Freedom Rides and Speed Brainstorming

Running head: RELECTIVE DIARY
Reflective diary

REFLECTIVE DIARY 2
Reflective Journal
Week 1
In this week 1, I have developed my understanding about the freedom rides and speed
brainstorming. I have also learned the Commemorating the Freedom Ride. In this way, I have
observed that the 65 freedom ride exhibition introduces the country to take student action for
Aborigines organization. I have also perceived that how students from the University of Sydney
create national and international attention to the poor living circumstances of Aboriginal people.
I have identified the racism issue in this seminar that is related to indigenous politics and the
state. I have addressed that the event was initiated to develop the association amid Aboriginal
people and non-Aboriginal people in contemporary Australia (Chen, Yu, and Son, 2014).
I have also learned that when racism was identified by different Australians as issues
experienced by other nations like South Africa and southern states of the USA. I have also
increased my understanding of the student at the University of Sydney. It is analyzed that
students have decided to stimulate the society to the reality of racism in Australia and conditions
of life for Aboriginal people in nation i.e. new south Wales.
This week, I have also generated my knowledge about the speed brainstorming. In this way, I
have pointed out that the first half of class is going to be group work. This strategy is used by us
in the form of chat regarding the assignment and how we setting up to deal with them
(Snelgrove, Dhamoon, and Corntassel, 2014).
In a group, we have considered different points such as interest area of the topic, chosen topic,
things that are blocking, helpful resources we have discovered, and how lecture material might
inform our research. My idea is related to politics and state was wrong but, this seminar has

REFLECTIVE DIARY 3
changed my opinion and influenced positively about this idea. During this unit, I broadly learned
about the
https://aiatsis.gov.au/exhibitions/1965-freedom-ride
What are the main ideas discussed?
What are the key events?
Have your ideas changed in terms of issues covered in seminars that relate to
Indigenous politics and the state?
What have you learned during the unit more broadly?
Week 2
During this week, I have developed my understanding of the Royal Commission into Aboriginal
Deaths in Custody. In this way, I have learned that there were 5 commissioners was appointed to
the project. I have also gained my awareness that on the 16th October 1987, the royal commission
integrated into aboriginal death in custody and it was developed by Hawke government (Hall and
Fenelon, 2015). This seminar has changed my idea related to indigenous politics and the state. I
have learned during the unit more broadly about the indigenous politics and the state. In this
way, I have learned that the commission addressed the information of 99 cases of Aboriginal
death in custody that happened from January 1980 through to may 1989 and created a
progression of reports. During this unit, I have broadly developed the understanding regarding
royal commission into Aboriginal deaths in custody. In this week, I have developed my
awareness that commission is gathered about 200 shelf meter worth of information during the
course of research. This learning would be beneficial for making a career in politics (Laing,
2015). Through the seminar, I have perceived that 50 Aboriginal deaths in custody taken place in
the 2 years between 2013 and 2015. This learning has created a broad understanding regarding