastern islands
Land, sea, sky, in and out. ( aboriginal.art.com.au)
(including Mer) and is derived from Papuan languages.
Individual dialects are also found on each of the islands.
Tombstone unveiling(inviewmedia.com.au)
Des.mob (tsi.org.au)
Spirituality, beliefs and traditions
One of the main ceremonies which brings them together to
celebrate their culture is the tombstone unveiling ceremony.
When someone passes away in their culture it initiated the
performance of certain rite. The tombstone ceremony involves
the public unveiling of the tombstone which is then blessed by
a priest ( Lui,1996). The unveiling is followed by feasting and
traditional dancing to celebrate the occasion. It is symbolic of
the final resting place for the spirit of the deceased and the
end of mourning. The performance of the ceremony continues
today on the islands and the mainland.
Barinya ( astartinlife.org.au)
Educating &
Teaching
Governments across Australia recognise Aboriginal and Torres
Strait Islander people as the First Australians with one of the
oldest continuing cultures in human history. They affirm the right
of Aboriginal and Torres Strait Islander people to sustain their
languages and cultures and acknowledge associations with the
land and water. Governments have agreed to take urgent action
to close the gap between the life outcomes of Aboriginal and
Torres Strait Islander people and other Australians. To drive
action, the Prime Minister, Premiers and Chief Ministers have
agreed through the Council of Australian Governments (COAG)
to six ambitious targets:
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close the life expectancy gap within a generation
halve the gap in mortality rates for Aboriginal and Torres
Strait Islander children under five within a decade
ensure all Aboriginal and Torres Strait Islander four year
olds in remote communities have access to early childhood
-education within five years (by 2013)
halve the gap for Aboriginal and Torres Strait Islander
students in reading, writing and numeracy within a decade
(by 2018) at least
halve the gap in Aboriginal and Torres Strait Islander Year
12 attainment or equivalent attainment rates by 2020;
halve the gap in employment outcomes between
Aboriginal and Torres Strait Islander
Lyn,M .Education ( hreoc.gov.au)
Australians and other Australians within a decade (by 2018).
Achieving these targets will require significant effort and
collaboration by governments, their agencies, communities and the
non-government, corporate and philanthropic sectors. Targets
have been built into funding agreements between the Australian
Government and State and Territory Governments and nongovernment education providers as part of national arrangements.
Header Teaching Education (volunteersaustralia.com.au)
Challenges and Issues
Torres Strait Islanders live in the Strait, on mainland Australia and, as is
sometimes the case, spend time residing in both areas. Several issues
were indentified for those islanders living on the mainland, often
resulting in interpersonal and intrapersonal conflicts and pressures they
include:
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Efforts to preserve culture in an environment dominated by AngloAttendance at
Family
Saxon Norms
school
attitudes
The changing nature of communication between youth and aged
The adoption of a foreign culture
Being classified as Aboriginal (meaning the culture)
Lack of recognition of Torres Strait islanders as belonging to a
distinctive culture separate to aboriginal
Challenges
Teacher attitude
Lack of representation in policy making areas
Obligations
&
behaviour
when
Lack of awareness that there is no Torres Strait Islander
teaching
representation;
Discrimination in employment
these
Ignorance on the part of service providers
students
Difficulty of obtaining proof of identity in southern states
Socioeconomic
Hostility from; Aboriginal people and others when Torres strait
Language
status
Islanders attempt to access services
Denial of services on racial grounds
Failure to identify Torres Strait Islanders as Indigenous Australians
The education system; failing to acknowledge and made provision
Cultural
for Torres Strait Islanders and their culture
attitudes
Lack of recognition of July 1 being Torres Strait Islanders National
Day
Culture taking second place to Governmental Departmental rules
(eg Traditional Adoptions)
Break up of family groups
Changing roles of men
Changing roles of women
(Dudgeon, Garvey & Pickett, 2000)
Classroom Strategies and Resources
In 1985 Education Queensland took complete responsibility for the education
of children of Torres Strait that were being school in the public system, with
cultural awareness being included as an important part of training for
teachers of Torres Strait Islander children (Shnukal, 2001).
In the classroom this has gone further with the implementation of programs
that incorporate cultural and linguistic awareness through spirituality and
storytelling that involves the use of symbols, images and learning maps. An
important point to remember is that teachers need to value and understand
the features of Torres Strait Islander children’s first languages whilst building
their
Standard
Australian
English
(SAE)
skills.
It is necessary for teachers to ensure that all students’ needs are catered for
in the classroom; providing an inclusive learning journey that helps to
maintain individual’s identity
Front (aecsl.org.au)
Additional learning and teaching strategies can include:
• Integration of Torres Strait Islander perspectives into the curriculum
• Apply units of study that include Torres Strait islander cultural and language programs. These
can involve Torres Strait Islander members of the community/ role models.
• Modelling and scaffolding to ensure that students can deconstruct and then reconstruct
concepts; students should watch first and then attempt.
• Linking language to children’s cultural experiences to provide a platform for constructing new
learning
• Create a classroom environment that has a feeling of belonging for all children. This can be done
through cultural displays/decorations.
• Incorporate learning through play and music; providing more kinaesthetic learning experiences
(The State of Queensland Commission for Children and Young People and Child Guardian, 2012).
•Development of school-community based VET programs.
•Incorporate use of ESL/ESD teaching methodologies and practices (Dhinawun Consultancy,
2011).
•Use of dialogue circles to engage children in collective learning and build respectful relationships.
This process allows children to have their own chance at speaking whilst everyone else listens
intently (Queensland Studies Authority, 2010)
lip_image006 (gamarada.org.au)
Curriculum
In educating Torres strait islanders and Aboriginal students the Australia Government has
a resource called ' The National Aboriginal and Torres Strait Islander Education Policy
(AEP)' which brings major and long term goals into education for Indigenous students.
MAJOR GOAL 1 - Involvement of Aboriginal and Torres Strait Islander People in
Educational Decision-Making - To establish effective arrangements for the participation
of Aboriginal and Torres Strait Islander parents and community members in decisions
regarding the planning, delivery and evaluation of pre-school, primary and secondary
education services for their children.
MAJOR GOAL 2 – Equality of Access to Education Services - To ensure that
Aboriginal and Torres Strait Islander children have access to school services and
education on a basis comparable to that available to other Australian children of the same
age.
MAJOR GOAL 3 – Equity of Educational Participation - To achieve the participation of
Aboriginal and Torres Strait Islander children in pre-school education for a period similar
to that for other Australian children.
MAJOR GOAL 4 – Equitable and Appropriate Educational Outcomes - To enable
Aboriginal and Torres Strait Islander attainment of skills to the same standard as other
Australian students throughout the compulsory schooling years.
(Australian Government, 2011)
0.jpg ( wn.com)
In the Australian curriculum a framework has been structured so that it
includes Aboriginal and Torres Strait Islander Peoples’ identity, history and
culture and that these factors are included across all learning areas. This
will help learners develop their understanding and knowledge of Australia
“by engaging with the world’s oldest continuous living cultures” (Australian
Curriculum Assessment and Reporting Authority, 2012).
reconciliation_497x330 ( australiaday.org.au)
Curriculum
A set of organising ideas (OI) help to reflect the knowledge,
understandings and skills to enable this learning to eventuate.
OI.1 Australia has two distinct Indigenous groups, Aboriginal
Peoples and Torres Strait Islander Peoples.
OI.2 Aboriginal and Torres Strait Islander communities
maintain a special connection to and responsibility for
Country/Place throughout all of Australia.
OI.3 Aboriginal and Torres Strait Islander Peoples have unique
belief systems and are spiritually connected to the land,
sea, sky and waterways.
Culture
OI.4 Aboriginal and Torres Strait Islander societies have many
Language Groups.
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 have lived in
Australia for tens of thousands of years and experiences
can be viewed through historical, social and political
lenses.
People
OI.7 The broader Aboriginal and Torres Strait Islander
societies encompass a diversity of nations across
Australia.
OI.8 Aboriginal and Torres Strait Islander Peoples have
sophisticated family and kinship structures.
OI.9 Australia acknowledges the significant contributions of
Aboriginal and Torres Strait Islander people locally and
globally.
63968-1(media.uow.edu.au)
“Educators recognise that diversity contributes to the
richness of our society and provides a valid evidence base
about ways of knowing. For Australia it also includes
promoting greater understanding of Aboriginal and Torres
Strait Islander ways of knowing and being. When school age
care educators respect the diversity of families and
communities, and the aspirations they hold for children, they
are able to nurture children’s wellbeing and foster children’s
development. They make program decisions that uphold all
children’s rights to have their cultures, identities, abilities and
strengths acknowledged and valued, and respond to the
complexity of children’s and families’ lives.” (DEEWR,2011.
p.110).
Conclusion
References
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State of Queensland (Department of Premier and Cabinet.
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