History Notes -- T3 PDF

**[History Notes -- T3]** **Rights and freedoms** **[Government policies ]** **Federation and the Constitution** - In 1901, **Federation** and the writing of the Constitution in 1900 further restricted basic rights and freedoms of Aboriginal people.  - Article 51, stated that the Federa...

**[History Notes -- T3]** **Rights and freedoms** **[Government policies ]** **Federation and the Constitution** - In 1901, **Federation** and the writing of the Constitution in 1900 further restricted basic rights and freedoms of Aboriginal people.  - Article 51, stated that the Federal Government had the right to make laws for, *'the people of any race, other than the Aboriginal race in any state, for whom it is deemed necessary to make special laws.* - Another significant mention of Aboriginal people in the Constitution was in relation to the Census of Australians. **Overview of the Main Government Policies** **[Protection Policy]** This policy aimed to "manage and protect" Aboriginal Australians. The government argued that this was done 'for their own protection', as they were a 'dying race'. In reality, it was **more about segregation than protection** -- **Aboriginal culture was replaced** by white culture under the control of the authorities, and they could be 'civilised' and 'Christianised'. Aboriginal people were removed from their traditional lands and placed on *reserves* (government-run) or ***missions*** (church-run). It also allowed land previously occupied by Aborigines to become pastoral (farming) land.  In 1909 a **Board for the Protection of Aborigines** was established. It had powers to: - **control money** for the assistance of Aboriginal people, - **restrict the movement** of Aboriginal people within and across reserves (government run) or missions (church run). - **remove Aboriginal children** from their families to 'educate' them in a civilised way. - **and supervise and control all matters concerning Aborigines.** **[Assimilation Policy]** In the 1950's the government policy **shifted from protectionism to assimilation.** Aboriginal people were encouraged to 'think white, act white, be white' with the intent that they would eventually live like white Australians if they wanted some degree of freedom from government control It aimed to have Aboriginal people living as 'white Australians', by forcing them to **give up their traditional culture and beliefs** and join the white way of life. During assimilation, the **exemption certificate, supposedly gave Aboriginal people the same citizenship rights as white Australians** -- if they could prove that they had abandoned their traditional way of life. **In reality, Aboriginal people lived on the fringes of society** in shanty towns and denied other rights to equal employment, health, and education. **[Integration Policy]** **Following** a wave of **Aboriginal protest** in the 1950's and 60's, a **policy of integration** was **established, and** it **influenced the government initiatives that came in the 1970's.** **Integration aimed for Aboriginal people to participate in white society, while** at the same time **maintaining their identity** within the wider community. **Segregation was ended** (officially in government policy, however, on a social level segregation was still rife in Australian towns)**.** **Aboriginal families were moved off reserves and into housing estates where they were scattered among non-Aboriginal families.** In reality, the policy of **integration differed very little from assimilation**, although there was greater interaction within Housing Commission estates. **[Self-Determination Policy]** The Whitlam government **adopted** the policy of self-determination for Indigenous Australians **in 1972**. **Self-determination refers to Aboriginal people having the right to control all aspects of their lives at a personal, community and national level.** During this period there was a **resurgence of Aboriginal pride and culture** and the **creation of Aboriginal organisations** such as: - The Aboriginal Medical Service (AMS). - National Aboriginal and Islander Dance Theatre. - Aboriginal Legal Service (ALS), and - Aboriginal and Torres Strait Islander Commission (ATSIC) **[Reconciliation Policy]** **Reconciliation is the process of Indigenous and non-Indigenous Australians coming together to acknowledge the past and work together for a positive future.** In 1992 the Council for Aboriginal Reconciliation was established. It outlined **three main points to acknowledge for the achievement of reconciliation:** 1. **Indigenous Australians were the first inhabitants of Australia.** 2. **Indigenous Australians have been disadvantaged by the removal of their land.** 3. **White and Indigenous Australians should live together in harmony.** However, the **reconciliation** process **has been damaged by successive governments stepping away from the policy of self-determination,** by closing the ATSIC and taking back control of Aboriginal policies, programs, and income from royalties, and re-adopting a more paternalistic approach. **[Policy glossary ]** **Protection:** a policy aimed at managing Aboriginal people by separating them from the larger community and imposing strict controls on their lives **Assimilation:** policy which forces people to conform to the attitudes, customs and beliefs of the majority of the population **Integration:** Commonwealth Government policy denoting respect for all cultures and willingness to accept their expression within the broader community **Self-Determination:** the right of a group to choose and control its own destiny and development **Reconciliation:** a Commonwealth Government policy aimed at improving relationships between Indigenous and non-Indigenous Australians. Its key features were a recognition of past injustices and an understanding of how relationships between Indigenous and non-Indigenous Australians have been shaped by past events, policies and attitudes. **Why did these policies change** Government policies towards Indigenous Australians were initially in response to prevailing ideas of racial stereotypes, economic needs for land and resources. These policies changed over time as a result of internal social activism by Aboriginal and Torres Strait Islander People and the pressure of changing ideologies such as Human and civil liberties. **British colonisation** When Britain colonised North America and New Zealand the prior occupation of the land by indigenous peoples was recognised. Treaties were signed with these peoples, even if they were very one-sided. This did not happen with Australia's Aboriginal people. From the very beginning the British had declared the land 'Terra Nullius' (land of no one). This was legal as in the 18th Century it was widely thought that if land was found that did not belong to anyone it could be taken and claimed. **Protectionism -- 1800s to 1900s.** Australian colonial and state governments adopted protective legislation and policies to control and segregate Aboriginal people from the white population, and from each other. In the name of protection, governments directed where and how Aboriginal people should live. Government policies of protection denied Aboriginal people their independence and their basic human rights. Governments justified this by arguing that they were civilising and defending the morality of the defenceless Aboriginal community. **The Protectionism Policy Involved** Movements of Aboriginal people -- permission was needed to leave or enter fenced reserves and missions where life remained harsh and poor Leisure and sporting activities -- traditional customs and celebrations were forbidden, recreational time was closely watched with an emphasis on Christian worship as the main community activity Work, earnings and possessions of Aboriginal people -- the protector was the legal owner of all personal property including the wages received. Aboriginal people had to apply to spend money that was placed for them in a compulsory savings account, even to buy basic items such as food and clothing Marriages and family life -- permission to marry had to be granted, traditional names were forbidden and children were separated from their families and sent to schools where they could be trained for work as farm labourers or household servants **UN declaration of human rights -- 1948** Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control **What were the effects?** Discrimination continued in all areas including housing, education, health and employment. Racism and intolerance continued, and many Aborigines were forced to live on the fringes of towns and were prevented from using public facilities such as town baths. Even returned Aboriginal soldiers were denied the same rights as their fellow, white, soldiers. **the stolen generation** **[The stolen generation ]** - The phrase Stolen Generation refers to the countless number of Aboriginal and Torres Strait Islander children who were forcibly removed from their families under government policy and direction. - This was active policy during the period from the 1910s into the 1970s, and arguably still continues today under the banner of child protection. - The removal of Indigenous children was rationalised by various governments by claiming that it was for their protection and would save them from a life of neglect. - A further justification used by the government of the day was that it was believed that "Pure Blood" Aboriginal people would die out and that the "Mixed Blood" children would be able to **assimilate** into society much easier. **[Intergenerational trauma]** If people don't have the opportunity to heal from trauma, they may unknowingly pass it on to others through their behaviour. Their children may experience difficulties with attachment, disconnection from their extended families and culture and high levels of stress from family and community members who are dealing with the impacts of trauma. This can create developmental issues for children, who are particularly susceptible to distress at a young age **Understanding the assimilation policy** **[The assimilation policy]** The assimilation policy in Australia had profound and long-lasting impacts on the Stolen Generations, Indigenous Australians who were forcibly removed from their families and communities by government and church agencies from the late 19th century through to the 1970s. According to this new policy of assimilation, Aboriginal people would lose their cultural identity but have their status raised. The assimilation policy was a policy of absorbing Aboriginal people into white society through the process of removing children from their families. The ultimate intent of this policy was the destruction of Aboriginal society. When Aboriginal Protection authorities around Australia adopted assimilation as a policy, there was a substantial increase in the already established practice of removing Aboriginal children from their families. Children were placed in institutions where they could be 'trained' to take their place in white society. The term assimilation was used officially in reference to Aboriginal people from the 1950s, borrowed from the immigration policies that shared the goal of a culturally and racially homogenous white Australia. **[Short term impacts]** **Separation from Families:** The most immediate impact was the forced removal of children from their families and communities. This abrupt separation caused intense emotional distress and trauma for both the children and their families. **Loss of Cultural and Social Connections:** Children were often placed in institutions or with non-Indigenous families where they were isolated from their cultural practices, languages, and social structures. This separation from their cultural identity and community support systems led to feelings of confusion and alienation. **Psychological Trauma:** The abrupt and often harsh treatment faced by these children led to immediate psychological trauma. Many children experienced anxiety, depression, and a sense of abandonment. **Disruption of Development and Education:** The assimilation policy frequently resulted in inconsistent and inadequate schooling and care for the children. This disruption in education and development affected their immediate well-being and future opportunities. **Forced Adaptation and Assimilation**: Children were often forced to abandon their traditional ways of life and adapt to new, unfamiliar environments. This included learning new languages, adopting different customs, and adhering to the values of the institutions or families where they were placed. **Abuse and Neglect:** Many children in institutions faced physical, emotional, and sometimes sexual abuse. Neglect and harsh discipline were also common, exacerbating the trauma experienced by these children. **Disruption of Family Structures:** Families who were forcibly separated\ from their children experienced significant emotional and social\ disruption. The immediate impact on these families included grief,\ loss, and a breakdown in family cohesion. **[Long term impacts ]** **Loss of Cultural Identity:** Many children in the Stolen Generations were stripped of their language, traditions, and cultural practices. This resulted in a disconnection from their heritage and identity, making it difficult for them to reconnect with their cultural roots later in life. **Trauma and Psychological Impact:** The forced removal and subsequent treatment of these children often led to significant psychological trauma. The loss of family, community, and cultural connection has had enduring effects on mental health, contributing to higher rates of depression, anxiety, and other mental health issues among survivors. **Family Disruption:** The separation of children from their families caused long-term disruptions in family structures and relationships. Many survivors struggled to build or maintain family bonds due to the trauma of separation and the difficulties in reuniting with their biological families. **Socioeconomic Disadvantages:** due to the assimilation policy, to this day, many indigenous people experience socioeconomic disadvantages such as limited access to healthcare, and education as well as difficulty in finding job opportunities **Intergenerational Effects:** The impacts of the policy have reverberated through generations. The trauma experienced by the Stolen Generations has affected their children and grandchildren, leading to ongoing social and psychological issues within families and communities. **Displacement and Identity Conflicts:** Many individuals from the Stolen Generations experienced difficulties in establishing a sense of belonging and identity. Being placed in environments far removed from their cultural backgrounds often led to feelings of alienation and confusion about their personal identity. **Community Fragmentation:** The forced removals also contributed to the fragmentation of Indigenous communities, disrupting traditional social structures and ways of life. This fragmentation has had long- lasting effects on community cohesion and resilience. **Methods used by civil rights activists**  **Charles perkins**  A white text on a white background Description automatically generated **The referendum** Word definitions **Referendum**: A yes no vote made by the population on a single issue **Constitution:** A set of rules which governs a country **Parliament:** Where a nation meets to make decisions through the process of discussion and voting **Commonwealth:** Group of nations consiting of the united kindom that were orignally part of the british empire **What is the origin of the constitution** The Australian Constitution originated in the late 19th century when the six British colonies---New South Wales, Victoria, Queensland, South Australia, Western Australia, and Tasmania---began discussing the need for a unified federal system. This was driven by economic and defense needs, as well as a growing sense of national identity. Between 1890 and 1898, key figures like Sir Henry Parkes, Sir Edmund Barton, and Sir Samuel Griffith led conventions to draft a constitution, drawing inspiration from the federal models of the United States and Canada while maintaining British parliamentary traditions. After revisions and referendums in each colony, the Constitution was approved, and in 1900, the British Parliament passed the Commonwealth of Australia Constitution Act. It came into effect on January 1, 1901, marking the federation of the colonies into the Commonwealth of Australia. The Constitution established Australia\'s federal system, dividing powers between the Commonwealth and the states, and can only be amended by referendum, as outlined in Section 128. **[What is the purpose of the constitution ]** In brief, the Constitution establishes the form of the federal government (that is, the Commonwealth, national or central government) and sets out the basis for relations between the Commonwealth and the states. [How does representative democracy work ] eligible citizens elect members of parliament to make decisions and laws on their behalf. If citizens do not think their representatives are doing a good job, they can vote for new ones at the next election [what role does the constitution play in political power in Australia ] The Constitution of Australia establishes the Federal Government by providing for the Parliament, the Executive Government and the Judicature (more usually called the Judiciary)---sometimes referred to as the \'three arms of government\' [1962 Right to Vote for Aboriginals:] The Commonwealth Electoral Act 1962 received assent on 21 May 1962. It granted all Aboriginal and Torres Strait Islander people the option to enrol and vote in federal elections. Enrolment was not compulsory for Aboriginal and Torres Strait Islander people, unlike other Australians. Once enrolled, however, voting was compulsory. [How the states and territories responded: ] Shortly after the federal government passed the 1962 Act, Western Australia and the Northern territory granted Aboriginal people the right to vote in state elections. Queensland established a committee to investigate 'the promotion of the well-being of Aboriginal and Torres Strait Islanders in Queensland'. Towards the end of 1965 the Queensland parliament passed an Act to extend voting rights to Aboriginal and Torres Strait Islander people (it's important to note that Indigenous people were rarely included in these discussions). [Compulsory enrolment and voting for Indigenous Australians: ] It was not until 1984 that Aboriginal and Torres Strait Islander people gained full equality with other electors under the Commonwealth Electoral Amendment Act 1983. This Act made enrolling to vote at federal elections compulsory for Indigenous Australians. [1967 Referendum] On 27 May 1967, Australians voted in one of the most important referenda in the nation's history. It was important both for its subject matter --- the place of Indigenous Australians within Australian society --- and for its results: 90.77 per cent of Australian voters voted 'yes'. Such a high 'yes' vote was remarkable in a country that other nations often judged to be racist and where voters were traditionally reluctant to change the status quo. Voters had passed only four of 26 previous referenda proposals. The 1967 referendum was about the removal of the discriminatory sections of the Constitution. Many state laws affecting Indigenous peoples reinforced the policy of protection and so denied Aboriginal people rights that other Australians enjoyed. If the Commonwealth Government could make laws for Aborigines, then it could override laws that discriminated against them. The changes to the Constitution included the repeal of 2 sections, Section 51, and Section 127. This enabled the Australian Federal Parliament to: -Make special laws for Aboriginal and Torres Strait Islander peoples. \- Include Aboriginal and Torres Strait Islander peoples in the national census (prior to this Indigenous Australians were not allowed to be counted as part of the Australian population by constitutional law). [Significance of the Referendum] The result enabled the federal government to improve Australia's international image by removing discriminatory sections from its Constitution. In voting 'yes', Australian voters gave it a mandate to address inequalities affecting Aboriginals and Torres Strait Islanders. While the referendum result had great symbolic importance, it had little practical benefit for First Nations people as: Inequities continued in pay and working conditions. They continued to be victims of racism and discrimination. Land rights remained a key issue to be addressed. Political parties that had united to achieve the 'yes' vote did not share a commitment to improving health, housing, employment, and education benefits for Aboriginal people, and it was another five years before the federal government began to implement change in these areas. **Aims and methods of the Australians Aus civil rights movements** [Ending discrimination and segregation] **Example**: Australian Referendum (1967) **Description:** In 1967, a national referendum was held in Australia to amend the\ constitution regarding Indigenous Australians. The referendum sought to include\ Indigenous people in the national census and to give the Australian government\ the power to create laws specifically for Indigenous people. **Impact:** The referendum marked a pivotal moment in the movement for\ Aboriginal civil rights, as it received overwhelming support from both Indigenous\ and non-Indigenous Australians. The \"Yes\" vote was a recognition of the need to\ address discrimination and inequality faced by Aboriginal people and marked a\ significant step towards ending legal segregation and advancing civil rights. [Land rights and native title ] The native title is a legal ownership of land **Example:** The Mabo Case (1992) **Description:** The Mabo Case was a landmark\ legal case in which Eddie Mabo and other\ Meriam people challenged the doctrine of terra\ nullius (land belonging to no one) that was used\ to deny Aboriginal land rights. **Impact:** The High Court of Australia recognized\ native title rights, acknowledging the ongoing\ connection of Aboriginal people to their\ traditional lands. [Cultural preservation and recognition ] **Example**: National Sorry Day **Description:** Established in 1998, National Sorry Day acknowledges the historical mistreatment of Aboriginal and Torres Strait Islander people, particularly the forcible removal of children from their families (Stolen Generations). **Impact:** The day serves as a symbol of reconciliation and promotes understanding between Indigenous and non-Indigenous Australians. ['] [Socioeconomic empowerment] **Example:** Closing the Gap Strategy **Description:** The Australian government\'s Closing\ the Gap Strategy, initiated in 2008, aims to improve\ the health, education, and employment outcomes\ of Aboriginal and Torres Strait Islander people,\ addressing the socioeconomic disparities. **Impact:** The strategy has led to targeted programs\ and policies to address the gap in life expectancy,\ educational attainment, and employment\ opportunities. [Advocacy and public awarness ] **Example**: The Aboriginal Progressive Association **Description:** Formed in 1924, this organization\ published the \"Australian Abo Call\" newspaper\ to raise awareness about the rights of Aboriginal\ people and the injustices they faced. **Impact:** The newspaper played a crucial role in\ informing the wider public about issues affecting\ Aboriginal people and promoting activism. [Freedom rides and protests ] **Example:** 1965 Freedom Ride **Description:** The Freedom Ride organized\ by Charles Perkins and students brought\ attention to segregation by visiting towns,\ conducting protests, and challenging\ discriminatory practices. **Impact:** The ride exposed the realities of\ racial segregation and played a significant\ role in raising awareness about the need for\ change[.] The aim of this campaign: To bring attention to segregation by visiting towns, conducting protests and challenging discriminatory practices What was the outcome The ride exposed the realities of racial segregation and played a significant role in rasing awareness about the need from change **Reconciliation** Despite showing significant strength and resilience in the face of colonial injustices, members of the Stolen Generations and their families continue to be affected by the trauma caused by forced removal. (through the Stolen Generations) For many people, this trauma has had lasting, intergenerational, impacts. It is important to acknowledge that healing is often an ongoing journey on both a personal and interpersonal level However, reconciliation is the responsibility of all Australians. Reconciliation requires the Australian community to recognise and respect the First Peoples of this land, to acknowledge the past injustices, and the ongoing inequalities, experienced by Aboriginal and Torres Strait Islander peoples since colonisation, and to commit to working towards a more equal and respectful future. [Definitions ] **Race relations:** ** **attempts to explain how racial groups relate to each other **Equity and equality:** Equity means everyone is provided specific resources they need to be successful, Equality means everyone is treated the same exact way, regardless of differences and specific needs. **Institutional integrity:** the robust disposition of a public institution to legitimately pursue its legitimate purpose, to the best of its abilities, consistent with its commitments. **Historical acceptance:** \"agreement to abide by the act on another,\"