The Selection Criteria for the Evaluation of Aboriginal Studies and Torres Strait Islander Studies Resources
1. Authenticity
Prior to the 1980s, much material contained stereotyped and very generalised information. There are now many resources which have been written by, or in consultation with, Aboriginal people and Torres Strait Islander people. These resources often contain information about particular groups, thus illustrating the diversity and complexity of Aboriginal groups and Torres Strait Islander groups.
| QUESTIONS TO ASK | WHAT TO LOOK FOR | ACTION TO TAKE |
| Is the material up-to-date? | Date of publication. | As a general rule, do not use material published before 1980. Check that the publication is not a reprint of an earlier edition. If unsure, check with your local reference group, community group or indigenous consultant. |
| Is the material accurate? | Many books indicate that Aboriginal people from some areas no longer exist, eg "Truganini was the last Tasmanian Aborigine"; "the Jugara people died out"; "the Kalkadoons were killed in battle". One book cites Yagan, a noted Western Australian man, as being from Victoria. Such statements are not only inaccurate, but offensive. | Consult with Aboriginal Studies consultants, and/or local communities. |
| Does the material perpetuate the concept of ‘terra nullius‘? | Statements such as "a vast and empty land" and "explorers discovering vast tracts of unused land" ignore prior occupancy. | Do not use. |
| Does the material ignore or misrepresent Aboriginal resistance to European occupation of the land? | Aboriginal people are seldom portrayed as defenders of the land to which they belong, but rather as "treacherous", "murderous", etc. | It is best not to use this kind of material with students; use material which presents a balanced view. |
| Does the material over-generalise? | Statements such as: "the men played didgeridus"; "Aboriginal people hunted kangaroos with spears"; "Torres Strait Islanders cultivated certain vegetables"; and "Aborigines were nomadic" do not apply to all groups. | Avoid using resources that contain sweeping generalisations and which ignore the diversity of Aboriginal cultures and Torres Strait Islander cultures. |
| Is the number and diversity of both Torres Strait Islander and Aboriginal languages and cultures ignored? | Passages which refer to "the Aboriginal language" are misleading. References should state, eg the Kamilaroi language; the Western Arrernte language; the Kaurna language | Explain to students that such descriptions do not apply to all groups. Locate and use recent publications which clearly distinguish between groups. Apply caution when using resources which do not specify groups (see above). If unsure of information, consult with reference groups or local community. |
| Are illustrations and photographs positive and accurate portrayals of Aboriginal people and Torres Strait Islander people and relevant to the text? | Some illustrations depict Aboriginal people as caricatures, or Europeanised with dark skins, such as the sketches of French naturalist Peron. Some photographs/illustrations are intrusive, demeaning and show negative stereotypes. | Use resources which portray Aboriginal people and Torres Strait Islander people positively, unless such portrayals are to be used as examples of racist and stereotyped reports. |
| In some instances, illustrations do not relate directly to the text. | Ensure that illustrations and photographs relate to the text. | |
| Are photographs accompanied by captions which *name the Aboriginal or Torres Strait Islander person, or group, and indicate from where they come? | Many photographs do not dignify the person or group with a name and location. | Make students aware of the courtesy of identifying people and groups portrayed. If photographs are of local people or groups, local community members may be able to assist with identification. |
| * In some areas it is not appropriate to use the name or photograph of a deceased person. Consult with local community. |