Reflection on Stolen Generation

Running head: REFLECTION ON STOLEN GENERATION
REFLECTION ON STOLEN GENERATION
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REFLECTION ON STOLEN GENERATION
401206: Aboriginal and Torres Strait Islander Health
Assessment 2: Reflection Part A
Description:
Module 2 of the unit we went through the history and policies affecting Aboriginal&
Torres Strait Islander Health. The subject in which that really caught my attention was the Stolen
Generation. The Stolen Generation is the occurrence of Aboriginal & Torres Strait Islander
children between 1910 – 1970’s whom were forced to be taken away from their families (Korff,
J. 2019). This catastrophic event was part of the assimilation policy in which was based on the
theory of black inferiority and white superiority (Behrendt, L. 2012).
Feelings:
Before completing Module 2 and viewing content of the Stolen Generation I personally
felt it was just an event that occurred that did not have much effect on Aboriginal & Torres Strait
Islander who were not present in the event. I believed, that we were purely learning about this
occurrence as is was marked as history, I didn’t think much about how it would affect an
individual whom is Aboriginal and did not give it much thought as in perspective of being
culturally aware.
When I was exposed to Module 2 and pre tutorial works, and video and resource readings
of the horrific event the Stolen Generation it helped me increase my understanding towards the
Aboriginal & Torres Strait Islander people and the battles they were placed through in the past
which triggered my emotions dramatically. The measures of what the Indigenous children were

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REFLECTION ON STOLEN GENERATION
put through made me feel sick to my stomach as they were forcibly taken away from their
families due to purely of their race.
Critical evaluation:
Was it good or bad? Why do you think this way?
Initially, my thinking procedure was biased as I used to believe that aboriginals are
careless about their health and they suffer from health problems because of their unhealthy
behaviors and poor lifestyle choices. I used to believe that they do not complete their education
on their own will and that they are lazy about getting jobs and being employed. However, I
understood that the stolen generation had more severe health impacts on the children and their
families that transferred through generations to the present age. Most of the children were
forcibly snatched from their families and kept in dormitories and other institutions, non-
Indigenous foster homes or adopted by non-Indigenous families (ODoneell, 2019). Their living
conditions were sparse and harsh with poor funding levels given to the institutions that house
these children. No funding was given for better quality education. They were only taught about
life skills and basic numeracy that limited their health literacy as well as their employment
prospects like servants and laborers (Henderson et al., 2018). They were not allowed to talk in
their native languages and they were infused with insensitive and wrong information where they
were told that they have been relinquished by their families as they were unloved. They were
punished for minor transgressions and were often subjected to sexual abuse and exploitation
regardless of whether they were removed to foster homes, adoptive families, dormitories or large
institutions. All these had contributed to anger and disappointment among the children who have
grown up and forms an important cohort of population in the nation (Tatz, 2017). Their quality