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The Catholic Bishops Justice Statement, timed with an impending Referendum on the Voice to Parliament, scrutinizes the ties between Aboriginal and Torres Strait Islander peoples and other Australians. Crafted alongside the National Aboriginal and Torres Strait Islander Catholic Council, it underscores the urgency of deepened engagement through listening, learning, and love, advocating for Indigenous justice and healing.
We need to change the language from improving 'attendance' to improving 'engagement' — to reflect that schools need to be places of learning for Indigenous children, not just minding centres, and that learning comes with engagement. (From 2019)
Later this year, Australians will vote on a referendum to enshrine an Indigenous Voice to Parliament, but many Indigenous Australians remain undecided, reflecting the complexities of the issue. The debate over the Voice to Parliament extends beyond the referendum question to encompass broader concerns about the constitution, treaties, and achieving true equality.
Despite the lack of formal consultation with Indigenous peoples at the time, Paul Keating invested significant political capital in designing the Native Title Act and establishing a comprehensive social justice package. As the debate on the Voice intensifies, Indigenous Australians should be afforded the right to offer their Voice and be heard on issues as fundamental as native title.
Australia Day has long been a source of controversy for Indigenous Australians. This year, the Referendum on Indigenous Voice to Parliament promises to be a major battleground in the ongoing debate over Australian identity, and will serve as a reminder of the deep-seated history of dispossession, discrimination and the long road to reconciliation.
‘My Island Home’ was first recorded 35 years ago, a song that emerged from a journey and conversation between Indigenous and non-Indigenous voices. It’s helped Australians better understand our home and place in it, and points to the value of enshrining Indigenous voices in our constitution so they can continue to speak to us all.
We need to be able to do more than simply give notional assent to the Uluru Statement. We need to be able to contribute to the hard thinking and difficult discussions to be had if the overwhelming majority of our fellow Australians are to be convinced of the need for a Voice in the Constitution.
The Apology by the representatives of Government was a landmark at the juncture of the road from the past and the path to the future. It defined the harm suffered by Indigenous Australians at the hands of governments obsessed by an ignorant and biased ideology. It also vindicated the Indigenous advocates who had long demanded an end to discriminatory attitudes and behaviour within non-Indigenous Australian society and its institutions.
At its heart, the question was whether an Indigenous Australian who was eligible for citizenship but had never formalised it could be regarded as an alien and therefore subject to removal. In a landmark judgment, a 4:3 majority of the Court found that Indigenous Australians were not aliens, even if they were not citizens.
In the Apology to the Stolen Generations the Australian Government spoke on behalf of all Australians in recognising that it acted wrongly in removing Indigenous children from their parents. It recognised also that the reason for the removal was the disrespectful claim that its targets were defined, not by their shared humanity, but by their race. This disrespect caused lasting damage to the children and families.
Australia Day would be wasted if it were devoted simply to self-congratulation. In the wake of the catastrophic fires we need to ask questions about how Indigenous Australians before settlement managed the land and how our agricultural and economic practices have contributed to the perilous situation in which we now find ourselves.
We need to change the language from improving 'attendance' to improving 'engagement' — to reflect that schools need to be places of learning for Indigenous children, not just minding centres, and that learning comes with engagement.
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