Stage 5 Aboriginal Studies - Redfern Now Teachers Guide

Stage 5 Aboriginal Studies – Redfern Now
Teachers Guide.
Redfern Now is an award winning television show that is written, directed and produced by
Aboriginal Australians. The series involves powerful story telling that challenges the
“outback” stereotype of Aboriginal peoples, while addressing many of the plights of being
Aboriginal in a mainstream city like Sydney. Many of the social factors impacting on urban
Aboriginal communities are addressed during this series, with an unapologetic insight
stemming from Aboriginal people telling and sharing their own stories.
Since the 1960’s, Redfern has been a place for Aboriginal people to meet, work and live. It
became a vibrant place filled with Aboriginal culture, protests and activism. Redfern became
a place for Aboriginal Australian’s to find work, to reunite with family members lost through
the stolen generation or to find a safe place to belong. The early 1970’s saw the birth of the
Aboriginal Legal service and the Aboriginal Medical Service, providing much needed services
to local residents without the stigma associated with being an Aboriginal person from
Redfern. In 1973, the newly created Aboriginal Housing Company bought houses in the
area, using a grant from the then Whitlam government, with the aim of providing affordable
housing for Aboriginal people.
More recently, the Redfern area, referred to as “The Block”, has seen social problems
relating to crime, drug and alcohol abuse on the rise. This has led to some controversial
interventions aimed at reducing the impact these social factors inflict on the community.
Now, with the value of the land surging in the Sydney property price boom, there is concern
about the future for the Aboriginal community in Redfern, and whether gentrification of the
area will see Redfern lose its cultural identity. A mural of the Aboriginal flag, watching over
The Block, signifies the cultural importance of this place to the Aboriginal community. The
flag serves as a symbol of the historical and current struggle of Aboriginal people in the
area, and the promise of better days ahead. A symbol that is undeniably Redfern, and allows
viewers of Redfern Now to immediately recognise that these stories are uniquely Aboriginal
and unquestionably Redfern.
This teachers guide is designed to be used as a companion piece to the viewing of Redfern
Now as part of the Stage 5 Aboriginal Studies Unit. This guide and stimulus best sits in the
Aboriginal Film and Television option of the Aboriginal Studies Syllabus. Redfern Now and
this guide can also be used to cover the cross curricular priorities of Aboriginal and Torres
Strait Islander histories and culture. Some episodes and activities may have relevance to
other subjects as determined by the teachers of those subjects.
Opening Credit Sequence.
The opening credit sequence can be viewed in isolation as a way to stimulate discussion on
representation of Aboriginal Australians in film and television. This can be used to juxtapose
the student’s own views and beliefs of Aboriginal Australians they currently hold.
Link to Title Sequence - https://www.youtube.com/watch?v=XWDwYthfRxo&t=5s
Features of Episode:
The Redfern Now title sequence presents images that are distinctly related to Redfern.
Aboriginal iconography is used to set up the premise that this television series is telling the
stories of the Aboriginal community of Redfern. The conflict between the Aboriginal
Community and the Police is also hinted at during this sequence. The sequence shows
Aboriginal people in an urban setting that juxtaposes the traditional stereotype of
Aboriginal Australians.
Links to the Syllabus:
Outcomes:
5.3 Describes the dynamic nature of Aboriginal cultures.
5.4 explains adaptations in, and the changing nature of, Aboriginal cultural expression
across time and location.
5.9 analyses how personal beliefs and political, economic, media and social factors influence
attitudes towards Aboriginal Peoples and their cultures.
Content Points:
Students learn to:
- Describe the development of perceptions and understandings that non-
Aboriginal people have of Aboriginal Peoples and cultures from film and
television.
- Identify stereotypes, images and attitudes presented in a range of film and
television presentations and analyse the effects of these on Aboriginal and non-
Aboriginal people. Communicate findings using multimedia presentation.
- research, using a variety of sources, including the internet, the ways in which
stereotyping has occurred in film and television in presenting key themes and
images about Aboriginal Peoples
Important Scenes
This sequence runs for 1:12min. It can be watched several times as a class or individually.
Additional Resources
Creative Spirits – “Redfern” –

https://www.creativespirits.info/australia/new-south-wales/sydney/redfern
This website provides information about the history of Redfern and its significance to
Aboriginal people. The webpage also talks about “The Block” and shows the Aboriginal flag
mural that is central to Redfern Now.
SBS “The Block: Stories from a Meeting Place” –
http://www.sbs.com.au/theblock/ - /welcome
This interactive website allows you to tour the block and listen to interview from residents
and community leaders. This site provides a history of the area and its significance to
Aboriginal people. It can be used as background learning for the teacher, or as additional
stimulus for students.
Activities:
What is Aboriginal Identity?
Students work collaboratively or as a class to develop a collage of what they view as images
that are related to Aboriginal Australians. Students can draw or search for images to make
their collage. Direct students to perform a google search for “Aboriginals” or “Aboriginal
Australians” and use those images to create their collage. Teachers can make a collage
themselves as a model for the class.
Once students have created and discussed their collages, show the class the opening title
sequence for “Redfern Now”. The teacher leads a discussion on how these credits depict
Aboriginal people living in urban Australia. This sequence should juxtapose the collage that
the students created.
Questions:
1. Do you think the images in your collage, or the images in the Redfern Now title
sequence best reflect Aboriginal identity? Why?
2. What similarities did you see between the title sequence and your own images and
ideas?
3. What do you know about Redfern and its significance to Aboriginal People?
Reflection on Aboriginality
The teacher leads the class in a reflection on Aboriginal identity.
How do you feel when watching the title sequence to Redfern Now? Does it resonate with
you? Does it make you feel different about Aboriginal people and Aboriginal identity? Does
it make you want to watch the show and find out what stories that creators want to share?
Series 1, Episode 1 – Family.
This episode is an ideal starting point for using Redfern Now in your teaching. The episode
runs for approximately 51 minutes. Ideally, this episode would be watched in its entirety as
part of this unit.
The episode centers around Grace and her family, who are about to embark on an overdue
holiday when Grace receives a call from her nephew asking for help. Answering the call
leads to an unravelling of the holiday plans and a rearranging of the lives of both families.
Features of Episode:
This episode tackles three main themes.
1. Mental Health and Mental Illness in Aboriginal People

2. Family
3. The Stolen Generation.
Links to Syllabus.
Outcomes:
5.1 describes the factors that contribute to an Aboriginal person’s identity
5.5 explains the importance of families and communities to Aboriginal Peoples
Content Points:
- describe factors that contribute to a person’s identity such as family and
community, life experiences, language, traditions, cultural mores and practices,
national icons, customs, age and gender
- compare and contrast their own and others’ sense of identity
- identify the factors that have affected the development of Aboriginal identity in
post invasion Australian society such as: – separation of families including the
Stolen Generations – imposed use of English and loss of Aboriginal languages
- identify and describe the role and importance of kinship in Aboriginal
communities today
- examine the factors that contribute to diversity within Aboriginal family
structures today
Important Scenes:
(8:25) – Grace arrives at Lilly’s house to protect her sister and her kids. There is a clear
contrast between the living conditions of Grace and her family and Lilly and her family.
Grace attempts to force Lilly to take her medication before resorting to calling for help.
There is evidence that the father is not in the picture and not supporting his kids
emotionally or financially.
(22:15) Grace asks several of her sisters to look after Tyler and Maddie whilst Lilly is in
hospital and Grace and her family are on holiday. Grace finds the rest of the family is
reluctant to help and house the children. One sister offers to take Maddie but not Tyler.
“He’s seen things that kids shouldn’t see. He fills my kids head full of stories”. Grace decides
to split the kids up, leaving Maddie with her Aunty and trying to get Tyler’s Father involved.
(27:00) Grace takes Tyler to his Father’s house. His father is an ex-junkie born again
Christian. Grace’s disdain for Jake is obvious. This scene also shows Tyler has compassion
and can instantly bond with other kids. He is a protector of young kids.
“You disgust me. I liked you better when you were a drug addict. At least then you had an
excuse for being a lousy father.”
(31:00) Grace decides to bring Tyler home with her, which means her family is unable to go
on their long overdue holiday. Grace and Wesley fight over Grace’s “Wonder woman act”.
Tyler is a source of friction in the family. They blame him for their holiday being cancelled.
(32:10) Grace and her family are having dinner with Tyler. One by one, Grace’s family get up
and leave the table without saying a word. Tyler thanks Grace for dinner and starts to clean
up the dirty dishes. This shows that Tyler has respect for his Aunty, that her own family
don’t show.
(34:30) Tyler asks about Maddie. He is concerned for her being able to sleep and feel safe
without him. This scene relates to the stolen generation in highlighting the impact
separating siblings had on the wellbeing of the children.
(36:30) Grace discovers that Tyler left during the night to go and get his sister. Tyler is
protective of Maddie and would rather be there for her than not.
(39:40) Grace goes to the hospital where Lilly is. She is there looking for the kids and also to
tell Lilly what has happened. Lilly is calm and medicated. Lilly tells Grace “the only
difference between you and me, is you have a husband that supports you”. This comment
brings to a head what Grace has been feeling about her own family. She has been feeling
taken for granted.
(42:30) Grace comes home and confront Wesley about how she feels. She tells Wes that she
is leaving and taking Lilly’s kids with her. “Lilly makes her kids live in shit, but they love her….
I love you and I love our kids, but I don’t like them”
(45:00) Grace, Tyler and Maddie start to rebuild their lives in preparation for when Lilly
returns. They appear like a loving and respectful family, which is in stark contrast to how
Grace feels within her own family home.
Additional Resources:
Detailed Synopsis - http://www.abc.net.au/tv/redfernnow/episodes/ep01.htm
Australian Museum – “Family” –
https://australianmuseum.net.au/indigenous-australia-family
This resource talks about the importance of family and kinship to Aboriginal Peoples and the
social impact of the destruction of the family unit. The impact of the Stolen generation and
the separation of siblings is also discussed.
Creative Spirits – “Mental Health and Aboriginal People”
https://www.creativespirits.info/aboriginalculture/health/mental-health-and-aboriginal-
people
This website provides statistics and information on Aboriginal mental health. It can be used
for teacher knowledge or as a companion resource for this episode.
Australian Government – “Closing the Gap” Report - http://closingthegap.pmc.gov.au/
Outlines the government’s position on Aboriginal Australians in their attempt to close the
gap between Aboriginal and non-Aboriginal Australians. The section on “Healthy Lives” is
relevant to this episode. A simplified factsheet can also be found here -
http://iaha.com.au/wp-content/uploads/2013/03/000214_cultureclosinggap.pdf
Australian Indigenous HealthInfoNet – “Social and Emotional Wellbeing” –
http://www.healthinfonet.ecu.edu.au/other-health-conditions/mental-health
This site provides a more detailed look into the mental health and wellbeing of Aboriginal
Australians.
Activities:
“Yarning Circle” – What is Family?
In this activity, students sit in a circle with the teacher acting as a facilitator of the
discussion. The aim is to get students to think about who is in their “family” and if it extends
beyond the people they live with or are related to by blood. The importance of family and
kinship to Aboriginal people should form part of the yarning circle and students should be
encouraged to think about their own community links.
Questions to be asked.
1. What is family?
2. Who is in your family?
3. What about grandparents, aunts and uncles, cousins and other relatives. Are they
part of your family?
4. How close do you feel to your extended family?
5. What does it mean to be part of a family?
6. Who are the people you are closest with or have the most in common with? Are they
considered part of your family?
7. Can your family extend beyond people that you are directly related to?
Wonder Woman Act
(31:00) “Wonder woman Act”
Assign students or student groups to one of the main characters in this episode. Replay the
scene at 31:00 minutes where Wesley accuses Grace of having to play the “Wonder woman
Act”.
From the point of view of their assigned character, have students discuss how they would
feel in their character’s situation, given what both families are going through. This activity
can be role play based or designed as an informal class debate.
Suggested Characters:
- Grace
- Wesley
- Tyler
- Malaki
- Lilly
Suggested stimulus questions. All students should provide an answer based on how they
think their character would feel.
1) Wesley accuses Grace of always playing the “Wonder woman Act”. Is it fair of
Wesley to say this?
2) Is Grace doing the right thing by cancelling the family holiday to look after Tyler?
3) How do you think your character is feeling in this scene?
4) How important is the immediate family to your character?
5) How important is the extended family to your character?
Loving Sisters; Constant Fighting.
This activity can be completed as a class, in small groups or individually.
The purpose of this activity is to compare and contrast Grace and her family, and Lilly and
her family. Use a Venn diagram to show what family is for each character.
Suggested ideas to explore

- Wesley as the supportive husband
- Caring for Tyler and Maddie
- Caring for Malaki and Jasmine
- Loved and respected by their family
- Lives in a stable environment
- Is happy with their life
- Is happy with their family
Social and Emotional Wellbeing.
Mental health can be greatly impacted by a variety of social factors. Aboriginal Australians
are at greater risk of poor mental health than non-Aboriginal people. This activity is aimed
at providing insight into why there is such a gap between the two .
Direct students to go to the following links.
http://www.healthinfonet.ecu.edu.au/other-health-conditions/mental-health/plain-
language/background-information
https://www.creativespirits.info/aboriginalculture/health/mental-health-and-aboriginal-
people
As a group, have students answer the following questions.
1) Describe the difference between Mental Health and Mental Illness.

2) List some of the factors that affect the mental health of individuals.
3) Which of these factors do you think relate to Lilly, Tyler and Maddie?
4) What role does culture play in understanding mental illness?
5) Would you say that Lilly has a mental health problem or a mental illness?
6) What are some of the things that cause mental illness to occur?
Racism and Mental Health.
The gap between mental health of Aboriginal and non-Aboriginal Australians is most evident
in the areas of depression and suicide rates. Highlight the following statistics for Aboriginal
mental health, and discuss their relevance in the context of this episode.
- More than 30% of Aboriginal people suffer from some form of psychological
distress. This figure is 20% for all Australians.
- 33% of Aboriginal people over the age of 15 report having high to very high levels
of psychological distress. This is twice the number of other Australians.
- 68% of Aboriginal people over 15 experienced at least one personal stressor in
the last 12 months, such as illness, accident, death of a loved one or violence.
The following video from beyond blue discussed the impact of Racism on Aboriginal mental
health. It can be used as a stimulus for this activity.
https://www.youtube.com/watch?v=RFDW9dkLkp4&feature=youtu.be
Series 1, Episode 2 – Joyride
This episode runs for approximately 52 minutes. It has some key scenes that can be used as
stimulus for this unit, or watched as a whole episode.
This episode features Coral, a proud Aboriginal feminist, who watches out for local girls in
the hope of preventing them ending up in trouble. Coral’s views towards Aboriginal men are
challenged when she is run down in a joyride gone wrong and her granddaughter comes to
stay with her. Coral has to overcome her own prejudiced view of Aboriginal men and learn
to not be so quick to judge.
Features of Episode
Themes covered relate to;
- Stereotypes within the Aboriginal community
- Stereotypes of the Aboriginal community from non-Aboriginal peoples
- Peer pressure
Links to Syllabus
Outcomes:
5.8 analyses the interaction of the wider Australian community with Aboriginal Peoples and
cultures
attitudes towards Aboriginal Peoples and their cultures
Content Points:
Students learn to
- describe a range of examples of film and television in Australia such as news
presentations, documentaries, short films, feature films, drama, comedy and
animation
- identify stereotypes, images and attitudes presented in a range of films and
Aboriginal people. Communicate findings using multimedia presentation
Important Scenes:
(2:00) Coral confronts Taneka about hanging out with local men. This establishes Coral’s role
as guardian of the local women in the community and her prejudice against the local men.
“You have a brain child. You’ve got a future. Don’t waste it by hanging around with these
little assholes”. Coral is quite disparaging in the way she talks to the young men.
(2:45) Danny is stopped by some friends of his to join them for a joyride in their stolen car.
He is hesitant at first but reluctantly joins them. This establishes Danny as someone who has
a sense of right and wrong, but is influenced by his peers into making poor choices.
(4:00) Danny and his friends are joyriding in the stolen car. Danny is not driving and he yells
at the driver to slow down. The car Danny is travelling in hits and knocks down Coral as she
is crossing the road. Even on the ground, Coral’s prejudice against Aboriginal men shows –
“You little black shit…”. Danny calls for an ambulance before running off himself.
(4:55) Coral is being attended to by a paramedic and a police officer. She shows her
prejudice against the paramedic and also against Aboriginal men in this scene. When asked
to describe the driver, Coral says “Black. What a bloody surprise!”
(7:15) Coral is asked for money by a local Aboriginal man. She says she has no time for him
as he is a “lazy black bastard”. Again, this scene highlights Coral’s view of Aboriginal men as
lazy and criminal. The next scene show’s Coral’s softer caring side where she is helping to
feed the homeless and looking out for the women in the group.
(10:00) Danny is at court after being arrested. The Police officer that arrested him is trying
to get Danny to help himself by dobbing in his mates. This scene establishes that Danny is a
good kid who made a bad choice, but also one who holds his friendships above his own
welfare.
(14:10) We are introduced to Coral’s granddaughter, Julie, who is on her way to look after
Coral. She endures a cab ride with an overtly racist Cab driver who talks about how brave
Coral must be, living in Redfern. He refers to them as “All those Aborigines. Too much
trouble. They never pay”. He stops the cab before getting to The Block saying it is too
dangerous to travel all the way there. He tells Julie that she “doesn’t look Aboriginal”
(15:45) Julie arrives at Coral’s house. Coral yells at locals – “What are you lot borking at?
Haven’t you ever seen somebody with a future before?” This scene introduces the strained
relationship between Coral and her daughter. Coral refers to Julie’s dad as “not exactly a
father”. This scene establishes the impact that Corals views on Aboriginal men has had on
her own family.
“She could have had anyone. Whitefellas and all Good jobs too. But she had to go and marry
a bloody deadbeat!”
(19:00) Coral and Julie are on a walk when they come across Taneka again. Coral calls
Taneka’s mum and uses Julie as an example of what Taneka could be. This starts a friction
between Julie and Taneka. The scene continues with Coral speaking disparagingly about
Julie’s Dad, using many of the negative stereotypes that relate to Aboriginal men. Coral’s
view is that Aboriginal men only want one thing from men. That they will leave you in their
wake and ruin your life.
(25:15) Danny is released from Jail. His mates have stolen another car and try to pressure
Danny into going for another Joyride. Mindful that he has just gotten out of jail, this time
Danny makes a better choice and resists the peer pressure to go joyriding.
(31:00) Julie visits Coral in hospital. Coral knows that Julie is seeing a “blackfella”. Coral tells
Julie that she needs to get a nice white man.
(33:00) Taneka confronts Julie at her front door. Taneka punches Julie in the face and tells
her to “stay away from our men”. Danny confronts the local gang to defend Julies honor. He
is taking on the role of the Aboriginal warrior that Julie is going to write her thesis about.
(38:10) Danny arrives at Coral’s house to confess to Julie who he really is. He is met at the
front door by Coral who not only dislikes Danny for being in the car that hit her, but for
being an Aboriginal man dating her granddaughter.
(42:10) Coral notices that the local teens are leaving her and Julie alone. Julie tells Coral that
Danny sorted them out and told them to leave her and Coral alone. Coral is surprised, but
quickly falls back into her dogmatic view of Aboriginal men. The scene continues with Danny
going to the house to talk to Julie and confess everything he has done and how he feels
about her. The scene ends with Danny getting hit by his friends, joyriding in another stolen
car. Coral hears Danny’s heartfelt confession.
(47:30) Coral goes to visit Danny and Julie in the hospital. Julie tells Coral how she feels
about Danny and her fear of Coral dying. Coral still can’t resist the urge to speak poorly
about Danny, before saying that she will accept him if he gets himself a job.
(49:45) The episode concludes with Coral reuniting with Julies mum. This scene has no
dialogue, instead relying on the faces of the actors to tell the story of mother and daughter
being reunited.
Additional Resources.
Episode synopsis - http://www.abc.net.au/tv/redfernnow/episodes/ep02.htm
Creative Spirits – “Stereotypes and Prejudice of Aboriginal Australia” -

https://www.creativespirits.info/aboriginalculture/people/stereotypes-prejudice-of-
aboriginal-australia
This website provides and in depth look at common stereotypes of Aboriginal people and
how these stereotypes lead to prejudice and racism.
Creative Spirits – “Bullying and Lateral Violence” -

https://www.creativespirits.info/aboriginalculture/people/bullying-lateral-violence
This webpage describes some of the bullying that goes on in the Aboriginal community.
Creative Spirits – “Who is Aboriginal?” -

https://www.creativespirits.info/aboriginalculture/people/aboriginal-identity-who-is-
aboriginal
This webpage provides an in depth look at Aboriginal identity and what it means to
Aboriginal people.
Activities.
Identifying your own stereotypes.
This activity is best used prior to watching this episode, as a way to address our own
prejudices and stereotypical views.
As a class, construct a mind map based on commonly held views of Aboriginal people. On
one side, list commonly held negative stereotypes and on the other list commonly held
positive stereotypes. Discuss the role that mainstream media plays in perpetuating these
stereotypes and how shows like Redfern Now can help address and correct some of these
stereotypes. Look at examples of how these stereotypes are in common use in the broader
Australian context, such as on the $2 coin and in tourism advertisements.
Show the following comedy clip to the class and lead a class discussion on all the various
stereotypes presented in the clip. Discuss the fairness of these stereotypes and how the
student’s own views may fit into one or more of the stereotypes shown.
“Coz I'm Aboriginal (One Direction, What Makes You Beautiful Parody)" – Frankie Jackson.
https://www.youtube.com/watch?v=Dbkvoj6SC0w&feature=youtu.be
Is Coral Racist?
Throughout the episode Joyride, Coral presents a very disparaging view of Aboriginal men.
How does Coral view men from her own Culture? Why do you think she views Aboriginal
men in this way?
Replay the scene at (19:50). What stereotypes of Aboriginal men is Coral referring to in this
scene? Do you think Coral really believes these stereotypes? Why do you think Coral feels
this way? Does Coral’s view of Aboriginal men change as the story unfolds?
Non-Aboriginal views of Redfern
During the scene where Julie arrives in the cab at Redfern (14:10) the cab driver comments
on the Aboriginal community in Redfern. The driver states that Aboriginal people never pay
for their taxi rides and that it is too dangerous for him to travel through the Redfern area in
his Cab. He tells Julie that she “doesn’t look Aboriginal”.
Use the following google slideshow to open discussion about what an Aboriginal person
“looks like”.
https://docs.google.com/presentation/d/11TVohllcoDQg4t7EuH19Fu3xG7fphaUTBIVKbN0Y
bDc/edit?usp=sharing
Use the following video clip to highlight the racism and prejudice that Aboriginal people
face, when they don’t look like a stereotypical Aboriginal person.
https://www.pedestrian.tv/news/watch-pauline-hanson-shocks-nation-by-saying-dumb-
thing-to-indigenous-man/
Hold a class discussion to answer the following questions.
1) What stereotypes of Redfern does the Cab driver hold?

2) What stereotypes does Pauline Hanson display in the above clip?
3) What is the impact on Aboriginal Australians that such stereotypical views hold?
Real life or Reel life?
In 2012 in Sydney’s Kings Cross, a very public Police shooting occurred in an attempt to stop
joyriders from hurting members of the public.
http://www.smh.com.au/nsw/anger-grows-over-police-shooting-of-joyriding-juveniles-
20120423-1xhjx.html
In small groups, have students read the article and watch the embedded news video.
The article and the video news report do not explicitly mention that the teens involved in
the Joyride were Aboriginal. What methods and descriptions do the reporters use to imply
that the teens involved in the Joyride were Aboriginal?
What is the significance of the reporter mentioning that the teens were originally thought to
be from Redfern?
Do you think the Police were justified in their actions in this incident, based off the
information given in the news report?
Compare and contrast this real life incident, with the “reel life” incident joyride shown in
Redfern Now
Series 1, Episode 3 – Raymond
This episode revolves around Raymond and Lorraine, a proud Redfern family who get
caught out defrauding Centrelink. Raymond’s life slowly unwinds as he focuses all his energy
on finding out who dobbed him in, whilst at the same time being lauded as an outstanding
role model for the Aboriginal community.
This episode has two key scenes that can be useful in isolation for analysis and can be
studied separately from the whole episode.
Features of the Episode

Themes covered relate to
- Aboriginal Identity
- Family
- Aboriginal Role models for the community
Links to Syllabus
Outcomes.
5.7 assesses the significance of contributions of Aboriginal Peoples to Australian society
Content Points:
Students learn to
- describe, using specific examples, the ways in which film and television has
increased awareness among non-Aboriginal Australians of Aboriginal history and
culture
- choose a film or television program based on Aboriginal life experiences and
evaluate the impact of this in Australia in educating people and changing
attitudes
Important Scenes:
(1:10) The episode opens with Raymond holding a press conference to promote his
nomination for an Aboriginal of the year award. His wife Lorraine, stand proudly by his side.
(5:15) Raymond is at the pub with Charlie. In this scene, we see that Raymond sees himself
as being above Charlie in various ways.
(7:30) Lorraine sees a man sitting in a car across the street from their home taking photos of
the house and family. Raymond defends his family and confronts the photographer. He finds
out that the man is sent from Centrelink. This leads to the discovery that Raymond and
Lorraine have been defrauding Centrelink for a long time, and now have to pay back
$60,000.
(12:45) realizing that they have been caught out, Lorraine confesses to the fraud and
justifies her actions. Even when taking the fall, she is worried about the appearance for
Raymond in light of his award nomination.
(14:20) This scene highlights the difference between Lorraine and Raymond in their
attitudes to being caught out. Lorraine wants to accept responsibility and move on.
Raymond wants to find out who dobbed them in.
(19:00) Raymond talks to Charlie about dobbing people in. Raymond is justifying his actions
as “getting a little breathing room”
(20:30) This act is set at the Sydney Indigenous Leadership Awards. Ray appears confident in
himself. There are modern and traditional Aboriginal cultural references throughout this act.
(21:25) The MC welcomes the community to the awards night and speaks about the
important role that Raymond and others play in the Aboriginal community.
(26:00) Charlie follows Raymond outside after Raymond overhears Charlie talking about
Raymond’s problems with Centrelink. The realization that everyone knows about
Raymond’s problems unsettles Ray and his confidence. Raymond ends up accusing Charlie
of dobbing him in.
(28:10) Raymond wins his award and has to make a speech. Ray is starting to feel like the
world is against him. We hear about Ray’s achievements in the community that lead to him
winning this award. Ray gives a speech that reveals a lot about himself, and his identity. He
ends up accusing people in the room of being dogs for dobbing him in. “Us Blackfellas are
never happy unless we are tearing somebody else down…. Stop running your own people
down. We’re Blackfellas. We’re supposed to be one”
(37:10) Ray returns home after getting drunk and spending the night in jail. His dogged
determination to find out who dobbed him in is blinding Ray to the fact he is losing control
in his life, and losing his family.
(42:00) Ray goes to apologise to Charlie for accusing him of dobbing him in. Charlie shows
that in this community, dobbing someone in is one of the worst acts of betrayal and not
something that he likes being accused of. Charlie talks about the importance of family and
how he puts his kids above everything else. Charlie tells Raymond “I know you could lose
everything the way you are going, but the worst part is, I don’t think you can see it”
(48:20) Raymond returns home to find Lorraine at the kitchen table with his things packed.
She is kicking him out of the home. He confesses that he is the one who dobbed himself in
by doing interviews all the time for Aboriginal of the year. Lorraine tells Raymond to “Be a
man. Take responsibility. That’s all I ask. Together we can do this” She kicks him out until he
gets a job. She throws the award at him, saying that this award cost them $60,000.
Episode Synopsis - http://www.abc.net.au/tv/redfernnow/episodes/ep03.htm
NAIDOC - http://www.naidoc.org.au/
“The National NAIDOC Awards are an opportunity to recognise the outstanding

contributions that Aboriginal and Torres Strait Islander Australians make to improve the
lives of Indigenous people, promote issues in the wider community, or the excellence they
have shown in their chosen field.”
Activities
Dobbing in your mates
Throughout the episode Raymond accuses several people of dobbing him in. His
determination to find out who dobbed him in ends up costing him much more than just
owning up to having done the wrong thing.
As a class, discuss how “dobbing someone in” is viewed in the Redfern community. Why is it
seen as such a bad thing to do?
Proud Aboriginal Man
The episode opens with Raymond being nominated for an Indigenous award. Raymond
presents himself as a proud Aboriginal man.
In small groups, have students discuss the ways the director shows us that Raymond is
proud of who he is? We see Raymond lose connection to his family and friends as the
episode continues on. Based on what you’ve seen of Redfern Now how important is it for
Aboriginal people to have close family bonds and community ties? What role does Raymond
play in breaking his own family bonds and community ties?
We’re supposed to be one. One blood
During his awards acceptance speech, Raymond admits to committing fraud. Replay this
scene for the class and deconstruct the meaning of the key phrases that Raymond uses in
his speech. Focus on the following sentences.
“Community work, kinda saved me from going in and out of jail, you know. It gave me a
purpose. A reason to work”
What is Ray saying about himself here?
“But you know what gets my back up? That someone dobbed us in”
What does it say about Ray that even when he is accepting this award, he is still talking
about the people who dobbed him in?
“You know us Blackfella’s, we’re never satisfied hey, unless we’re tearing someone else down
are we ey?”
Is the concept of tearing someone else down unique to the Aboriginal community? Reflect
on times when you may have gossiped or said something about someone else with the
intention of putting them down
“Stop running your own people down. Stand with each other. And beside each other. We’re
Blackfellas. We’re supposed to be one. One blood.”
What is Ray trying to say here? How effective do you think Ray is in getting his message
across to the room.
Losing it all
Replay the scene where Raymond goes to apologise to Charlie (42:00). In this scene, Charlie
talks about the importance of family, and how he puts his family above having a flash car
and a nice house. This is in contrast to Ray, who seems to put his own recognition above his
own family.
Lead a silent class reflection. Have students think about what is most important to them in
their lives. Have there been times when you have neglected other areas of your life because
you’ve been too focused on something else?
Series 1, Episode 4 – Stand Up
This episode runs for 55 minutes and is a strong episode that should relate well to stage 5
students, given its context and setting within a school. You could use this episode as an
introduction to the series, presenting the series in a non-linear arrangement.
The episode is about Joel and his family as they protest Joel’s expected assimilation into an
elite private school setting, and the ramifications of his own non-violent, peaceful resistance
as Joel discovers what it means to him to be Aboriginal.

The main themes of this episode are
- Expectations for Aboriginal Australians to assimilate into white dominated
settings.
- Protesting for Aboriginal rights.
Links to Syllabus
Outcomes
5.2 explains ways in which Aboriginal Peoples maintain their identity
cultures
Content Points
Students learn to
- assess the impact of the role of film and television in Australia in educating
people and changing attitudes
attitudes
- describe key themes and images about Aboriginal Peoples, cultures and histories
presented in film and television over time, including gender stereotyping
culture
- describe the development of perceptions and understandings that non-
television
Important Scenes:
(1:00) The episode opens with Joel getting ready for school. Aboriginal iconography is
prominently displayed in his bedroom. You see his parents driving him to school across the
Sydney Harbour Bridge. This significance of this is Joel’s school is not near his home in
Redfern. Joel stands in front of his new school, a towering sandstone building with a statue
of Christ in the front. This presents a strong view of the “other world” in which Joel is about
to enter.
(2:45) The school sings “Advance Australia Fair” in chorus. Joel doesn’t sing. This becomes a
key theme throughout the episode as Joel discovers his own identity and his resistance to
singing the anthem.
(3:45) Joel is kept behind after assembly to talk about how he is settling in and why he
didn’t sing the anthem. Joel says his idea about the anthem is a “song sung at footy games”.
He says he goes for QLD as “they have more Blackfellas”. Mr. Parish asks him to learn the
words and learn the origins of the anthem. Joel is reminded that he is in a privileged
position, winning a scholarship to Clifton Grammar.
(6:50) Joel is doing his homework. He performs an image search for Australia. The images
that show are distinctly free of Aboriginal influence. His Dad talks to him about the anthem.
“With boundless plains to share? What did they ever share?”
(9:45) Joel is taken to school by his Dad. Eddie tells Joel that he has never stood up for the
anthem. “It’s not our song. It doesn’t belong to us. You don’t need that stuff to have pride”
Eddie tells Joel he will support his decision if he decides not to sing or stand for the anthem.
At the assembly, Joel sits and refuses to sing the anthem. He is advised by the Aboriginal
student liaison to stand and move his mouth and pretend to sing the anthem.
(11:40) Joel is spoken to again by his teacher. Mr. Parish says the school wants Joel to be a
part of the school, but he needs to follow the rules (assimilate). He is reminded again of the
privilege of the scholarship he is on. When Joel says it doesn’t feel right to sing the anthem,
the teacher says, “rules are rules”
(15:00) Joel is impressing people with his sporting abilities and Mr. Parish is impressed by his
ability to analyse poetry.
(18:45) Joel again refuses to sing the anthem. This time he is met by Mr. Parish, the Principal
Mrs. Macaan and the Aboriginal student liaison. His parents are called in over his actions.
(20:45) The principal says that the school prides itself on its tolerance, but it has rules and
traditions to maintain. The principal reminds the family how lucky Joel is to have a position
at the school. She threatens Joel and his family with expulsion if Joel doesn’t fall into line
and follow the rules. Eddie asks Joel if it’s alright for a Whitefella to dance in a Blackfella’s
Corroboree, or a Blackfella to sing a whitefella's song, like the anthem.
(23:15) Joel’s parents fight over Joel standing for the anthem. Eddie wants Joel to be a
proud Black man. His wife says that Eddie is proud and mighty but can’t do any of the things
a traditional blackfella should be able to do. There is conflict with Eddie living in a white
man’s world but having blackfella principles.
(28:50) Joel again sits for the anthem. He gets suspended from the school.
(30:40) The family is back at the school for a meeting with the principal. Joel’s mother is
ready to give whatever the school wants to keep Joel at the school. Eddie stands up for his
son. “Blackfellas are thrown into the multicultural group. We used to be thrown in with the
Flora and Fauna too” He referenced the referendum. Eddie makes the point that there are
all sorts of kids at the school and that Captain Cook and the anthem wouldn’t mean
anything to them. The principal retorts that her view is Joel has a political issue, not a
religious one.
The Principal says “All Joel needs to do is stand up and sing the national anthem. After all, at
the end of the day, we are all Australians.”
Joel says he likes school and doesn’t want to cause any trouble. He wants to sing the
national anthem, but he can’t.
Joel is expelled. His mum pleads for the school to reconsider their decision.
(38:00) Joel is blamed by his mum for throwing away his chance for how he feels about
“some girl”. Joel says “How about standing up for me mum, instead of standing up for the
school” This is a turning point for how Joel’s mum feels about the situation. The family
decides they will fight the decision as a family.
(41:50) Joel enters Mr. Parish’s room. They are talking about 1984. “He who controls the
past controls the future” Joel is escorted off the sight by Mrs. Macaan.
(42:30) Eddie confronts the Principal for escorting Joel off school. She says he is not
welcome here anymore. Eddie references the Principals efforts of tokenistic reconciliation.
She walked the bridge in the name of reconciliation and now she is kicking a black kid out of
her big flash school. The next day when Joel is escorted off the premises by security, his
parents are waiting with a reporter taking photos.
(46:10) The principal holds a press conference welcoming Joel’s “replacement” stating that
she has a great respect for the Australia’s First Nations Peoples. She says that the school is
committed to closing the gap through the scholarships and participation in NAIDOC week.
At the next school assembly, the Aboriginal students band together and all sit for the
anthem. Mrs. Macaan tells Mr. Parish that he has to deal with the Aboriginal students. He
says no, that the anthem means nothing to the students. It only became the anthem in
1984.
The Principal threatens to expel all the Aboriginal students for their protest in solidarity with
Joel. She counts to 5 and the students don’t move. She has lost her power over them. The
students say that their parents are behind them and proud of them standing up for what
they believe in.
The students say they are not moving until Joel is back at the school. The Principal says that
she has tried to meet them halfway, but the students aren’t being reasonable.
(52:30) Mrs. Macaan relents and lets Joel back into school. She has agreed that Joel doesn’t
need to sing the national anthem.
Program Synopsis - http://www.abc.net.au/tv/redfernnow/episodes/ep04.htm
Creative Spirits – “National Anthem: Advanced, Aboriginal and Fair?”

https://www.creativespirits.info/aboriginalculture/politics/national-anthem-advanced-
aboriginal-fair
Creative Spirits – “Australian 1967 Referendum”

https://www.creativespirits.info/aboriginalculture/history/australian-1967-referendum
Activities
Protest Mind Map
Prior to watching the episode “Stand Up”, as a class, brain storm and create a mind map
that describes various forms of protest. For each form of protest, students should be able to
discuss how effective they think it is as a form or protest. Links to historical examples of
protest should be made. The purpose of protest should be made explicit for students.
It’s ok to Protest, just not like that!
The point of protest is to challenge those in power and sway the balance of power into your
favour. Some protests are more successful than others. All protests are resisted by those in
power for fear of them losing their control. How protesting is shown in the media often
depends on the point of view of the person presenting the information.
As a class, discuss what Joel is trying to get out of sitting and not singing “Advance Australia
Fair”. What reaction does his form of protest get from the Principal, Mrs. Macaan and other
teachers at the school? Do you think that Joel’s form of protest is appropriate?
In the USA, a similar form of protest has been occurring during football games in the NFL.
Some Black players, and even whole teams have knelt during the anthem. The video in the
following link sums up the reason for the protest.
https://www.theguardian.com/sport/2016/sep/09/colin-kaepernick-national-anthem-
protest-nfl-race-issues
“I am not going to stand up to show pride in a flag for a country that oppresses black people
and people of color,” Kaepernick told the NFL Network that night. “To me, this is bigger than
football and it would be selfish on my part to look the other way. There are bodies in the
street and people getting paid leave and getting away with murder.”
Display the following image and discuss the meaning of this meme and how it relates to
Joel’s protest in this episode
Link - https://i.pinimg.com/736x/b1/30/47/b13047df16f0d84bee8a0fa2c6da9e1c--political-
memes-liberal-politics.jpg
Don’t forget how lucky you are.
Throughout the episode “Stand Up” Joel is reminded of how lucky and privileged he is to be
at a school like Clifton Grammar. He is reminded of the hundreds of other students who
would love to be in his place.
Ask students to share their thoughts on why the teachers and principal think this way. Do
you think the teachers and principal genuinely think Joel is lucky? Or are they using this idea
as a way to control Joel?
The Principal is adamant that Joel should assimilate into the school and follow the school
rules. In groups, or as a class, discuss the impact that this form of assimilation is designed to
have on Joel’s Aboriginality. Discuss the impact that assimilation policies in Australia have
had on Aboriginal culture and practices.
It’s not our song
Throughout the episode, Eddie, Joel’s dad, is proud of his son for refusing to sing the
national anthem. As a class, deconstruct the meaning of the following statements.
(9:45) “It’s not our song. It doesn’t belong to us” – Eddie
(22:00) “Should a Whitefella stand up and do a Blackfella corroboree? Or should a Blackfella

sing a Whitefella’s anthem, their corroboree?” – Eddie
(23:40) “You sit high and mighty in your corroboree ground recliner chair. Big brave warrior
standing up for the Blackman. You can’t even light a fire, Eddie. You’re scared of the bush.
You can’t even walk in your backyard without your shoes.” - Nic
(42:40) “You walked the bridge in the name of reconciliation, and now you want to kick out a
black kid from your big flash school” – Eddie.
Reconciliation? Or the appearance of reconciliation?
Some effort has been made by Aboriginal and non-Aboriginal Australians towards
reconciliation. How effective has this effort been? Make mention of the 1967 Referendum
and the 2008 Formal apology to the stolen generation.
Use the following two cartoons as a stimulus to discuss reconciliation in Australia.

http://www.kooriweb.org/foley/images/history/toons/native_title.jpg
https://www.inkcinct.com.au/web-pages/cartoons/past/2015/2015-285P--Sorry-for-a-day-
AUSTRALIA-INDIGENOUS-ABORIGINAL-.jpg
As a class, discuss your views on the Principal, Mrs. Macann’s treatment of Joel and the rest
of the Aboriginal student body. Is it fair to expect Joel to conform to the school rules,
especially if they don’t fit with his own culture and identity as a proud Aboriginal man?
Mrs. Macann admits to walking the bridge in an act of reconciliation. As the principal of
Clifton Grammar, Mrs. Macaan talks about her pride in the efforts of the school to “close
the gap”. How genuine do you think Mrs. Macann is in wanting to promote reconciliation
and close the gap? Do her actions in expelling Joel support her words about reconciliation?
Time for a change?
Introduce students to the “Recognition in Anthem” project. A project that is aimed at

changing the lyrics of Advance Australia Fair into something more inclusive.
https://www.rap.org.au/home
Allow students the chance to read the website and read about the motivation behind the
organization.
Hold a modified class debate. Mark out two spaces in the class; “Agree” and “Disagree”. Ask
students to stand at the spot that corresponds to their reaction to the statement
“We should change the lyrics of the anthem to better recognise our First Peoples”.
Ask students to share their point of view and have them try to convince others to join their
side.
Series 1, Episode 5 – “Sweet Spot”
This episode runs for about 53 minutes and follows the story of Indigo, a former boxer and
recently released from prison as he tries to navigate his way through life on the outside with
his family.
This episode is not as applicable to this study unit as most of the other episodes in this
series. There is one scene that offers an insight into why people reoffend when they are
released from prison. For a stronger story about Aboriginal people in custody, I recommend
“Pretty Boy Blue”, episode 6 of season 1.
Features of this episode

- Adjusting to family life after incarceration.
- Jealousy
- Importance of family and other community support
Links to Syllabus
Outcomes:
Content points:
Students learn to:
attitudes
Important Scenes
(1:05) “They call it the sweet spot” – Indigo talks about landing a punch on the sweet spot,
and how if you land it in the right fight, you become champion of the world, and if you land
it in the wrong fight, you can tear families apart.
(19:30) Indigo has a meeting with his parole officer. “The fellas that stay out have a good
support network.” Indigo says he has a good support network, even though he is starting to
doubt his wife’s faithfulness and slide into jealousy.
(48:00) Indigo is talking about the punch he landed on Chooky Kimble that killed him. He is
talking about getting hit in the ring with a good shot and how it throws your world and
perspective out. It is when you are most vulnerable. “Nothing sweet about taking a life”. He
seems to have taken responsibility for his actions.
ABS Rates of Aboriginal Incarceration in Australia -

http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/4517.0~2016~Main%20F
eatures~Imprisonment%20rates~12
ABS Rates of Recidivism in the Aboriginal population in Australia

http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/4517.0~2016~Main%20F
eatures~Prior%20adult%20imprisonment~15
Activities
Incarceration of Aboriginal People.
Aboriginal people are massively overrepresented in the criminal justice system of Australia.
They represent only 3% of the total population, yet more than 28% of Australia’s prison
population are Aboriginal.
Source: https://www.creativespirits.info/aboriginalculture/law/aboriginal-prison-
rates#ixzz4xvMBMKsO
In this episode, we meet Indigo, a man who was sent to jail for killing another man with a
punch to the “sweet spot”. This episode follows Indigo as he attempts to settle into a
normal life again with his family. In the opening scene, Indigo talks about the punch he
threw that killed “Chooky Kimble”. As a class, discuss the following questions.
1) Does Indigo seem like a man who is feeling remorse for his actions?
2) What do you think Indigo means when he says “It might have been the best punch I
ever threw?”
In small groups, research the figures for Aboriginal Incarceration. Identify how these rates
compare to other populations within Australia. Use the ABS and the above Creative Spirits
link to help answer the following questions.
1) How do rates of Aboriginal Incarceration compare to other populations in Australia?

2) Which state has the highest rate of incarceration of Aboriginal people.
3) Why do you think Aboriginal people are so over-represented in these statistics?
Consider social and historical perspectives in your answer.
Recidivism
Recidivism is the tendency of a convicted criminal to reoffend.
ABS figures show that nearly three-quarters (74%) of Aboriginal prisoners had a prior adult
imprisonment under sentence, compared with just under half (48%) of non-Aboriginal
prisoners
Source: https://www.creativespirits.info/aboriginalculture/law/aboriginal-prison-
rates#ixzz4xvQRG1qn
Watch the scene at (19:30) where Indigo is meeting with his parole officer. The parole
officer tells Indigo that “The fellas that stay out have a good support network.” Answer the
following questions.
1) What support network does Indigo have in his life currently?

2) Indigo seems distracted during his meeting. Do you think he is listening to the parole
officer?
3) How likely do you think it is that Indigo will end up back in jail? Why?
4) Not only are Aboriginal people overrepresented in Australian prisons, they are also
far more likely to have been imprisoned previously. Why do you think this is? How
does Indigo fall into the group that may or may not reoffend?
Taking responsibility
Watch the closing scene (48:00).
During this final scene, Indigo is talking about being in the boxing ring and taking a good
punch that spins you out of control. He talks about the instinct to lay down, but as a fighter
you can’t.
What is Indigo really talking about in this scene? As a class deconstruct his monologue and
discuss the true meaning behind his words. Individually reconstruct this scene so that
Indigo’s monologue is more literal in tone.
Series 1, Episode 6 – Pretty Boy Blue
This episode revolves around Aaron Davis, a Redfern local and Aboriginal police officer.
When a young community man, Lenny, dies whilst in custody, Aaron is ostracized by the
Redfern community. He is being blamed for Lenny’s death. Aaron has his own internal
conflict where he is trying to walk the line between proud Aboriginal man, and proud Police
Officer.
This episode runs for approximately 59 minutes. There are several scenes throughout the
episode that can be studied individually, but the episode deals with many important
Aboriginal cultural and social issues and watching the full episode is recommended.
Warning: This episode features a death in custody that may be troubling to some viewers.

The main themes of this episode are
- Deaths in custody
- Aboriginal Identity in a “white fella” occupation
- Aboriginal cultural hierarchy
Links to the Syllabus
Outcomes:
cultures
Content Points
Students learn to:
television
- give reasons for the increase in the willingness of non-Aboriginal Australians to
explore Aboriginal histories and cultures through film and television and identify
the possible outcomes
culture
- assess the value of film and television for Aboriginal Peoples presenting their
own images
Important Scenes
(1:30) We see Aaron leaving his home to go to the gym. Aaron has been a peripheral
character in other episodes. He is shown to be a loving family man and well respected in the
community, despite working for the police. It is clear that Aaron sees his role as much about
keeping Aboriginal people out of trouble as it is about putting them in jail.
(3:45) While walking the beat with his partner, Hobbs, Aaron is heckled by Lenny, a local
Aboriginal man who seems to be looking for trouble. Aaron tries to settle the situation by
telling Lenny he should come to the gym sometime. Lenny shows complete disrespect for
both officers in this scene. Lenny manages to get under Hobbs’ skin. Aaron tells Hobbs to
“just walk” away from the situation.
(5:10) Aaron and Dobbs return to the station and find that Lenny is arriving after being
arrested. It is clear it is not the first time that Lenny has been arrested. Aaron steps in to
look after Lenny. He threatens to call Lenny’s mother, Mona, a community elder. It is clear
that Lenny is hurt. Aaron makes a call to get someone to come and look at Lenny. Lenny is
antagonising everyone in the station, trying to get a reaction out of the other officers. Aaron
has to continually step in to protect Lenny and ensure the situation doesn’t get out of hand.
(8:05) Lenny turns his attention to Aaron. He starts to talk despairingly about Aaron’s
daughter. Aaron starts to lose control, before regaining his composure, calming down and
putting Lenny in the cell. Aaron decides against calling the ambulance “Fuck him, he’s
tough”
(10:00) Lenny starts to call out that he is hurting. Aaron says good under his breath. Lenny
gets more and more vocal about his pain. Aaron and Hobbs ignore his cries for help. Aaron is
torn between helping and ignoring Lenny, unsure about what is happening. Lenny starts
vomiting blood and dies in the cell.
(13:15) Aaron is being asked formal questions about Lenny’s death. Aaron is stood down
pending the investigation. Aaron is in shock and blaming himself.
(16:00) Aaron is dropped home. He sees Mona, Lenny’s mum, being told that Lenny has
died. Aaron goes inside and tells his daughter that Lenny has died.
(17:15) Nathan, Lenny’s uncle, bangs on Aaron’s door asking what happened. “You can’t
hide behind that uniform now bud”. They are angry at Lenny’s death and Aarons reaction.
(18:40) Lenny’s brother starts a riot in response to Lenny’s death. The news reports the
death in custody. Angry Aboriginal youth have started fires in the street, community elders
are trying to calm the situation down. Mona is interviewed on TV. She says “we want what
you want. Peace and quiet…. But there’s a lot of anger here. A lot of anger for my son. But I
don’t want anyone to fight because of him. Stand up for him yes. Don’t use my son as an
excuse to fight”
(22:10) Aaron asks his daughter is she ever had a thing with Lenny. She gets angry and tells
Aaron to go and see Aunty Mona. We see Aaron crying. He is not handling things well.
(24:15) Aaron’s house gets attacked in retaliation for Lenny’s death.
(26:00) Lenny’s brother gets arrested for his role in the riots. Mona goes up to see Aaron.
She apologises to Aaron for the broken window. Even in the face of her immense grief, she
is still apologizing to Aaron.
(27:40) Aaron and Hobbs are at the pub. They are talking about how Aaron is dealing with
the situation. Aaron is blaming himself for what happened to Lenny.
(29:50) Aaron walks down to Mona’s house to pay his respects. It is clear he has gone from
being a respected Aboriginal police officer, to the enemy of the community. Mona
welcomes Aaron in. It is clear they have a strong connection. Mona asks if Lenny suffered.
Aaron lies and says he didn’t.
(35:00) Aaron has a vision of Lenny. “Lenny Brewster is the news. You know why? Death in
custody”. “If you had died from a drug overdose, kidney disease, grog…. (you’d be a)
statistic in some fucking government report.” “You’ll be remembered. Blackfellas will march
every year”. Aaron gets into a fight with his daughter. “Let’s blame the cops. Blame the
black cop. Blame the traitor”
(38:40) Aaron gets a tip that the guy who punched Lenny is Danny Blane (Joyride). Aaron
finds him and arrests him.
(40:30) Nathan confronts Aaron outside his house. He is angry that Aaron has arrested
Danny. “You have something to prove, you big tough man. Danny’s a kid and Lenny was a
kid”. Aaron is a clear outsider in the community now. They see him solely as the police.
(44:00) The community walks the streets in solidarity after Lenny’s funeral. The march is a
symbolic protest. Aaron watches the community walk past his house from inside. He is like a
prisoner in his own home.
(46:30) Hobbs comes to Aaron’s home to keep him company during his tough time. Aaron
says “It won’t pass for him”. Hobbs tells Aaron he is a credit to the force and to his
community.
(48:10) Aaron is called into the station and reinstated. On his walk to see his sergeant, he
passes a room where Mona and Nathan are watching the video of Lenny’s death and seeing
how much he suffered. Aaron is told that he is a good man. Aaron still feels immense guilt
for his role in Lenny’s death, even though he didn’t directly attribute to it.
(53:00) Aaron walks down to see Mona, knowing that she has seen the video of Lenny’s
death. She says she doesn’t know how the man she is so proud of could let he boy “suffer
like a dog”. Mona asks Aaron if he wanted Lenny to suffer. Aaron tells the complete truth
for the first time since Lenny died. Mona slaps him. She accuses him of lying to protect
himself. After Nathan punches Aaron down, Mona steps in to protect him. Mona stands
over Aaron and tells him to “Get up. Our mob needs you”
Australian Institute of Criminology – “Aboriginal Deaths in Custody”

http://www.aic.gov.au/media_library/publications/tandi_pdf/tandi012.pdf
Creative Spirits - Royal Commission into Aboriginal deaths in custody

https://www.creativespirits.info/aboriginalculture/law/royal-commission-into-aboriginal-
deaths-in-custody
Australian Human Rights Commission – Indigenous Deaths in Custody report summary.

https://www.humanrights.gov.au/publications/indigenous-deaths-custody-report-summary
Activities.
Redfern Riots.
In 2004, following the death of TJ Hickey during a police chase, the Aboriginal community in
Redfern protested against the police involvement in this death. Click on the following links
to see how this incident was covered in the media at the time.
“Boy Impaled on Fence Dies” -

http://www.theage.com.au/articles/2004/02/15/1076779831157.html
“Dozens of Police Injured in Riot” -

“Fifty Police Injured in Redfern Riot” - http://www.abc.net.au/news/2004-02-16/fifty-police-

injured-in-redfern-riot/136268
“Aborigines Riot in Anger at Boy’s Death” -

“Teenagers Death Triggers Fiery Aboriginal Rampage” -

http://www.smh.com.au/articles/2004/02/15/1076779843405.html
As a class, discuss these headlines and the message they send out about TJ Hickey, the
Redfern Aboriginal Community and the Redfern Police. Do you feel that the headlines offer
a fair and balanced picture of the events of that week? In “Pretty Boy Blue”, reference is
made to Redfern youth rioting in response to Lenny’s death in custody. How effective is this
form of protest, compared to Joel’s sitting during the “Stand Up” episode (S1E4)? Reflect on
the motivation for each form of protest.
Watch the following news story from the 10-year anniversary of the Redfern Riots. What do
you notice is different in the way this story is presented, compared to the print media at the
time of the Riots?
https://www.youtube.com/watch?v=UtinfBlV51I
The news story talks about how much things have changed in Redfern since 2004, especially
the relationship between the Police and the Aboriginal community. Based on what you have
seen in this episode of Redfern Now and what you know about Redfern, would you agree?
How do you feel the relationship between Aboriginal Australians and the Police is generally
around Australia? Why?
Ms. Dhu
“Julieka Dhu, a Yamatji woman, was 22 years old when she died in Port Hedland, Western
Australia, in 2014. She had been arrested for unpaid fines on 2 August, then detained for
three days at the South Hedland Police Station, under a controversial policy of paying off
fines through jail time. She owed $3622.” – Marcia Langton, The Monthly (2016) “Two
Victims, No Justice.”
In a case that is eerily similar to the one depicted in Pretty Boy Blue, Ms. Dhu died in Police
custody after police were. Ms. Dhu died from Septicemia and Pneumonia resulting from
untreated broken ribs. Ms. Dhu cried in pain for hours over the course of 3 days whilst in
custody. She was discharged from hospital into police custody twice during those three
days, without treatment or a proper diagnosis, due to medical personal believing she had
behavioral issues.
Watch the following YouTube video – “Ms. Dhu - featuring Felix Riebl and Marliya”. How
similar is this case to the one depicted in Redfern Now?
https://www.youtube.com/watch?v=NEaLIMeUKPc
In 1987, a royal commission was held in Australia, ordered by the Hawke government, to try
and find out why so many Aboriginal Australians were dying in police custody.
Individually, have students reflect on why they think that Aboriginal deaths in custody rates
are so high. As a class, share some of these ideas and think about strategies that could be
implemented to reduce the number of Aboriginal deaths in custody.
The final report was handed down in 1991. The commission made 339 recommendations for
reducing Aboriginal deaths in custody. Amongst those recommendations are
87. Arrest people only when no other way exists for dealing with a problem.
92. Imprisonment should be utilised only as a sanction of last resort.
161. Police and prison officers should seek medical attention immediately if any doubt
arises as to a detainee’s condition.
339. Initiate a formal process of reconciliation between Aboriginal people and the wider
community.
Source: https://www.creativespirits.info/aboriginalculture/law/royal-commission-into-
aboriginal-deaths-in-custody#ixzz4y1ApVrqa
Think about the “Pretty Boy Blue” episode of Redfern Now. How many of the above
recommendations do you think the Redfern Police followed in Lenny’s case? Discuss this as
a class and how the director and writer show Aaron Davis and the Redfern Police either
following or disregarding these recommendations.
Watch the following clip from “The Project” (Channel 10), Air Date: Fri 19 Aug 2016.
“Deaths in Custody” - https://tenplay.com.au/channel-ten/the-project/extra/season-

8/deaths-in-custody
Link to Facebook version. Will need a Facebook account to access -

https://www.facebook.com/TheProjectTV/videos/10153836198908441/
Reflect on what Waleed Aly is saying in this news segment. How does the tone of this report
compare to the tone of the headlines from the Redfern Riots? How much do you agree or
disagree with what Waleed is saying?
The Black Cop, The Traitor.
Aaron Davis is a proud Aboriginal man. He is a family man. He cares about his community
and has strong ties to the community. We hear from Aboriginal and non-Aboriginal people
that Aaron is “a good man” and “a good cop”. In the beginning of the episode, we see Aaron
sitting in the street talking to Nathan, the brother of Aunty Mona. They have a good
relationship. At the end of the episode, we see Nathan punching Aaron in a rage over the
death of Lenny and Aaron’s perceived role in it.
Have individual students, using images or drawings, construct a timeline that shows Aaron’s
standing in Aboriginal and non-Aboriginal Redfern communities as the episode goes on.
Consider how his family, Mona, Hobbs, the wider Redfern community and the police
community feel about Aaron during this episode.
The construction should reflect the balancing act that Aaron has to face in the community.
To help students with this process, talk about the community reaction to Lenny’s death and
Danny’s arrest compared to how Aaron and the Police feel about those same incidents.
Australia has a long history of institutionalized racism in our police force towards Aboriginal
people. This has led to Aboriginal Australians being arrested for otherwise trivial matters.
“Police arrest Aboriginal people for incredibly trivial offences such as swearing. Even if no
charges are laid, Aboriginal people’s relationship with police can be broken. “Now I see that
officer when I go into town and I’m scared he is going to arrest me, there’s a real tension
there. I don’t feel comfortable going into [town] any more”, says Robyne Churnside who
had been arrested for swearing by that officer”
Source: https://www.creativespirits.info/aboriginalculture/law/aboriginal-police-
relations#ixzz4y1eNo8WG
As a class, deconstruct the cartoon below. What is it saying about Aboriginal-Police

relations? How do we see this play out in the “Pretty Boy Blue” episode? How does this
cartoon relate to the Ms. Dhu case?
https://www.creativespirits.info/images/uploads/aboriginalculture/law/police-aboriginal-
relations-danny-eastwood.png
Cartoon: Danny Eastwood, Koori Mail.

Lenny Brewster is the news
Aaron, in his guilt and remorse, starts to have visions of Lenny sitting next to him on the
couch. Re-watch this scene and deconstruct Aaron’s monologue.
(35:00) “You know what, Lenny Brewster is on the news….”
Aaron lists a number of other ways that Lenny could have died. He says that Lenny would
have just been a statistic in a government report if he had died one of these ways. Discuss
how this scene gets to the heart of what Aaron is going through in the wake of Lenny’s
death. Do you think it is fair that Aaron is being blamed for Lenny’s death? Does it make
sense in the broader context of Aboriginal deaths in custody that Aaron may be seen as part
of the problem to the rest of the community.
Our Mob needs you
In the closing scene (53:00), Aaron visits with Mona to apologise for lying about Lenny
suffering. He tells Mona that he wanted Lenny to suffer, but not to die. Mona slaps Aaron
and Nathan punches Aaron to the ground. Mona stand above Aaron and says “get up! Our
Mob needs you”
As a class or in groups, discuss the role of Mona in this episode. What is her position in the
hierarchy of the Redfern Aboriginal community? What does she mean when she tells Aaron
that “our Mob needs you”?
Season 2, Episode 1 – Where the Heart Is.
This episode centers around Peter, a gay Aboriginal man, who loses his partner, Richard, in a
freak accident. They have a daughter together, and Richard’s death brings his mother,
Margaret, back into the picture. Peter has to face homophobia and racism in a battle to
keep custody of his daughter.
This episode deals with issues surrounding being a minority member of a minority group.
There are some key scenes that can add value to this unit, but on the whole, it is a story of
grief in the wake of losing a partner, and picking up the pieces and moving forward from
there.

Themes in this episode include
- LGBTI identity within the Aboriginal community
- Grief of losing a partner
- Dealing with homophobia and racism in the public’s eyes and the legal system.
Links to Syllabus
Outcomes:
across time and location
Content Points:
Students Learn to;
television
Important Scenes:
(1:00) We are introduced to Amy, Peter and Richard, a loving family. Peter and Richard are
fighting.
(3:00) Richard drops Amy off at school. He consoles her. Amy thinks that Richard is leaving
and not going to come back. He reassures her he is not going anywhere, that he loves Peter
and he loves Amy.
(4:30) Peter calls Richard to apologise for the fight they had. Peter talks about plans for the
weekend. Richard then gets hit by a car as he is leaving his own vehicle. Peter hears the
accident from the other end of the phone. Peter goes to the hospital where Richard is now
on life support.
(10:30) The doctor talks to Peter and suggests getting in contact with Richards mother. They
have been estranged for years. Peter asks if they are thinking of taking Richard off of life
support. The doctor says not yet.
(13:20) The doctor talks to Peter and Margaret about taking Richard off of the life support
machine. Peter decides to let him go, but Margaret wants to fight the decision. Peter says
that he is next of kin for Richard, that they have the documents to prove it. Margaret
doesn’t respect the papers, Peter of the decision.
(15:35) The family gather to say good bye to Richard. His life support is turned off. Margaret
breaks down and accuses Peter and the nurse of murdering her son.
(22:55) Peter gives testimony at the trials over Richard’s death. Peter recounts the story of
the day Richard died and how they had made up after their row. Peter is still deeply affected
by the memory of what happened on that day. Margaret talks to Peter after his testimony.
Margaret says she wants to spend more time with Amy. “It must feel terrible…The guilt”.
The judge recognizes Peter as Richard’s partner.
(26:30) Lorraine (S1Ep3 – Raymond) talks to Peter about him slackening off as a father.
Lorraine tells Peter that “you’re not the only one that lost him”
(29:15) Peter meets “Luis” online and invites him over for a “hook up”. Peter is reluctant at
first but agrees. Peter stops Luis before anything too serious happens. The two men spend
the night on the couch together.
(32:30) Peter wakes up with Luis, together on the couch. Peter is in a panic as Margaret is
on her way over to pick up Amy. Margaret passes Luis in the street and pieces together that
he must have spent the night with Peter. She seems upset when Peter answers the door and
lets her in. Margaret reminds Peter that it’s Richards birthday tomorrow. Peter says “that’s
why I needed a drink”
(35:30) At the memorial party for Richard’s birthday, they play a video of the 2 dads
preparing to pick Amy up. The video shows the two men, in love and carefully preparing for
the arrival of Amy.
(39:20) Margaret returns Amy to the house. Peter is entertaining with a friend. Margaret
assumes that it is another sexual partner for Peter. Margaret is visibly upset and asks to
speak to Peter in private. Margaret talks to Peter about how “all of this” is effecting Amy.
Margaret is judging Peter for his sexuality and his lifestyle. Margaret says that Richard is
Amy’s real father, and Amy is her blood and Margaret is going to go for custody of Amy.
(43:40) Margaret and Peter are in mediation at the court. Peter believes that Margaret is
suing for custody out of spite. Margaret asks Peter about Luis and makes assertions that
what he was doing was wrong, casting aspersions that Luis could have abused Amy.
Margaret is trying to use Peters sexuality and life choices against him, to say that he is unfit
to be Amy’s father. Margaret says that she doesn’t hate Peter, but has every right to as he
broke up her son’s marriage and was partly responsible for Richards death. She says it is not
about bigotry, “Black or white makes no difference to me. But Gay or straight does”
(51:55) Peter is in court. He stands and gives a statement as to why he should keep custody
of Amy. He says that being gay, he is used to fighting. He had to fight his cousins, uncles and
own father. He says that when he met Richard, “all that fighting seemed worth it”. He says
he will do whatever it takes to keep his daughter under his roof.
The Tiwi Island Sistagirls - http://www.abc.net.au/news/2017-03-02/tiwi-islands-sistagirls-

prepare-to-wow-sydney-mardi-gras/8314132
Steven Oliver – “Faboriginal: Steven Oliver on being Black, Gay, Sad and Fabulous” Full
Transcript
https://newmatilda.com/2017/08/30/faboriginal-steven-oliver-on-being-black-gay-sad-and-
fabulous/
Activities:
Faboriginal
Steven Oliver describes himself as “Writer guy who writes shit and acts in stuff. Writing
includes poetry, songs, plays and TV shows (okay I've only ever written for one TV show)”.
Oliver gave a speech to staff from the Department of Prime Minister & Cabinet that began
with
“So where do I start? I guess the beginning would be good but what exactly is my beginning?
Where does a man of Kukuyalanji, Gangalidda, Waanyi, Woppaburra, Bundjalung, Biripi,
Irish, Sri Lankan and South Sea Islander descent, begin?”
In Oliver’s speech, he talks openly about his identity as an Aboriginal and a gay man in
Australia, and the journey he took to finding his own identity.
In Where the Heart is, Peter is a gay Aboriginal man who recently lost his loving partner in a
tragic accident. Peter is left to raise their daughter, and along the way, he has to fight to
keep her in his custody. He faces prejudices based in homophobia and racism from his
partner’s mother, Margaret.
Comapre the following excerpt from Steven Oliver’s 2017 speech to the courtroom scene in
Where the heart is (51:55). How are the experiences of these two men similar? How do you
think they differ?
Steven Oliver – Speech to the Department of Prime Minister and Cabinet.
“So what then, was my next beginning? You guessed it, I discovered I was royalty, a big black
queen.
Well, it didn’t quite happen like that. Now that I think about it though, I kind of wish I did
have an inauguration. At least now I know what I’m doing for my 50th, which I’m sure will be
another beginning, as an elder. Holy crap! That just snuck up on me. Anyway, I digress,
again.
So here I am, a teenage boy who likes other teenage boys. Who’s kinda known that he’s
always looked at boys but now he was feeling something for them. It wasn’t just sexual
feelings either, it was emotional.
He was wanting to cuddle with other boys, kiss other boys, love other boys. It terrified him.
See, unlike being black, he was not told he should be proud of being gay. Being gay was this
bad thing. An abomination, unnatural, perverted, disgusting. Men were not to love other
men. It was Adam and Eve not Adam and Steve (I just realised that I’ll never live it down if I
end up with an Adam but anyway, before I digress too much).
If you wanted to show your hate for another man, if you wanted him to feel hate for himself,
you called him a poofta, a faggot, a queer, a homo, a poo pusher, a cat c**t, a bum jacker,
an AIDS carrier, a disease or simply someone who wasn’t right in the head.
And even if those words aren’t directed at you but some other poor soul, you still know that
you are hated. So, each time you hear those words, you start to feel more and more
ashamed of yourself.
Every time you feel something for another boy, you tell yourself you are disgusting.
You fight against yourself to not feel your truth. You tell yourself, and everyone around you,
lies so you don’t get rejected. You hate yourself because you’ve been told all your life that
who you are deserves to be hated.
Aboriginal writer and performer, Steven Oliver.

You don’t want to be a disappointment. You don’t want to be the freak. You don’t want to be
the one that will bring shame to your family. You don’t want to be alone. You just want to be
loved.
But, how could someone as disgusting as you be loved? You have had it drilled into your
head that you are unworthy and deserve to be treated as inferior.
For a lot of LGBTIQ and Aboriginal youth, this is where their story ends. They will see no
more beginnings. They were told they did not deserve them and so sadly believed the lies
they were force-fed. Even sadder still, the fact that children felt the pain these lies bring. A
pain that has them believe this world is no good. That it has no place for them. That it does
not want them.”
A minority within a minority
Watch the following clip from Steven Oliver singing “A minority within a minority”. In small
groups, ask students to deconstruct the main themes of this song. What minorities is Oliver
singing about? Does he paint a positive or negative picture of minority identities? What is
the impact of presenting this writing in song form?
Kulbardi NAIDOC 2015: Steven Oliver - "A minority within a minority" -

https://www.youtube.com/watch?v=6Y9ZkMHiAfc
Staring down hate
In the family mediation scene (43:40), Margaret tries to paint Peter as not only a poor
father, but a danger to Amy. Margaret calls on many prejudicial stereotypes of gay men in
her argument. Margaret says, “this is not about bigotry, “Black or white makes no difference
to me but gay or straight does”
This scene provides an insight into some of the prejudice that Peter has faced for most of his
life.
As a class watch the following clip from Steven Oliver performing a poem he wrote.
Steven Oliver: “I'm a Blackfella” - https://www.youtube.com/watch?v=dSnayKPF1B0
Watch the following clip from ABC news
ABC News: “Tiwi Islands Sistagirls attend the Sydney Mardi Gras for the first time” -
https://www.youtube.com/watch?v=4us7URHkTUk
As a class, construct a mind map that links the story of Peter, Steven Oliver and the Tiwi
Islands Sistagirls. In your discussion, talk about the importance for each of being true to
their own identity. Discuss some of the prejudices they have faced, or you believe they
would face, and how each overcame those prejudices. What parts of their identity are
shared, and what parts of their identity are independent?
Season 2 – Episode 2 – Starting Over
This episode continues the story of Aaron Davis, Indigo and Allie from season 1. Both Aaron
and Allie form an unlikely partnership when they find themselves ostracized from the
Redfern community.
This episode deals with themes of domestic and lateral violence and how two people
rebuild their lives and reputations in their community.

Themes of this episode include:
- Domestic Violence
- Lateral violence within minority communities
- Hierarchy within Aboriginal culture
Links to the Syllabus:
Outcomes:
Students learn to:

television
culture
Important Scenes:
(1:00) The episode opens with a flashback to Lenny’s death (Pretty Boy Blue, season 1,
episode 6). The scene transitions to Allie singing “Midnight Special” at Koorioke night. Aaron
drops Robyn at the koorioke night and says he won’t come in tonight. Robyn is warmly
welcomed into the pub by the community. Indigo pulls Allie off stage after getting jealous of
the men in the pub watching her. Indigo and Allie pass Aaron on the street who is standing
outside the pub to listen to Robyn sing.
(5:30) Allie and Indigo getting into a domestic about Allie singing at Koorioke and parading
herself. Mona hears the row going on and asks Nathan to go and see if Allis is ok. Nathan
says “I’m not stepping in between a man and his wife, that’s how you get hurt sis.”
(7:15) Mona goes next door and confronts Indigo about the fighting she can hear through
the wall. Mona asks Allie if she is ok and says she can stay at Mona’s place tonight. She tells
Indigo to leave Allie alone before saying she is “going to get a real man for you!”
(8:00) Aaron hears Mona at his door, asking for Aaron’s help to intervene in the domestic
situation. Aaron originally declines, saying he is not a copper anymore, before going to
down to help. Aaron tells Allie to call the police. Indigo says Aaron is not a “real” man.
Indigo is arrested.
(11:50) Aaron takes Allie to the police station for her statement. Aaron and Allie get into an
argument about each other’s position in the community. Allie tells Aaron that at least indigo
is a “proper blackfella…he’s not a sellout”. Aaron replies that “It’s funny how blackfella’s
hate the police until they need them”
(13:00) Hobbs is taking Allies statement. He is quite dismissive of the incident, saying he has
heard it all before.
(14:30) Hobbs tells Allie that once she makes a statement she can’t retract it. She says
“That’s one good thing about being a black woman. You get knocked around a bit, but you
get to learn about police procedure” Hobbs says he is not judging Allie, but “Sometimes,
around here. Women, especially Indigenous women, retract statements”
Allie goes on to talk about stereotyping. Allie says “How’s this for stereotyping? White cops
kill our men in custody. Young men. Like Lenny Brewster.” Aaron hears the conversation
from outside.
(16:40) In the car trip home, Aaron and Allie talk about gossip, cowardly acts, what is the
truth and what is believed by the community.
(17:25) Aaron is talking to the psychologist about becoming a cop again. Aaron talks about
using his granddaughter as a shield, to protect himself from being a black cop in Redfern.
(20:00) Aaron escorts Robyn into Koorioke night. Neither of them are warmly welcomed
into the pub, unlike when Robyn was on her won. Aaron goes to the bar to ask for a drink.
Jumpy refuses to serve him, saying “so we’re brothers are we?” Allie gets up and sings
again. Her bruises are noticeable from her fight with Indigo.
(21:55) Robyn goes to the bar to get Aaron a drink. Jumpy again refuses. Robyn gets forceful
with Jumpy about getting a drink for her dad. Whilst at the bar, Allie starts to attack the
crowd, feeling judged for her appearance. “Why don’t I go home and hide my bruises. Well I
won’t go home. That’s where I got these fucking bruises” As she walks off stage, Aaron gets
up and is the first to applause. Allie walks up and asks if she can join his “leper colony”. She
calls the locals a bunch of hypocrites.
(23:45) Aaron confides in Allie that “Lenny died because I am a Blackfella”. He confides in
Allie about what Lenny said before he died. He says he couldn’t tell Mona what Lenny had
said.
(25:40) “There are 2 reasons why you avoid someone. You either really like them or you
don’t”. Aaron talks about needing a wall to survive as a cop. He talks to the psychologist
about all the things he has seen on the job.
(27:15) Aaron is in the park with his granddaughter. Mona comes to see him. She has found
out what Lenny said to Aaron before he died. Aaron again lies to Mona. Mona sees through
the lies. Mona says she knows that Lenny had a way of getting under people’s skin and that
Aaron was to tell “the truth from now on”
(33:00) Allie goes to see Aaron after he had asked her out on a date. She says it’s not a good
look. “You know Blackfellas, everyone has to know everybody else’s business”. Allie says she
can’t define her marital status.
(36:20) Allie says the restaurant they are going to is a bit flash. Aaron says that they can say
they are “Flash Blacks” and if anyone says anything, to say they are Brazilian.
(42:10) Aaron shaves his moustache and shows Allie the new look. Nathan confronts Aaron
and Allie in the street. Nathan accuses Aaron of locking Indigo up so Aaron could go out with
Allie. Nathan calls Allie a Jezabel. Nathan calls Aaron a traitor. Nathan says “hide behind a
woman. You hide behind a uniform anyway.”
(44:30) Aaron goes to jail to see Indigo and tell him he is seeing Allie. Indigo says he
misjudged Aaron, thinking he was hiding behind a badge.
(45:50) Aaron and Hobbs are having a drink and talking about Allie. Hobbs tries to warn
Aaron off Allie. Hobbs passes judgment on Allie and speaks disparagingly about her.
(51:25) Leaving their second date, Aaron and Allie are walking home when Aaron gets
jumped by three men on behalf of Indigo. Aaron tells Allie that it was Mona who told him to
become a cop.
(52:20) Aaron wakes up in hospital. Robyn is waiting for him to wake up. She says Allie said
to end it as she is fearful of Indigo. Aaron discharges himself and finds the rose he bought
for Allie. He is on a mission to return it to her.
(54:00) Aaron confronts the three men who king hit him the night before. He gets into a
fight with them before Mona comes out and tells the three to leave Aaron alone. “He is
more of a man than any of you!” The three men who attacked Aaron all stand down and
apologise to Mona. This shows the strength of Mona and the esteem she is held in by the
Aboriginal community in Redfern.
(55:25) Aaron talks about “Stopping Jonathon Thurston”. How the NSW side battered him
down and Thurston keeps getting back up. “That’s what it takes to play the game. It’s a
choice. I know now I can take it. I can be a cop. I don’t need the wall. I can just be me” Aaron
returns to the Police.
Creative Spirits – “Bullying & Lateral Violence”

https://www.creativespirits.info/aboriginalculture/people/bullying-lateral-violence
Creative Spirits – “Respect for Elders and Culture” -

https://www.creativespirits.info/aboriginalculture/people/respect-for-elders-and-culture
ABC Meet the Mob: Trevor Jaye Simpson “Koorioke” -

http://www.abc.net.au/local/audio/2015/08/31/4303259.htm
Domestic Violence Resource Centre Victoria - http://www.dvrcv.org.au/help-advice/guide-

for-families-friends-and-neighbours
Activities
Koori Whispers
This is a version of “Chinese Whispers” where the sentence being spread through the group
is to be related to Redfern Now. This game is quick to run and makes the powerful point of
how quickly stories can spread, and how far they can deviate from the original story in a
short period of time.
After this activity, ask the class to relate what they experienced to the episode Starting
Over. How is this activity similar to what Aaron and Allie experience in this episode.
Lateral Violence
Lateral violence is a term that describes the way people in positions of powerlessness,
covertly or overtly direct their dissatisfaction inward toward each other, toward
themselves, and toward those less powerful than themselves.
It is also “a form of bullying that includes gossip, shaming and blaming others, backstabbing
and attempts to socially isolate others” and for Aboriginal people in particular, talk of blood
quantum - ‘you’re half-blood’.
Source: https://www.creativespirits.info/aboriginalculture/people/bullying-lateral-
violence#ixzz4yP6z4F4I
As a class, brainstorm and construct a Venn Diagram outlining all the forms of lateral
violence enacted towards Aaron and Allie. Look at what each character has experienced
individually, and what each character has experienced collectively.
Alternatively, a mind map could be used and broadened to include other forms of lateral
violence seen in the series.
As a class, spend some time reflecting on times when they may have been the victim of, or
aggressor in, their won form of bullying or lateral violence. Sit in a yarning circle and ask
students to share a word or short sentence about how they feel when they are the victim of
bullying and gossip, or how they would imagine people would feel is they were the victim of
bullying or gossip.
Respecting your Elders
Mona is presented as a strong Aboriginal woman in the series Redfern Now. Aaron refers to
the influence that “Aunty Mona” has had on his life several times in the series.
In small groups or Individually, have students recall all the ways that the director shows
Aaron’s respect for Mona. What does Aaron say (verbal respect) and do (non-verbal
respect) that shows how he feels about Aunty Mona, in Pretty Boy Blue and Starting Over.
How do the directors portray Aunty Mona’s standing in the Redfern community? Talk about
the role of elders in the Aboriginal community and the respect that is given to Aboriginal
elders as part of Aboriginal culture.
Stereotypes from the Police
During the scene between Hobbs and Allie (13:00), we see how stereotyping and prejudice
can play a role in the interaction between Police and Aboriginal Australians.
“That’s the thing about being a black woman. You get knocked around a bit, but you learn
police procedure”
In small groups or individually, deconstruct this scene. What stereotypes of Aboriginal

women and women in general does Hobbs show in this scene? What do you think Hobbs is
basing this opinion on? How does Hobbs stereotyping Allie affect his ability to do his job as a
Police Officer?
Lenny died because I am a Blackfella
Aaron is often referred to as being a traitor and not a real Blackfella for his role as a police
officer and his perceived role in Lenny’s death. In the activities for Pretty Boy Blue students
were asked to construct a timeline that shows Aaron’s standing in Aboriginal and non-
Aboriginal Redfern communities as the episode goes on. Resume this timeline as it
continues with the story arc of this episode.
The Wall
When talking to his psychologist (25:40) Aaron talks about “The Wall”. Deconstruct this
scene and highlight how that wall separates Aaron from his community. Why does Aaron
need the wall to do his job? How do the directors of Redfern Now show “the wall” between
Aaron and the rest of the community? Which scenes show the wall clearly there, and which
scenes show Aaron as part of the community without a wall? Think about other episodes
where Aaron is a peripheral character in your answer.
At the end of the episode, Aaron is talking to his psychologist about Jonathon Thurston and
his mentality in playing Rugby League. How is this a metaphor for Aaron? How does this
story show Aaron’s recovery and help him to regain his identity?
Season 2, Episode 3 - Babe in Arms
This episode revolves around Justin and Janine, new parents struggling to adapt to having a
new baby in the home. The pair grow tired and frustrated with their baby’s continual crying
until one day, the baby goes missing. As the story evolves, a picture is drawn linking Janine
directly to their baby’s disappearance. In the end the young family is reunited, but the
damage done by the incident may prove irrecoverable. This episode runs for about 58
minutes, and can be used for studying some key scenes.

Themes of this episode include
- Post-natal depression
- White woman living in an Aboriginal community
- Gender stereotyped family roles
- Community judgement in times of crisis.
Links to Syllabus
Outcomes:
cultures
Content points
Students Learn to
Important Scenes
(1:00) We meet Justin and Janine as they bring their unnamed baby boy home from
hospital. They are greeted warmly in the street by neighbors who are eager to see the baby
for the first time.
(6:55) The baby is constantly crying. It is loud enough that people in the street notice the
noise. We see Janine trying to calm the baby with little effect. This is an insight into how
much Janine is struggling with looking after her baby. Justin comes home from work and
hears the baby crying from the street and lots of noise coming from the house. He initially
can’t find Janine. He finds her outside doing her nails.
(13:20) Janine is outside doing her nails while the baby is inside crying. Janine tells Justin
that the baby has been crying all week. Justin says he is doing his bit as the father by
working and providing for the family. Janine talks about Justin having a great time at work.
Justin says he is going to footy training, but instead goes to La Perouse to drink.
(16:30) On the way back home, Justin gets pulled over by the police and escorted home. He
is unaware that his baby is missing. He talks to the police about the stress of having a baby
at home. He says “there is no wonder, that people tip over the edge and hurt their kids”. He
comes home to find police all over his home and his son is missing. Janine is crying and
apologises to Justin. Janine says “she didn’t mean to...”
(27:25) Justin and Janine are staying at Justin’s parent’s house as they can’t stay home.
Justin sees Janine standing outside in the cold on her own. Justin says if she needs help, she
can ask her mother or his mother. “All the Aunties’ think I’m useless”. Janine feels that the
community and families don’t accept her as she is a white girl. Janine admits to going to the
bottle shop to get a bottle of wine. She is worried how the police will react if they think she
is a drunk.
(31:25) Justin and Janine return home but aren’t allowed in as it’s a crime scene. Janine gets
angry. She accuses the people in the street of judging her and thinking that she killed their
baby. “Go splash around in someone else’s misery”
(34:00) The police call in Justin and Janine to take statements and find out some more
information. Janine says Justin loved his son, an insight into thinking that their baby is dead.
She confides that they lost their first baby. Janine says there is no way that she would leave
the house without her baby.
(36:40) The family watch a TV news report about their missing baby. The news shows the
community rallying around them, which is in stark contrast to how they feel. The next day
Justin and Janine return home to find their home has been searched for evidence. The
police ask them to make a public appeal. Justin agrees and Janine says no. Janine is paranoid
that the police think she is guilty of killing their child and it’s a trap to catch her out.
(41:50) Janine agrees to do the public appeal. She says “I know you all think I killed my baby,
but, I didn’t…I know you all want me to be guilty. It sells papers and makes for a good news
day…. A baby with no name is a hard story to sell”. They hold the press conference and are
asked why they hadn’t named their baby. Janine says they are waiting for him to find his
own identity.
(45:50) While Janine is outside, Justin’s parents say there is something not right with Janine.
They say the whole neighborhood could hear the baby crying, day in and day out. They ask
where the baby was when Janine went to the bottle shop. The parents are saying the
community thinks that Janine did something to their baby. They ask Justin where was the
baby when she went to bottle shop as she didn’t have him with her. “What sort of a mother
leaves their baby at home?” Justin goes to the bottle shop and asks if Janine had the baby
with her when she visited. Justin find out Janine was freaked out and didn’t have the baby
with her.
(50:00) Justin goes home to confront Janine. She says she took baby to the shop with her,
but left him outside when she went inside. Justin takes Janine to the bottle shop to confront
the owner. He tells Justin that she definitely did not have the baby with her. Janine admits
to leaving baby alone at home. Justin is beginning to doubt Janine and starts to think that
she killed their baby. Janine said she needed a break. It sounds like she is confessing to
hurting their baby. Just as it looks like their relationship is unrepairable, the police arrive at
the front door with their baby. He’s been found safe and well.
Health Direct – “Support services for Aboriginal and Torres Strait Islander Families” -
http://www.pregnancybirthbaby.org.au/support-services-for-aboriginal-and-torres-strait-
islander-families
http://www.pregnancybirthbaby.org.au/helping-your-baby-grow-from-0-to-5-years
http://www.pregnancybirthbaby.org.au/postnatal-depression
Activities:
Raising Baby
Throughout the episode we see the new parents struggling with Baby. Janine repeats that
she is not handling having Baby crying constantly. IT appears that the couple are doing it
tough and doing it on their own.
Compare and contrast the scene where Janine says “All of the Aunties think I’m useless”
(27:25) with the below YouTube clip. What support does Janine have in raising Baby? How
does that compare with the idea of kinship shown in the YouTube video?
Reconciliation Australia – “Family and Kinship” -

https://www.youtube.com/watch?v=mNtPcW4t1PY
Shamed and Judged
Janine references feeling judged and shunned by the community and Justin’s family
throughout the episode. Individually, draw a diagram that shows how Janine feels about the
Redfern community and her own Family. Include the following key scenes.
- Bringing Baby home for the first time

- People in the street hearing Baby cry
- Baby going missing
- The news report of the community rallying around Justin and Janine
- Justin and Janine talking outside Justin’s parents’ house
- The parents make a public appeal
- Justin’s parents questioning why Janine left Baby at home alone
- Justin saying that he thinks Janine killed their baby.
Season 2, Episode 4 – Consequences.
This episode tells the story of Mattie, an Aboriginal girl with a white father, and her quest to
prove that she didn’t need him in her life to achieve great things. Mattie finds out her father
passed away after she is awarded her PhD. Mattie has time to go to the funeral and have
her truth told, but after hearing how her father impacted the lives of so many others, she
has a change of heart. The episode runs for approximately 53 minutes.

Themes covered in this episode include:
- Interracial relationships in the 70’s
- Family abandonment
Links to Syllabus:
Outcomes:
5.6 explains the importance of self-determination and autonomy to all aspects of Aboriginal
Peoples’ participation nationally and internationally
Content Points
Students Learn to
Important Scenes.
(1:00) The episode opens with Mattie being awarded a PhD in Anthropology. She calls to tell
her father that she did it and is going to email him a photo. Her uncle answers and she is
told that her estranged father is dead.
(3:20) Told through flashback, we see Mattie at the kitchen table with her father, playing
together and happy. As the scene plays out, we learn that Jack, Mattie’s father, is living a
double life and that Mattie is part of his secret family.
(8:15) Mattie goes to her father’s old butcher shop. It has been converted into a café. She
meets a woman who says her father has passed away recently and realizes it is her half-
sister. We flashback to Mattie in the shop with her father and being told to hide from his
other white family. Mattie finds a locket in her father’s belongings that is engraved “to my
daughter”. She thinks it is for her, but realizes it is not when she is given another present.
(13:00) Mattie arrives at her father’s shop and runs into the other family, the little girl who
is wearing the locket. Mattie follows them home and sees her father enter into the family
home. He spies Mattie as he is closing the front door.
(15:40) With Mattie now knowing about her Father’s secret life, Jack tells Mattie’s mother
that it is over. He leaves and abandons Mattie and her mum. Mattie is blamed by her mum
for forcing her father to leave.
(22:25) Mattie goes to her father’s funeral. She intends to speak and reveal the truth about
his secret life. She is confronted by her half-sister, Brenda who asks who she is and what she
is doing. Mattie tells Brenda about their father’s secret. The two compare each other’s lives,
and how Mattie has gone on to success and Brenda has been caring for her dying father.
“She was probably one of many wasn’t she. Used to happen a lot. White man. Black
woman.” The girl’s uncle breaks up the fight between the two of them and asks Mattie not
to speak at the funeral. The Uncle says “He didn’t acknowledge you when he was alive, so
what difference is it going to make now? You were a complication in their relationship. He
never loved you.”
(35:05) Flashback to Mattie getting ready to go to a school award night. Her mother is drunk
and not able to go with her. As a result, her mother is not there to protect Mattie as she is
on her way to the school. Mattie is accosted by her boyfriend who stops her accepting her
award and abuses her outside the school hall. He accuses her of thinking she is better than
us and begins to beat her.
(38:40) Mattie spots Coral in the funeral and flashes back to after she was beaten. Coral
finds her and looks after her. Coral says “You have to focus elsewhere. Don’t let what
happened between your mum and dad derail you... You’ll end up stranded on the block”
Coral gets up to speak at the funeral. We hear how Jack was compassionate towards her
and kind in her times of need. Coral says that “Kindness was rare. Especially to Blackfellas”
(41:00) Mattie’s uncle speaks about her Father. Again, we hear about how compassionate
Jack was to the Redfern community. He had an understanding of people’s weaknesses, as he
was fully aware of his own. He talks about Jack’s ability to forgive.
(44:45) Flashback to Mattie seeing her father on the street. She asks him why did he leave
her mother. Jack says he left Mattie’s mother because “It was easier to break your mothers
heart than it was my wife’s”
(47:40) Mattie gets her chance to say her piece at the funeral. She holds back from saying
what she really wanted to say, instead referring to her father’s famous cooked Chicken
pieces. She says that whenever she eats chicken, she thinks of him.
(50:00) Brenda meets Mattie as Mattie is preparing to leave. She has a box for Mattie from
her father. Brenda says “He thought about you enough to leave that. So you did mean
something”
Australian Screen – “Pioneers of Love” - https://aso.gov.au/titles/documentaries/pioneers-

love/clip1/#
NITV – “Illegal love: Is this NT couple Australia’s Richard and Mildred Loving?” -
http://www.sbs.com.au/nitv/article/2017/04/07/illegal-love-nt-couple-australias-richard-and-mildred-loving
Activities:
Jack on trial
Throughout this episode, we see evidence of Jack being a good father and a bad father. We
hear stories about the good things he did for the community and we see the negative
impact Jack had on Mattie’s and her mother’s life.
Divide the class in two and put Jack on trial. Have one side acting as the prosecution, with
the aim of proving that Jack was a bad person. Have the other side act as the defence, with
the aim of proving that Jack was a good person. The idea here is to highlight that Jack was a
flawed character. Students should use evidence from the episode to support their case.
Flashback in time
This episode relies on flashbacks to help tell the story. As a class, discuss the use of
flashback as a narrative tool in this episode. Do you think it adds to the telling of the story?
Discuss the benefit of using this mode of storytelling as opposed to a linear timeline and
why you think the director chose flashbacks as the story telling tool for this episode.
Chicken
In Mattie’s speech for her father’s funeral, she states that whenever she eats chicken she
thinks of him (47:40). What is the literal and metaphorical meaning of what Mattie is saying
here? Deconstruct the meaning of the word “Chicken” as used in this metaphor. How does
Jack act like a chicken during this episode? Take examples from the episode to support your
point.
Season 2, Episode 5 – Pokies
This episode is a continuation of the story of the Shields family that we met in season one’s
“Stand up” episode. In this episode, we find Nic, Joel’s mother, has a gambling addiction and
struggles to hide her addiction from her family and work. We watch as she spirals down
before eventually being caught out. Nic thinks there is only one way out, which is to end her
life. This episode runs for approximately 52 minutes.

- Gambling addiction
- Traditional Aboriginal culture as a modern expression
- Family break down
- Suicide
Links to Syllabus:
Outcomes:
5.3 describes the dynamic nature of Aboriginal cultures
Content Points
Students Learn to
- research, using a variety of sources, including the internet, the ways in which
stereotyping has occurred in film and television in presenting key themes and
images about Aboriginal Peoples
Important Scenes:
(1:00) This episode opens with Nic playing pokies at the pub. We see her putting $50 into
the machine and going through a ritual before playing the game. She gets a call from her
work and lies about where she is.
(2:30) Nic returns to her work at an Aboriginal art and cultural shop. She is confronted by
one of the dancers asking for their $50 tip. Nic denies getting the money and says “Why
don’t you go on over there and jump around like a happy little Aborigine and give them
some culture. Nic is confronted by Grace in the shop about the credit card statements that
are coming to her house. Grace asks Nic if she is gambling again and accuses her of lying.
She gives Nic a week to sort it out.
(5:00) Nic goes back to the pub on the way home and plays the pokies again. We see her put
through $100. She meets her nephew there and he asks her for money. They talk about
their lives but are focused on the pokies.
(8:40) Eddie is looking for the cheque book to pay a landscaper. Nic acts suspicious of the
amount that Eddie is paying. She is trying to hide her growing gambling debt. Nic tells Eddie
they have to keep an eye on their money. They have to watch out for rip off merchants.
Later that night we see Nic gambling online at home.
(11:50) The German tourist who gave Nic $50 for the dancers asks Nic what happened to
the money. Nic tries to make the tourist feel guilty and says she will give the dancers $50
out of her own pocket.
(14:30) Nic is gambling at home again. She almost gets caught by Eddie. She brushes it off as
her trying to buy him a present for his birthday.
(17:00) Nic is taking the shop’s money to the bank. She cuts through a park where she is
mugged and has her bag stolen. She tells her boss she is really sorry about the money. Her
boss says not to worry about it, it’s only money. When she gets home, Eddie greets her and
Joel comes home soon after. Her family are rallying around her after the mugging.
(21:00) Nic returns to work and is confronted by the dancer she stole $50 from. He is
suspicious of the mugging. Nic is given the day off by her boss and instead of going home,
she goes to gamble on the pokies again.
(25:30) At Eddie’s 40th, he speaks glowingly of his family and especially how much he loves
Nic. He says that without her, he wouldn’t have anything. Eddie makes a joke about the
“bludging blackfellas” eating all his food and drinking his beer. Grace confronts Nic in the
kitchen about the credit cards. Grace says she is worried about Nic and that she needs to tell
Eddie about what is going on. The police arrive at the party and ask Nic to come down to the
station and answer some questions.
(29:00) The Police ask some questions about the day Nic gets mugged. They have film of the
mugging and notice that it is Nic’s nephew, Robbie, who is the one who mugged her. They
arrested Robbie on his way to Eddie’s party, carrying the money that he stole. The police
suspect Nic is in on the mugging. Nic speaks to Robbie and his lawyer. The lawyer is
instructing Robbie to tell the truth as a way to reduce his sentence. They know that Nic is in
on the job. Nic tries to manipulate Robbie into not telling the truth.
(35:30) Nic wakes up and finds Eddie in the kitchen wanting to look at the couple’s bank
accounts on the computer. The cheque that Eddie wrote for the Landscaper bounced and
Eddie suspects that Nic has been gambling again. Eddie looks at the accounts and sees that
their money is gone. Nic admits to gambling their money away. Nic also admits to the credit
cards. Joel comes home and sees his mum is upset. He tells her is fine and when he is out of
ear shot, she says “see ya bub.”
(41:25) Nic leaves a note behind for the family. A suicide note. She admits to the dancer that
she took the $50. She belittles him for dancing around for the tourists, saying that the
dances that he does aren’t even from the area.
(44:50) Eddie and Joel return home and find the note that Nic left. They realise that
something is wrong and that Nic is planning to harm herself. They try desperately to contact
her and stop her from going through with her plans. Eddie and Grace try to get in touch with
Nic with no luck. Joel calls and Nic answers. He says “I don’t care if I go to jail. I don’t care if I
go to that school. I’ll never be ashamed of you. Never”
Beyond Blue – Website - https://www.beyondblue.org.au/

Beyond Blue has numerous resources to help support and deal with suicide and suicide
prevention.
Creative Spirits – “Aboriginal Suicide Rates” -

https://www.creativespirits.info/aboriginalculture/people/aboriginal-suicide-rates
Creative Spirits – “Gambling and Aboriginal People” -

https://www.creativespirits.info/aboriginalculture/people/gambling-and-aboriginal-people
Activities
Same Family, but different
This episode is a continuation of the story of the Shields family. We recall Joel and his
parents from season 1 of Redfern Now, in “Stand Up”. This episode portrays Nic, Joel’s
mum, in a very different light to the previous episode.
Review Pokies and Stand Up. How does the family dynamic change between the two
episodes? What is similar in the way the family is portrayed and what is different? Discuss
this in groups or as a class.
Nic’s Aboriginal Identity.
In both Stand Up and Pokies we see Nic speak about Aboriginal culture. In small groups
discuss what you think Nic feels about her Aboriginal identity and culture. Does she come
across as someone who is proudly a “Blackfella”?
Review the following scenes. Deconstruct the message behind what Nic is saying to Eddie
and Colin in the following scenes.
Season 1, Episode 4 “Stand Up” – Nic and Eddie are fighting over Joel needing to follow the
school rules (23:15)
Season 2, Episode 5 “Pokies” – Nic is asked by Colin about the missing money. She tells him
to dance like a good little Aborigine (2:30)
Season 2, Episode 5 “Pokies” – Nic confronts Colin with his money. She talks about Colin
using the culture of their people to entertain tourists.
Blending Traditional with modern Cultures.
Aboriginal cultural references are shown frequently in Redfern Now. It may be shown in the
way that the characters interact with each other, or the symbolism of the location and other
iconography. In this episode, we see a more traditional view of Aboriginal culture via Nic’s
work at the cultural centre.
Using a Venn Diagram, discuss how the director blends the traditional aspects of Aboriginal
culture with the modern urban setting of Redfern Now. What do you see and hear in this
episode that is unique to a more traditional view of Aboriginal culture, and what do you see
and hear in this episode that is unique to a more modern view of Aboriginal culture? Where
does the old and the new intersect? Include locations, characters, icons and sounds from
other episodes to complete your diagram.
Gambling and Death
“Aboriginal people usually have about 50% less money than non-Aboriginal people and
have a higher unemployment rate, suggesting that “significant numbers of Aboriginal
people experience gambling-related problems”.
Source: https://www.creativespirits.info/aboriginalculture/people/gambling-and-aboriginal-
people#ixzz4yUoCQlGq
Review the creative spirits page on “Gambling and Aboriginal People”. Discuss the reasons
why people generally gamble. Discuss why this is more of a problem in Aboriginal
communities. Does Nic fit into this view of problem gamblers?
“Almost non-existent in the 1980s, the rate of suicide and self-harm amongst Aboriginal
people has reached crisis levels and “horrific proportions”, particularly in remote
communities and particularly amongst youth. Despite suicide rates rising, the Australian
government does not respond adequately to this epidemic.”
Source: https://www.creativespirits.info/aboriginalculture/people/aboriginal-suicide-
rates#ixzz4yUp1VbMa
As a class, discuss some of the statistics around Aboriginal suicide rates in Australia. Discuss
some of the factors that lead to such a high rate. Discuss ways of seeking help and how to
help others that may be finding themselves struggling in their own life. Discuss the signs (or
lack of signs) that Nic showed her family when she decided to take her own life.
Season 2, Episode 6 – Dogs of War
This episode follows the story of Ernie, a Vietnam vet, as he deals with his own physical,
mental and spiritual demons. Ernie is having night terrors that are affecting his neighbors
and their ability to sleep. He manages to find peace in protecting his daughter and caring for
his new grandchild. This episode runs for approximately 57 minutes.

- Post-Traumatic Stress Disorder
- The role of a Blackfella doing a Whitefella’s job.
Links to Syllabus:
Outcomes:
Content Points
Students Learn to
Important Scenes
(1:11) Episode opens up with a woman looking through a broken window. Her house has
been broken into and she is cleaning up the mess. The neighbours across the road have also
been broken into. Police come to both houses and suggest to homes that they get a dog to
deter break ins.
(5:00) Ernie comes to stay with his daughter, knowing that she needs help. He immediately
gets upset at the lack of security. There is tension between them, Ernie angry with his
daughter’s ex-partner, Tenile angry with her dad taking over. Ernie secures the house and
uses Tenile’s mother’s birthday as the alarm code. He mentions a Vietnam story.
(7:40) Ernie has a night terror and wakes up screaming. His screaming wakes up the
neighbors and their baby, and the dog across the street. Ernie ends up coughing up blood
and plays it down as a cut lip.
(10:45) Ernie goes outside which sets off the dog barking and waking up the neighbours
again.
(12:30) Ernie is securing some security screens to the outside windows and doors. He sees
Derick, the neighbor, trying to train their dog. Ernie says to “look at that dickhead over
there”. Tenile refers to him as “the Big-Dog Man”, a reference to his army days and the title
of this episode “Dogs of War”
(13:15) Ernie is at the doctor. He tells the doctor that he has been having nightmares since
Easter Sunday, 1968. Ernie was a Sargent Major. Ernie says, he has been barking orders for
20 years. Whilst looking in Ernie’s, mouth, the light shining in his eyes causes Ernie to
flashback to Vietnam. The doctor orders some x-rays; which Ernie throws away.
(16:05) Ernie tells Tenile that he has been having these nightmares for a while. He tells her
he needs to stop yelling and barking orders. That night, he has another night terror and
flashback to Vietnam. This again wakes up the neighbors and the dog. The dog barking starts
to cause friction between the other neighbours. Derick and Ernie have a confrontation,
yelling at each other from across the street. Tenile comes out and defends her dad.
(18:50) Jim and his wife discuss what they are going to do about Derick’s dog. Jim is told he
needs to call the council or do something about the dog soon.
(20:30) Ernie is taking the rubbish out when Toby (the dog) starts growling at him. He walks
towards the dog and says “You can smell it hey? You want to bite this out of my throat”. He
walks towards the dog, growling, as a way to show dominance over the dog. Derick calls
Ernie an old prick.
(20:45) Ernie has another flashback to Vietnam. Derick gets angry that Ernie has stirred up
the dog again. Derick calls out to Ernie, saying he should be put in a home. Ernie walks out
to confront Derick, and when Derick turns away, Ernie starts acting like a drill sergeant and
threatening Derick. When Ernie threatens to kill Derick and the Dog, Derick throws a punch.
The two men fight in the street. Derick eventually wins the fight.
(28:00) Tenile is mending Ernie after the fight. Ernie tells Tenile that he has lumps in his
throat. Ernie confides that he is scared and that “Mum can’t help me no more”
(31:00) Ernie wakes up hears Derick yelling from across the street asking for help. The dog
and his daughter have been poisoned (baited). Jim runs out to help and gives the daughter
soda water to save her. Derick thinks that Ernie is the one who baited the dog and his
daughter and threatens Ernie from across the street.
(34:30) Walking down the street, Ernie sees the “shrapnel man” wearing the Aboriginal
colours. Ernie says
“Bloody Aboriginal colours. Vietcong flogged the frogs, they flogged the Yanks, and they
flogged the Aussies and we couldn’t even beat a bunch of dirty useless convicts. When I die,
don’t you put them colours on my casket. I want the one I bled for. The one with the Union
Jack in the corner”
(35:30) The police come to ask Ernie some questions about the dog baiting. Ernie says –
“Coon in uniform. Do you get ostracized by the blacks? By your own community? Made to
feel alone? You know the bastard, as soon as a child goes missing they need you”
He continues “Do you spit polish those shoes constable? If I wanted something dead here
today, believe you me, I would not have failed. Poison’s for pussies”
(37:20) Derick goes to see Jim and thank him for saving his daughter’s life. Derick breaks
down. Jim’s wife calls him a hero. Jim confessed that he poisoned the dog, but he didn’t
meant poison the girl. Jim feels like he needs to confess, his wife tells him he can’t. He
needs to think about his own family.
(42:00) Ernie is walking across the block. The Aboriginal flag is behind him. He is on his way
to the hospital to see his doctor. He passes a room where Derick and his family are sitting.
Ernie is having a MRI and tells the doctor he is claustrophobic and feels panicked about the
scan. The scan triggers another flashback where we see what Ernie’s nightmares have been
about. He was unable to control his dog, who wouldn’t listen to Ernie and instead, was
eating the remains of a Vietnamese girl who had been killed in the war.
(45:00) Ernie returns home to find the front window smashed in, the alarm going off, and
the words “Kid Killer” written on his front door. Tenile comes home to the mess and gets
angry with her Dad who tells her to go inside and make a cup of tea. She says that the cup of
tea won’t fix things.
(47:30) Ernie sleeps outside. The doctor has given him some tablets to help him sleep. He
awakes the next morning having had a full night sleep. When Ernie wakes, he sees the
Aboriginal flag faded, but painted on the wooden fence.
(49:50) Ernie asks Tenile, how did Jimmy know to give Derick’s daughter soda water. He
knew what to give her because he knew what she had swallowed. Ernie goes next door to
Jim’s house, during an open house, and starts looking for the poison. He finds the empty
bottle in the trash. Ernie calls out to Derick and asks him “How did he know to give your girl
soda water?” Jimmy is arrested for poisoning the dog and the girl. Ernie goes inside, lies on
his bed and begins to cry.
(55:00) Ernie is woken up by his crying grandson. We can see evidence on his neck of
surgery for the lumps in his neck. We hear Derick’s son call out for “uncle” from outside.
Ernie has found a place in the community. He is helping Derick’s son train their new dog. He
says today we are going to teach the dog to roll over. The episode ends with both Ernie and
the old dog learning new tricks.
ANZAC Day Commemoration Committee – “Dogs of War” -

https://anzacday.org.au/vietnam-dogs-of-war
British Pathe´ – “Australian Army Tracking Dogs (1967)” -

https://www.youtube.com/watch?v=JGNYx3-X38U
World News Australia – “Indigenous Vietnam Vet Commemorated” -

https://www.youtube.com/watch?v=0MlKaCeSvWA
Activities:
Ernie’s war within himself.
Ernie is a Vietnam vet who is suffering with Post Traumatic Stress Disorder (PTSD). His family
and his army past are the most important things in Ernie’s life. Ernie seems to be in conflict
with his Aboriginal identity. Throughout this episode, the director uses Aboriginal
iconography as a story telling tool, showing Ernie’s development from a proud army man to
a proud Aboriginal man.
Construct a visual diagram that charts Ernie’s character’s development using key scenes.
You may choose to use PowerPoint to tell Ernie’s story.
Bloody Aboriginal colours!
“Bloody Aboriginal colours. Vietcong flogged the frogs, they flogged the Yanks, and they
flogged the Aussies and we couldn’t even beat a bunch of dirty useless convicts. When I die,
don’t you put them colours on my casket. I want the one I bled for. The one with the Union
Jack in the corner”
Australia’s involvement in the Vietnam War was from 1962-1973. The referendum to vote
on the Constitution Alteration (Aboriginals) was held in 1967. It is likely that Ernie did not
have to join the army, but rather did so out of choice.
Deconstruct the meaning behind Ernie saying the above quote. Do you think he is proud of
his Aboriginal identity? What do you think motivated him to join the Vietnam war? Explore
the importance of the union jack on the Australian flag as it relates to Aboriginal peoples. Is
Ernie’s point of view consistent with most Aboriginal people?
A Flag for us all
As this episode progresses, we see Ernie surrounded by more and more distinctly Aboriginal
images. Yet, Ernie confronts a man in the street, he says
“When I die, don’t you put them colours on my casket. I want the one I bled for. The one with
the Union Jack in the corner”
As a class, discuss the purpose for the director using Aboriginal iconography as this episode
develops.
In small groups or individually, have students design a new flag for Australia. The flag should
be created using ICT where possible. Have the students present their flag design to the rest
of the class and discuss the importance of the symbols and images on their flag. Students
should be aiming to design a flag that represents all of Australia’s peoples.
Link the student’s designs and symbols used to the iconography used in this episode.
Coon in uniform
Ernie is questioned by the police about his potential involvement in the poisoning of
Derick’s dog and daughter. (35:30)
Ernie, looking straight at Aaron Davis, says
“Coon in uniform. Do you get ostracized by the blacks? By your own community? Made to
feel alone? You know the bastard, as soon as a child goes missing they need you…… Do you
spit polish those shoes constable? If I wanted something dead here today, believe you me, I
would not have failed. Poison’s for pussies”
Explore the motivation for Ernie saying this to Aaron. What do the two characters have in
common in their roles? How are these roles viewed by the Redfern community and the
broader Aboriginal community in Australia? Compare and contrast Ernie and Aaron’s battles
with their own Aboriginal identity.

Stage 5 Aboriginal Studies - Redfern Now Teachers Guide

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Stage 5 Aboriginal Studies - Redfern Now Teachers Guide

Caricato da

Copyright:

Formati disponibili

Stage 5 Aboriginal Studies – Redfern Now

Link to Title Sequence - https://www.youtube.com/watch?v=XWDwYthfRxo&t=5s

Links to the Syllabus:

Creative Spirits – “Redfern” –

SBS “The Block: Stories from a Meeting Place” –

What is Aboriginal Identity?

The teacher leads the class in a reflection on Aboriginal identity.

This episode tackles three main themes.

1. Mental Health and Mental Illness in Aboriginal People

Detailed Synopsis - http://www.abc.net.au/tv/redfernnow/episodes/ep01.htm

Australian Museum – “Family” –

Creative Spirits – “Mental Health and Aboriginal People”

Australian Government – “Closing the Gap” Report - http://closingthegap.pmc.gov.au/

Australian Indigenous HealthInfoNet – “Social and Emotional Wellbeing” –

“Yarning Circle” – What is Family?

Wonder Woman Act

(31:00) “Wonder woman Act”

Loving Sisters; Constant Fighting.

This activity can be completed as a class, in small groups or individually.

Suggested ideas to explore

Social and Emotional Wellbeing.

Direct students to go to the following links.

As a group, have students answer the following questions.

1) Describe the difference between Mental Health and Mental Illness.

Racism and Mental Health.

Episode synopsis - http://www.abc.net.au/tv/redfernnow/episodes/ep02.htm

Creative Spirits – “Stereotypes and Prejudice of Aboriginal Australia” -

Creative Spirits – “Bullying and Lateral Violence” -

Creative Spirits – “Who is Aboriginal?” -

Identifying your own stereotypes.

Non-Aboriginal views of Redfern

Hold a class discussion to answer the following questions.

1) What stereotypes of Redfern does the Cab driver hold?

Real life or Reel life?

Features of the Episode

Episode Synopsis - http://www.abc.net.au/tv/redfernnow/episodes/ep03.htm

“The National NAIDOC Awards are an opportunity to recognise the outstanding

Dobbing in your mates

Proud Aboriginal Man

We’re supposed to be one. One blood

Features of the Episode

Program Synopsis - http://www.abc.net.au/tv/redfernnow/episodes/ep04.htm

Creative Spirits – “National Anthem: Advanced, Aboriginal and Fair?”

Creative Spirits – “Australian 1967 Referendum”

Protest Mind Map

It’s ok to Protest, just not like that!

It’s not our song

(9:45) “It’s not our song. It doesn’t belong to us” – Eddie

(22:00) “Should a Whitefella stand up and do a Blackfella corroboree? Or should a Blackfella

Reconciliation? Or the appearance of reconciliation?

Use the following two cartoons as a stimulus to discuss reconciliation in Australia.

Introduce students to the “Recognition in Anthem” project. A project that is aimed at

Features of this episode

Program Synopsis - http://www.abc.net.au/tv/redfernnow/episodes/ep05.htm

ABS Rates of Aboriginal Incarceration in Australia -

ABS Rates of Recidivism in the Aboriginal population in Australia

Incarceration of Aboriginal People.

1) How do rates of Aboriginal Incarceration compare to other populations in Australia?

Recidivism is the tendency of a convicted criminal to reoffend.

1) What support network does Indigo have in his life currently?

Watch the closing scene (48:00).

Features of this episode

Links to the Syllabus