MOORLANG WAANGKA (BACK STORY)
In 1829, Captain James Stirling and his team of explorers invaded Whadjuk boodjar (country), forcing the Whadjuk clans to become British subjects in the newly established Swan Valley settler-colony established around Boorloo (Perth).
The story of Keny Djena (first feet) takes place at the primary site of invasion. In 1829, this belonged to the Whadjuk nation, one of fourteen different language groups in Nyoongar boodjar that covers the entire south-western portion of Western Australia.
This story focuses on three clan group families within the Whadjuk nation (Mooro, Beeloo and Beeliar clans) that were impacted by the British invasion. Their resistance takes the form of hostility, payback deaths, revenge, theft and retaliation, but they quickly realise that anyone who challenges the invaders’ authority is imprisoned or executed.
During this time, Ngoorweel (later renamed Joobaitch) is born into his family's Beeloo clan. His grandfather, Munday, a bridiya (senior leader) of the Beeloo clan, is resisting invasion just like the Mooro clan leader Yellagonga, the Beeliar clan leader Midgegooroo with his son, Yagan and the neighbouring Binjareb clan warrior, Calyute.
Some of these powerful clan leaders, angry at the loss of clan lives and boodjar (land), try to negotiate peace with the governors during the reigns of Governor James Stirling (1828-1839) and his cousin, Lieutenant Frederick Chidley Irwin (1832-1833) who, before taking up the position as Governor in 1847, acted as administrator of the colony while Stirling was back in England.
The story opens in the season of Djilba, one of six Nyoongar seasons, in the mid-1830s when Ngoorweel (aka Joobaitch) is born at Yule Brook in Whadjuk boodjar. He is the firstborn son of his mother Yoonjep and his father, Mooritj.
ABOUT KENY DJENA:
This story has been written in the present-tense narrative to return from the distant past the story of the resistance Joobaitch's clan undertook during the invasion of their boodjar. Different narrative 'voices' are used throughout the story: Ngoorweel (aka Joobaitch), his mother Yoonjep, Grandmother Karbarli, Grandfather Munday, Weewar, a Binjareb man and an 'unknown narrator', a spirit ancestor who shares their descendant's stories. The story is divided up by the six Nyoongar seasons.
The genealogy of Joobaitch's family used in this story has been drawn from the 2006 book, Nyungah Land Records of Invasion and Theft of Aboriginal Land on the Swan River 1829-1950 by Bevan Carter and Lynda Nutter. Based upon their interpretation of Joobaitch's genealogy, this story uses the following information: Ngoorweel (aka Joobaitch) is a Ballaruk, first born son to Yoonjep (Ballaruk). His father is Mooritj (Tonderup). Mooritj's wives are Woolenan and Yabban. Ngoorweel's grandfather is the Beeloo clan leader, Munday. After Joobaitch's initiation and name change, he marries Woojeeral, Woweelyan, Welberan, Wunmygne, and Yoolyeenan.
Interviews undertaken by Daisy Bates with Joobaitch up until his death in 1907 have also provided glimpses of Joobaitch's love affair with Gootalan, loss of his wives to sickness, Joobaitch as a policeman, the impact of the invasion on his family, his babbin (friendship) ceremony, his marriages and his final days at Maamba reserve in Welshpool.
Dr Noel Nannup approved the story and website, offering both cultural guidance and knowledge into the story; Alison Nannup provided Nyoongar language throughout the story; Kamsani Bin Salleh contributed artistic images to enrich the story and Lynn Webber assisted with historical research, story and the creation of the website. Photography was taken by Zoe Webber and from approved online sources.
RATIONALE FOR USE
Keny Djena can be taught in many subject areas.
English, HASS, Technology and Science.
Year 10 History in- depth study and document study (evidence, sources, continuity and change, cause and effect, significance, perspectives, empathy and contestability)
Year 11 & 12 Aboriginal and Torres Strait Islander histories/ Intercultural studies to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures
University pre-service education degrees
University text offering Indigenous perspectives on 'colonisation'
Public interest in Perth’s history from a Nyoongar perspective
This book is useful for:
The teaching of cross-cultural perspectives in curriculum and to deepen understanding of local Nyoongar history, language and culture.
To increase the capacity of teachers to explicitly use their knowledge of the history, culture and experiences of First Nation peoples in the classroom curriculum.
Cross-curriculum ATSI perspectives, histories and cultures. https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/
Secondary students understanding of contemporary First Nation communities being strong, resilient, rich and diverse in languages, cultures, worldviews and literacies.
The Humanities and Social Sciences areas providing opportunities for students to learn about the traditional and contemporary experiences of First Nation Peoples in a social, economic, political and legal context, and examine historical perspectives from their viewpoint.
The exploration of the relationships people have with place and the environment in which they live. https://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0009/364554/Humanities-and-Social-Sciences-Curriculum-Pre-primary-to-Year-10.PDF
The opportunity to examine historical perspectives from an Aboriginal and Torres Strait Islander viewpoint through investigating policy and political movements in the settler colony of W.A. and to develop an awareness of the significant roles of First Nation Peoples in colonial Australian society.
This book meets the guidelines of some of the principles embedded in the Western Australian Curriculum as it encourages:
Critical Thinking by a student driven critical analysis of primary sources (newspaper articles and journals) written at the time. In interpreting and analysing colonial authors' ideas and positions in a range of primary sources, they learn to question stated and unstated cultural beliefs and assumptions, and identify any issues of intercultural meaning.
Creative Thinking by allowing the students to enter into the imagination of the life lived by pre-invasion Nyoongar society and the impact of colonisation on this lifestyle.
Ethical Understanding and Intercultural Understanding by creating empathy with the land, the people and the story, as well as the moral and ethical implications of invasion.
Reliability and usefulness of primary and secondary sources in evaluating and identifying the authors' origin, purpose and context.
Awareness, appreciation of and respect for the oral tradition of Aboriginal and Torres Strait Islander Peoples in storytelling traditions (oral narrative), as well as contemporary literature.
Respectful critical understanding of the social, historical and cultural contexts associated with the establishment of the Perth colony and that there are many different uses of language and textual features to express that history.
Nyoongar perspective of colonial history to enhance enquiry-based learning through the use of oral traditions.
Intercultural understanding of both the invaded and the invader as they learn to value their own cultures, languages and beliefs, and those of others whose culture was challenged.
Understanding of the development of First Nation stereotypes, identity and racism in Australia and how Australia’s national identity is shaped, as well as the variable and changing evolving nature of culture.
Engagement with the local Nyoongar community to recognise commonalities and differences, create connections with others and cultivate mutual respect.
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