These materials may contain opinions that are not shared by the Board of Studies NSW. Aboriginal Studies Stage 6: HSC Course Social Justice and Human Rights Issues Part I • Topic 3 – Housing Community/ies to be studied Topic area Unit duration Wurundjeri Housing 7 weeks Unit outline Skill focus The focus of this Part is the examination of the social justice and human rights issues from a global perspective, including a comparative investigation of two topics. This will be studied through a Comparative Case Study on: • the Local Aboriginal Community/ies (must be the same community/ies for all Parts) AND • a National Indigenous Australian Community (may be different communities for each topic) AND • an International Indigenous Community (may be different communities for each topic). • • Analysing and making inferences from statistics Synthesising information from a range of sources The key concepts students learn are that: • the experience of colonisation still impacts on Indigenous peoples around the world • the relationship between Indigenous housing issues and regaining land is significant • Indigenous people have developed initiatives to improve access to social justice and human rights The learning matters because: • an understanding of the ongoing impact of colonisation is fundamental to understanding contemporary housing issues for Indigenous peoples • an understanding of the importance of regaining land is fundamental for social justice to occur • it is critical to acknowledge and understand the role of Indigenous peoples in improving contemporary cultural, political, social and economic life for their own communities 1
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These materials ma y contain opinions that are not shared by t he Board of Studie s NSW .
Aboriginal Studies Stage 6: HSC Course Social Justice and Human Rights Issues
Part I • Topic 3 – Housing
Community/ies to be studied Topic area Unit duration
Wurundjeri Housing 7 weeks
Unit outline Skill focus
The focus of this Part is the examination of the social justice and human rights issues from a global
perspective, including a comparative investigation of two topics. This will be studied through a
Comparative Case Study on:
• the Local Aboriginal Community/ies (must be the same community/ies for all Parts) AND
• a National Indigenous Australian Community (may be different communities for each topic) AND
• an International Indigenous Community (may be different communities for each topic).
•
•
Analysing and making inferences from statistics
Synthesising information from a range of sources
Big ideas/Key concepts Why does this learning matter?
The key concepts students learn are that:
• the experience of colonisation still impacts on
Indigenous peoples around the world
• the relationship between Indigenous housing
issues and regaining land is significant
• Indigenous people have developed initiatives to
improve access to social justice and human
rights
The learning matters because:
• an understanding of the ongoing impact of colonisation is fundamental to understanding contemporary
housing issues for Indigenous peoples
• an understanding of the importance of regaining land is fundamental for social justice to occur
• it is critical to acknowledge and understand the role of Indigenous peoples in improving contemporary
cultural, political, social and economic life for their own communities
1
Aboriginal Studies HSC Course: Social Justice and Human Rights Issues
Part I • Topic 3 – Housing
Place in scope and sequence/Building the field Target outcomes
This unit draws on knowledge developed in the
Preliminary course, focusing on the colonisation of
Aboriginal peoples in Australia. Students will extend
this knowledge through a study of Indigenous people’s
housing conditions in Australia and overseas to enable
them to develop a deep knowledge and understanding of
contemporary social justice and human rights issues
common to Indigenous communities around the world.
H1.1 explains different viewpoints of invasion and colonisation and evaluates the impact of these
viewpoints on Aboriginal peoples
H1.2 analyses and discusses the social justice and human rights issues that are contemporary
consequences of the colonisation of Aboriginal and other Indigenous peoples
H1.3 assesses the representation of Aboriginal peoples and cultures for bias and stereotyping
H2.1 analyses the importance of land as an aspect of contemporary issues impacting on Aboriginal
peoples
H2.3 discusses and analyses consequences of colonisation on contemporary Aboriginal cultural,
political, social and economic life
H3.1 assesses the effectiveness of government policies, legislation and judicial processes in
addressing racism and discrimination
H3.2 evaluates the impact of key government policies, legislation and judicial processes on the
socioeconomic status of Aboriginal peoples and communities
H3.3 compares and evaluates current initiatives that reassert the social, economic and political
independence of Aboriginal and/or Indigenous peoples
H4.1 investigates, analyses and synthesises information from Aboriginal and other perspectives
H4.2 undertakes community consultation and fieldwork
H4.3 communicates information effectively from Aboriginal perspectives, using a variety of media
H4.4 applies ethical research practices
H4.5 compares and evaluates the histories and cultures of Indigenous Australian peoples with
international Indigenous peoples.
Content from Research and Inquiry Methods
H4.1 investigates, analyses and synthesises information from Aboriginal and other perspectives
H4.3 communicates information effectively from Aboriginal perspectives, using a variety of media
H4.5 compares and evaluates the histories and cultures of Indigenous Australian peoples with international Indigenous peoples
These materials may contain opinions that are not shared by the Board of Studies NSW.
2
Aboriginal Studies HSC Course: Social Justice and Human Rights Issues
Part I • Topic 3 – Housing
Students learn about (LA) Students learn to (LT)
• collecting data from primary sources
• secondary research including reading texts, reports, bibliographies,
accessing opinion polls, government statistics, print media, CD-ROM,
internet and other appropriate technologies
Processing information:
• analysing statistical data to interpret meaning and make generalisations
• converting raw data to a useful format
• analysing information from a variety of sources
• judging usefulness and reliability of data
• identifying propaganda and bias
• examine data to interpret meaning and differentiate between fact and
opinion
• distinguish between quantitative and qualitative data
• synthesise information from a variety of sources and perspectives
The learning experiences of this unit have been organised using the syllabus ‘Students learn about’ content statements.
Each of these is indicated in bold print at the top of each new set of learning experiences.
Each learning experience builds upon the previous learning experiences so that the student develops increasing knowledge and understanding of
the unit as they proceed.
On completion, students will have developed the depth and breadth of knowledge and understanding to independently examine the social and
justice issues relating to the Wurundjeri people AND compare and contrast this with other Indigenous communities.
The ‘Evidence of Learning’ activities build a body of knowledge, understanding and skills in the ‘Students learn to’ areas of the syllabus.
In most cases, the focus of the ‘Evidence of Learning’ activities is thus twofold:
• to enable students to show what they know and understand
• to provide opportunities to apply this to a range of problems and issues activities regarding the social and justice experiences of Indigenous
peoples.
These materials may contain opinions that are not shared by the Board of Studies NSW.
3
Aboriginal Studies HSC Course: Social Justice and Human Rights Issues
H1.2 analyses and discusses the social and human rights issues that are contemporary consequences
of the colonisation of Aboriginal and other Indigenous peoples
H3.1 assesses the effectiveness of government policies, legislation and judicial processes in
addressing racism and discrimination
H3.2 evaluates the impact of key government policies, legislation and judicial processes on the
socioeconomic status of Aboriginal peoples and communities
Context of the task
Students will complete this task towards the end of the unit on housing.
The task
Write an extended response of approximately 1200 words to the following question. How successful have mainstream government programs and strategies been in addressing those Wurundjeri housing issues which have developed as a result of colonisation and subsequent events?
Task requirements
Your response should:
(a) Briefly outline the impact of colonisation on the human rights of the Wurundjeri community of
Victoria (250 words).
(b) Describe the key housing needs of the Wurundjeri community (250 words).
(c) Outline the mainstream government programs and strategies to address the housing needs of the
Wurundjeri community (400 words).
(d) Compare and evaluate the effectiveness of these programs and strategies in addressing housing-
related issues and the lives of community members (300 words).
Criteria for assessment
Students will be assessed on their ability to:
• research and organise relevant information from a variety of sources including the use of
information technology
• present information clearly from Aboriginal and other perspectives
• compare and evaluate the impact of government initiatives on specific issues related to housing and
the lives of Indigenous peoples.
Aboriginal Studies HSC Course: Social Justice and Human Rights Issues
Part I • Topic 3 – Housing
Task component % Teacher’s comment
Concise and accurate outline of the
impact of colonisation on the human
rights of the Wurundjeri community
15
Identification of the key housing needs
of the Wurundjeri community
15
Outline of mainstream government
programs and strategies to address the
housing needs of the Wurundjeri
community
40
Comparison and evaluation of the
effectiveness of these programs and
strategies in addressing housing-related
issues and the lives of Wurundjeri
community members
30
Overall comment and final grade or mark
Sample marking schedule/feedback sheet
Note: Teachers may wish to attribute marks or grades to the various components of the task.
These materials may contain opinions that are not shared by the Board of Studies NSW.
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These materials may contain opinions that are not shared by the Board of Studies NSW.
18
Social Justice and Human Rights Issues Part I • Topic 3 – Housing
Worksheet 1 – Pre-colonisation Life
Source: Melbourne Botanic Gardens
Website: Royal Botanic Gardens Melbourne www.rbg.vic.gov.au Click on: Education � Secondary � Indigenous programs � Aboriginal Resource Trail. Use this source to help you with the activity below.
Activity
Design a visual profile entitled: Wurundjeri people and their use of the land prior to
colonisation.
Focus areas could be:
• location
• land management
• environment sustainability
• diet
• utensils
• the ‘Dreaming’, and
• social organisation.
These materials may contain opinions that are not shared by the Board of Studies NSW.
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Social Justice and Human Rights Issues Part I • Topic 3 – Housing
Worksheet 2 – The arrival of the Europeans and life on ‘Coranderrk’
When the Europeans moved into the Wurundjeri lands they took the land and introduced
diseases. Major disputes occurred over land use. Violence, dispersal and dislocation
occurred.
• First contacts with Europeans occurred around the beginning of the 19th century, but
initial attempts to establish a settlement failed.
• William Buckley, an escaped convict, had already lived with the Wurundjeri for over 30
years when John Batman arrived in 1835. He was to become a valuable interpreter, but
eventually left the Wurundjeri to return to his former lifestyle.
• On 8 June 1835 John Batman, a representative of the Port Phillip Association, alleged that
he met with representatives of the ‘Yarra Yarra tribe’ who signed title deeds over much of
the land of the Woiwurrung to him.
• A Protectorate system was established in 1839 under a Chief Protector, George Robertson.
• The Batman ‘Treaty’ with the Yarra tribe in 1835 was subsequently disallowed by the
Government of the Colony of New South Wales, which maintained that only the Crown
had the capacity to make grants of land.
• Batman’s diary entry recorded: ‘The other five chiefs were fine men and after a full
explanation of what my subject was I purchased two large tracts of land from them about
600 000 acres more or less – and delivered over to them blankets, knives, looking glasses,
tomahawks, beads, scissors, flour etc as a payment for the land and also agreed to give
them a tribute or rent yearly.’
• A sub-branch of the Native Police Corps was set up in 1837.
• In 1859 the Goulburn and Wurundjeri men petitioned Protector Thomas to secure land for
them. Acheron Aboriginal Reserve was established in 1859 but was short-lived. The
Wurundjeri shifted to a site near modern-day Healesville in March 1863. An Aboriginal
reserve was established on 931 hectares and became known as ‘Coranderrk’, the
Woiwurrung name for the Mint Bush, or Victorian Christmas Bush (Prostanthera
lasianthos).
• The population grew from 40 to 105 residents by 1865. They cleared the land to become a
competitive farming community. Under Superintendent John Green, a bakery, butcher,
numerous houses and a schoolhouse were established.
• By 1874 the Aborigines Protection Board (APB) was looking to move the residents on,
seeing the land as too valuable for Aboriginal people, but Green and the residents fought
against this.
• In 1874 Green was forced to resign due to this. Coranderrk continued to be a reserve for a
further 50 years until its closure in 1924. Despite protests by the residents, they were
never paid for their work – they received only rations. Maintenance to the buildings was
neglected during this period (the huts were prone to dampness, the schoolhouse was
leaking and management had changed five times in ten years). The resulting poor health
of the residents was used as one more argument in favour of its closure.
These materials may contain opinions that are not shared by the Board of Studies NSW.
20
Worksheet 2 (cont)
• In 1881 an inquiry into the Board’s activities at Coranderrk reported a lack of sympathy
for the residents, particularly for their health and wellbeing. The Board was criticised for
the ration system used on the reserve. The inquiry recommended that Coranderrk become
a permanent reservation in trust for the Aboriginal people living there.
• With the passing of the Aborigines Act (1886), often referred to as the ‘Half-caste’ Act,
numbers at Coranderrk began to fall. By 1905 there were only 72 residents left and in
1924 Coranderrk closed.
• All but nine of the residents moved to the Lake Tyers Church of England Mission Station;
the others refused to move.
• The remaining land went to the World War II soldier settlements in 1948. Few Aboriginal
people were allocated land under this scheme.
• Although the Victorian Government closed Coranderrk Aboriginal reserve in 1924 to
provide land for returned servicemen, the area was considered very significant by all those
Aboriginal people who had been relocated there. Their daily life had been almost totally
controlled by the managers who aimed to ‘civilise’ Koori people and suppress their
culture, and to make the mission self-supporting. Every able-bodied man was expected to
develop the ‘habits of industry’ by learning building, farming and livestock management.
The women were taught domestic duties which they were expected to apply to the homes.
The manager’s wife would inspect the homes daily. If she considered it below standard,
rations would be reduced or cut altogether. With poor sanitation, lack of water and no
electricity, a high standard was difficult to achieve.
• The children were made to attend school to learn the ‘3Rs’. The boys often helped out
with farm work and the girls with the domestic work of the manager and his family.
• The residents had to attend church, sometimes daily – seen as an important part of
‘civilising’ them.
• Children were commonly separated from their parents to live in dormitories attached to
the manager’s home or the schoolhouse. The manager undertook discipline, even when
opposed by the parents.
• Being forced off the Reserve divided families and communities and the move towards
assimilation – merging Koori individuals, families and identity into the broader Australian
society – further weakened them during this period.
• With the closing of ‘Coranderrk’ and the effects of the Great Depression of the 1930s,
many Wurundjeri gravitated to the city.
These materials may contain opinions that are not shared by the Board of Studies NSW.
21
Worksheet 2 (cont)
Activities
1. Why was Batman’s ‘Treaty’ with the Wurundjeri not recognised by the government at the
time?
2. The role of the Protectorate for Aborigines and the Native Police was to safeguard the
Aboriginal peoples in Australia against the negative impact of European settlement. Were
they successful?
3. Watch the video ‘Women of the Sun – Part 3 (Nerida Anderson)’. It describes the
condition of Aboriginal people on missions like Coranderrk. Using the above notes and
the video, write a report describing living conditions on the mission and the impact
mission life had on Aboriginal people’s lives.
You should focus on:
• Housing conditions
• Relations with Europeans and the Welfare Board
• Aboriginal protest.
These materials may contain opinions that are not shared by the Board of Studies NSW.
22
Social Justice and Human Rights Issues Part I • Topic 3 – Housing
Worksheet 3 – Life in the city to the 1950s
This Worksheet has been adapted from Snapshots of Aboriginal Fitzroy (� City of Yarra
2002). It can be viewed at <http://www.yarracity.vic.gov.au/rates/Aboriginal Affairs/pdf/
snap.pdf/>
• During the mid-1930s the Aboriginal community of Melbourne consisted of about
10 or 12 families living in Fitzroy, with one or two families living in Richmond and North
Melbourne: about 100 people altogether.
• It was the Great Depression and times were pretty bad.
• Returned Aboriginal servicemen who had fought for their country in the First World War
were denied equality on their return to Australia. This prompted many to leave the country
areas where, because of racial tensions, they often lived as fringe dwellers.
• Those with lighter skin were refused access to the missions.
• As many men enlisted in the armed forces, their wives and families lived in the cities to be
with them.
• Melbourne was becoming the centre of the increasing fight for Social Justice by
Aboriginal people.
• A prominent figure in the early 1940s was Pastor Sir Doug Nicholls, whose church in the
Fitzroy and Collingwood area is remembered as the place where ‘the contemporary or
modern Aboriginal movement all started’.
• Nicholls provided a focus for the community and the various pubs in and around Fitzroy
and Collingwood were also an important focus for community meetings.
• Pastor Doug went on to argue for citizenship rights, representation in Parliament and
assistance for Aboriginal communities.
Wurundjeri housing conditions
Much of the accommodation in Fitzroy in the period from the 1940s onwards comprised
rooming houses, Fitzroy boarding houses and shared housing in Fitzroy, Collingwood and
Carlton.
A report in 1950, The Dark People of Melbourne, sought to examine the difficulties that
Aboriginal people encountered in Melbourne, and detailed the extent of overcrowding.
These materials may contain opinions that are not shared by the Board of Studies NSW.
23
Worksheet 3 (cont)
The homeless (the ‘parkies’) and the gardens and lanes of Fitzroy
For many Aboriginal people who had no permanent residence, the gardens and the area
around the Moreton Bay fig trees were also a temporary residence. The ‘parkies’ in Fitzroy
also frequented numerous small lanes and alleys.
The ‘parkies’ community was integral to maintaining community links and, even more
importantly, confirming the history of those people who were often ignored or rejected by
mainstream society. The shared body of knowledge of the ‘old fellas’, as Archie Roach called
them, was important for confirming identity and belonging. Consistent with the maintenance
of the Koori identity was the renaming of all of the sites around Fitzroy by the ‘parkies’. The
lanes and alleys were all given different names from those on the street signs.
William Cooper, reserves and Aboriginal organisations
William Cooper was forced by the Depression to move to Melbourne from Cummeragunja
Aboriginal Mission in 1932. He developed he Australian Aborigines League which, along
with its counterpart in New South Wales, the Aborigine Progressive Association, was
instrumental in pushing the issue of Aboriginal welfare to the forefront of public attention in
the southern states.
Although he was nearly seventy, Cooper took on the role of organising the fight for
Aboriginal rights. The Melbourne Aboriginal people who were drawn to the side of William
Cooper included many other former Cummeragunja residents, including Margaret Tucker,
Shadrach James and Pastor Sir Doug Nicholls.
The major initiatives of the Australian Aborigines League during its early days included the
petitioning of King George V to allow for the inclusion of an Aboriginal representative in the
Australian Federal Parliament and the centralisation of existing state administration of
Aboriginal affairs under the Federal Department of Native Affairs. The most significant
event, however, was the organisation of the National Day of Mourning to coincide with the
1938 celebrations of the sesquicentenary of the arrival of the First Fleet on 26 January 1788.
A joint statement was prepared by the Australian Aborigines League and the Aborigines
Progressive Association which, in part, declared that:
The 26th of January 1938 is not a day of rejoicing for Australia’s Aborigines; it is
a day of mourning. The festival of 150 years of so-called ‘progress’ in Australia
commemorates also 150 years of misery and degradation imposed upon the original
inhabitants by the white invaders of this country.
These materials may contain opinions that are not shared by the Board of Studies NSW.
24
Worksheet 3 (cont)
Activity
Research the internet for Snapshots of Aboriginal Fitzroy. Read about the lives of Aboriginal
people in the History section of this wonderful document. This is a collection of oral accounts
tracing the living conditions of Wurundjeri people living in the suburbs of Fitzroy and
Collingwood – their original homeland – during the period from the 1930s to the early 1980s.
Use these notes and the summary above to outline the housing and environmental conditions
of the Wurundjeri people during this period. Ensure that you make brief notes under the
following headings:
• Where Wurundjeri people lived in the city
• Types of housing
• Overcrowding
• The sense of community
• Doug Nicholls, William Cooper and the Fight for Social Justice.
These materials may contain opinions that are not shared by the Board of Studies NSW.
25
Social Justice and Human Rights Issues Part I • Topic 3 – Housing
Worksheet 4 – Community profile – high rise public housing, City of
Yarra
Source: ‘The health and welfare of Australia’s Aboriginal and Torres Strait Islander peoples
2005’ (Australian Bureau of Statistics & Australian Institute of Health and Welfare 2005) www.aihw.gov.au/publications/index.cfm/title/10172
This source contains detailed information on the effect of housing on the health of Aboriginal
and Torres Strait Islanders throughout Australia, in the context of the impact of colonisation
and subsequent events on Indigenous housing.
A timeline for Aboriginal Fitzroy
1886 The Aborigines Protection Act is introduced, which allows the Board for the
Protection of Aborigines (BPA) to prescribe the place of residence of any ‘full blood’
Aboriginal person. This is the beginning of the policy of assimilation that was to be practised by BPA in Victoria until 1966.
1941 The Fitzroy Aboriginal community complained about the comments made by Fitzroy
Councillors about their behaviour. The local police commented: ‘These Aborigines
give us very little trouble … although there are about 100 of them in the district we
rarely have to arrest any of them.’
1943 Pastor Sir Doug Nicholls established the Gore Street Fitzroy Church of Christ Aboriginal Mission.
1958 The first Aboriginal girls’ hostel is opened in Cunningham Street, Northcote, by the
Chairman of the Aborigines Welfare Board.
1961 A ‘Conscience Calling Ball’ is held at the Northcote Town Hall to raise money for the
appeal being conducted by the Aborigines Advancement League to raise funds for the
construction of another Aboriginal youth hostel.
1969 Pastor Sir Doug Nicholls presents a petition to the Minister for Aboriginal Affairs calling for a better deal for Aboriginal people.
1978 First State Aboriginal Housing meeting held in Collingwood, which results in the
establishment of a steering committee.
1981 Inaugural meeting of the Aboriginal Housing Board in Melbourne. It establishes its
office at 108 Smith Street, Collingwood.
These materials may contain opinions that are not shared by the Board of Studies NSW.
26
Worksheet 4 (cont)
1982 In protest at the closure of the Aboriginal Community Youth Support Scheme, the
Aboriginal community occupied the offices of the Department of Employment and
Youth Affairs.
South Eastern Land Council supports the claim of descendants of the Gunai, Werrungery and Bunurong tribes to 27 acres of Clifton Hill. First Annual General Meeting of the Aboriginal Housing Board is held in Northcote and the first annual report is circulated.
The State Government approves a submission by the Aboriginal Housing Board for the creation of the position of Aboriginal Housing Liaison Officers.
1985 The first State Aboriginal Housing Conference is held at Camp Jungai.
1987 Aboriginal Housing Board transfers to new premises in Gertrude Street, Fitzroy.
1988 Community protests follow evictions.
The Aboriginal Housing Board holds its second Statewide Housing Conference in Mildura.
1990 Funding for the Koori Kollij is cut.
1995 Aboriginal Housing Board transfers to its new office at Scotchmer Street, North
Fitzroy.
2000 Aboriginal Housing Board celebrates its 1000th property purchase in Shepparton. Aboriginal Housing Board appoints its first Chief Executive Officer.
2001 Aboriginal Housing Board 20th anniversary.
Activities
1. One impact of colonisation was the dispersal and relocation of the Wurundjeri people
from their homelands to the area of suburban Melbourne now known as Collingwood and
Fitzroy. Why and how did this happen?
2. From an analysis of the above timeline and source, what are the disproportionate levels of
social disadvantage that the Wurundjeri people face as a result of colonisation and
subsequent events? Consider in particular:
• separation from their homeland • overcrowding • homelessness.
These materials may contain opinions that are not shared by the Board of Studies NSW.
27
Social Justice and Human Rights Issues Part I • Topic 3 – Housing
Worksheet 5 – Statistics and information
Source A: Australian Bureau of Statistics ‘Australian Social Trends Report 2000’
(go to www.abs.gov.au then type ‘social trends 2000’ in search box.)
Source ‘A’ provides information on population characteristics and social conditions of
Aboriginal and Torres Strait Islander peoples in general, with emphasis on the Wurundjeri
people of Victoria.
To analyse and make inferences from the data in the ABS report regarding the topic of
Housing, look particularly for relevant information under the headings:
• population
• education
• employment
• income
• living arrangements
• crime
• health.
Source B: Data from the 1999 Australian Bureau of Statistics ‘Australian Housing Survey
1999’ (go to www.abs.gov.au then type ‘housing survey 1999’ in search box.)
In 1999, nearly 60% of Indigenous households were renting their homes, compared with
27% of non-Indigenous households. (ABS Australian Housing Survey 1999)
In particular, look for data relevant to Indigenous people:
• housing stock: housing in non-remote areas • housing history • other household information, including:
– location
– composition
– utilisation
– condition – occupancy – costs.
These materials may contain opinions that are not shared by the Board of Studies NSW.
28
Worksheet 5 (cont)
Source C: ‘Assessment of the service needs of low-income families: Collingwood and Fitzroy
Housing Estates. A project for Jesuit Social Services’ (Catherine Guinness, 2000) (go to http://old.jss.org.au/media/reports/cg_doc.pdf)
Search the Community Profile – high rise public housing, and note in particular the table
‘Public housing tenants in Yarra, 1996 – key statistics’ which contains important data on
Indigenous tenancy rates in Collingwood and Fitzroy. Also research other detailed
information from this source on:
• household composition
• income
• crime and safety issues in high rise accommodation, including:
– drug and alcohol abuse issues
– police and community relations
– education
• aspects of life for tenants on the estates, such as:
– social interaction
– physical environment
– provision and use of playgrounds
• education questions, such as:
– low school enrolments from the estates
– strategies to deal with this, such as after-school study programs, alternative schooling approaches etc
• health issues related to all of the above.
These materials may contain opinions that are not shared by the Board of Studies NSW.
29
Worksheet 5 (cont)
Activities
General
Gather information about the levels of Indigenous disadvantage across Australia, in Victoria
and in the Yarra (Collingwood and Fitzroy) local areas, emphasising housing and associated
problems. Other sources of up-to-date statistics include:
• Australian Bureau of Statistics www.abs.gov.au
• Victoria Health www.health.vic.gov.au
• Yarra City Council www.yarracity.vic.gov.au
Activity 1 based on Source A: General disadvantage of Indigenous Australians
Compare the status of Indigenous and non-Indigenous people, using column graphs or other
graphical format, for the following indicators:
• population (as proportion of total population, where they live, age structure)
• education (post-compulsory participation and qualification rates)
• employment (types of employment, employment/unemployment rates, CDEP
work)
• living arrangements/housing (number of people per household, per capita
income, shared housing, home ownership). Make detailed comments on this
social indicator
• crime (prison rate vs age, age and duration of imprisonment, types of crime,
role of violence)
• health (birth weights, perinatal deaths, life expectancy, alcohol-related disease,
other disease, eg diabetes, heart disease, other)
Activity 2 based on Source B: Relative disadvantages within Indigenous housing
Summarise the information in Source B as Indigenous vs non-Indigenous Australians, using
tables and/or graphical presentation. Note that Source B relates to residents in non-remote
areas, including regional towns and cities.
The summary should include:
• the number of Indigenous households renting compared with non-Indigenous
• proportion (eg percentage) of Indigenous people living in non-remote areas for
urban, major urban and rural areas
• household composition for couples with children, single-parent families,
living alone, group
• average number of people usually resident per house
• proportion (eg percentage) of dwellings needing more bedrooms
• number of dwellings needing repair
• housing costs per week
• price of housing payments for buyers as a proportion of weekly income
• price of housing payments for renters as a proportion of weekly income
• housing history/duration of occupancy.
These materials may contain opinions that are not shared by the Board of Studies NSW.
30
Worksheet 5 (cont)
Activity 3 based on Source C: Community profile, Collingwood and Fitzroy
housing estates
Write a report about public housing conditions for Indigenous people in these locations. In your analyses, include references to age, income, level of education, employment, and reliance on social services. Describe living conditions in these estates, referring especially to: • safety and level of crime
• community participation
• social interaction
• physical environment
• drug use
• lease and community relations
• education/training/employment.
List your conclusions.
These materials may contain opinions that are not shared by the Board of Studies NSW.
31
1972 Federal Government federalised Aboriginal Affairs in accordance with the
referendum of 1967
1974 State Government agencies assume responsibility for Aboriginal Housing
1981 Inaugural meeting of the Aboriginal Housing Board of Victoria in Melbourne
Office established at 108 Smith Street, Collingwood
1982 First Annual General Meeting held in Northcote and first Annual Report
produced and circulated
Boards proposal on Aboriginal Housing Liaison Officers receives approval by the
State
1985 First statewide Aboriginal Housing Conference held at Camp Jungai
1987 Board transfers to new office premises in Gertrude Street, Fitzroy
1988 Community protest about evictions
Statewide Rental Arrears Strategy Meeting held in Echuca
Second statewide Housing Conference held. Future Ownership of the Aboriginal
Housing Program tabled and endorsed
1991–1993 Implementation of Forward Plan proceeds throughout the three years
1995 Board transfers to new office premises at Scotchmer Street, North Fitzroy
Aboriginal Housing Section, DPD transformed into Aboriginal Housing Services
Unit, DPD and fee-for-service arrangement commences
1997 ATSIC Housing conference on future housing arrangements for Victoria held at
Camp Jungai
1999 Statewide elections for all Board Member positions
Board adopts amendments to its constitution at Special General Meeting held in
Melbourne
Forward Plan Strategy Workshop held at Mansfield
Policies and Procedures Workshop held at Thornbury
Social Justice and Human Rights Issues Part I • Topic 3 – Housing
Worksheet 6 – History of the Aboriginal Housing Board of Victoria
(AHBV)
Source: www.ahvic.org.au
These materials may contain opinions that are not shared by the Board of Studies NSW.
32
Worksheet 6 (cont)
Activity
Infer from the timeline how the Wurundjeri people became involved in the planning and
decision-making process that aimed to address issues related to housing for Indigenous
people, following the 1967 Referendum on Aboriginal citizenship.
These materials may contain opinions that are not shared by the Board of Studies NSW.
33
Social Justice and Human Rights Issues Part I • Topic 3 – Housing
Worksheet 7 – Profile of the Aboriginal Housing Board
The Aboriginal Housing Board of Victoria held its inaugural meeting in April, 1981. In 1990
the Board formally adopted a Forward Plan which aims for Aboriginal community ownership
of the Victorian Aboriginal Rental Housing Program by the year 2000.
Source: Aboriginal Housing Board of Victoria
Read the Preamble to the Aboriginal Housing Board of Victoria policy document at
http://home.vicnet.net.au/~ahdv/policy/preamble.htm or navigate from www.ahvic.org.au �
policy & procedures � preamble
Then read the following selections from the policy at http://home.vicnet.net.au/~ahdv/policy/
ahbv-a.htm#1.3 or navigate from www.ahvic.org.au � policy & procedures � section 1
In particular, see the following subsections:
1.3 Statement of purpose
1.6 Board membership
1.15 Election of Board members
1.16 Functions of the Aboriginal Housing Board
1.23 Metropolitan, Westernport Region Aboriginal Housing Services Officers