Library Guides: Follow the Rabbit-Proof Fence: Overview

Source: South Australian Film Corporation (2002).

The Nyungar people, and indeed the entire Aboriginal population, grew to realize what the arrival of the European settlers meant for them: it was the destruction of their traditional society and the dispossession of their lands. (Doris Pilkington, n.d.)

Aboriginal and Torres Strait Islander people are advised that this website may contain images and voices of deceased people.

Don't forget to cite and reference your sources. For help see the Junior School or Senior School referencing guides, and / or CiteMaker.

Resource Key

When accessing content use the numbers below to guide you:

LEVEL

Brief, basic information laid out in an easy-to-read format. May use informal language. (Includes most news articles)

LEVEL

Provides additional background information and further reading. Introduces some subject-specific language.

LEVEL

Lengthy, detailed information. Frequently uses technical/subject-specific language. (Includes most analytical articles)

Quick Links

Follow the Rabbit-Proof Fence | Overview: Keywords

Click on the terms to access a simple definition from Lexico, the online Oxford Dictionary.

Dispossession, Rabbit proof fence, Stolen generation

Follow the Rabbit-Proof Fence | Overview: Articles

Only understanding will bring down the fence dividing a nation (Pilkington, 2002, March 21)
"Today a fence still divides this country, but it is not one to keep the rabbits out of farmland. It has been built in an effort to divert the nation away from issues of human rights. But the issue of the stolen generations is not going to go away when many people are still hurting from the policies that produced them. We all share the history. We must come up with solutions together." (Pilkington, 2002, March 21)
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Reference / citation: Pilkington D. (2002, March 21) or (Pilkington D., 2002, March 21)
Reference list / Bibliography: Pilkington Garimara, D., (2002, March 21). Only understanding will bring down the fence dividing a nation [News And Features]. Sydney Morning Herald. p. 15. https://search.ebscohost.com/login.aspx?direct=true&db=anh&AN=SYD-4YIFAE3JRZCUC0UCDJO&site=ehost-live&scope=site&authtype=ip,sso&custid=mggsvic

Nugi Garimara (Doris Pilkington) Interviewed by Christine Watson. (Watson, 2002, p. 23-39.)
Interviews Aboriginal writer Nugi Garimara, also known as Doris Pilkington. Interest in writing as a student; Concept for her book 'Follow the Rabbit-Proof Fence'; Role as an Aboriginal writer; Comment on winning the David Unaipon award and then becoming a judge for it.
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Reference / citation: Watson (2002) or (Watson, 2002, p. 23-39.)
Reference list / Bibliography: Watson, C. (2002). Nugi Garimara (Doris Pilkington) Interviewed by Christine Watson. Hecate, 28(1), 23.

eBooks

Click on the following book covers to place a hold in the library catalogue or access the book online. If prompted, sign in with your School mConnect user name and password.

Follow the Rabbit-Proof Fence by Doris Pilkington Garimara
ISBN: 9780702252051
Publication Date: 2013
This extraordinary story of courage and faith is based on the actual experiences of three girls who fled from the repressive life of Moore River Native Settlement, following along the rabbit-proof fence back to their homelands. Assimilationist policy dictated that these girls be taken from their kin and their homes in order to be made white. Settlement life was unbearable with its chains and padlocks, barred windows, hard cold beds, and horrible food. Solitary confinement was doled out as regular punishment. The girls were not even allowed to speak their language. Of all the journeys made since white people set foot on Australian soil, the journey made by these girls born of Aboriginal mothers and white fathers speaks something to everyone.

Follow the Rabbit-Proof Fence | Overview: Online resources

Rabbit proof fence (National Film and Sound Archive of Australia, n.d.)
"Based on the book Follow the Rabbit-Proof Fence by Molly's daughter, Doris Pilkington Garimara, the film was released in Australia in February 2002. It introduced many people to the concept of the 'stolen generations’: Aboriginal children who were removed from their families as the result of government policies. This curated collection includes clips from the film, interviews with director Phillip Noyce and actress Deborah Mailman, behind-the-scenes stills, international film posters, and documents donated to the NFSA by writer-producer Christine Olsen. WARNING: this collection may contain names, images or voices of deceased Aboriginal and Torres Strait Islander people. (National Film and Sound Archive of Australia, n.d.)
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Reference / citation: National Film and Sound Archive of Australia (n.d.) or ("National Film and Sound Archive of Australia", n.d.)
Reference list / Bibliography: National Film and Sound Archive of Australia, (n.d.). "Rabbit proof fence" In Curated Collections. National Film and Sound Archive of Australia. Retrieved from https://www.nfsa.gov.au/collection/curated/rabbit-proof-fence

Follow the Rabbit-Proof Fence | Overview: Videos

ClickView

Level 2 resource Film and video

"Today marks 10 years since former Prime Minister Kevin Rudd said sorry on the floor of Parliament to the Stolen Generations. We explain why it was such a big moment for the families involved." (ABC Behind the News, 2008)

Source

When using this video don't forget to cite and reference your sources. For more information and help see the Kerferd Library referencing guide and / or CiteMaker.
In text reference / citation: ABC Behind the News, (2008) or (ABC Behind the News, 2008)
Bibliography / Reference list: ABC Behind the News, (2008). 10th Anniversary of Stolen Generation Apology, [eVideo]. https://clickv.ie/w/HX1m

Follow the Rabbit-Proof Fence | Overview: Teacher Resources

Follow the Rabbit-Proof Fence Teacher resources (Reading Australia, n.d.)
Introductory activities, Overview, Pre-reading activities, Features of the text

Follow the Rabbit-Proof Fence | Overview: Curriculum alignment

This Mentone Girls' Grammar School LibGuide supports the following Australian and / or Victorian curriculum outcomes.

Literacy [Australian General Capability.1]
The knowledge and skills needed to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities.
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The Australian General Capability is the national vocabulary identifying important general capabilities that schools should help students develop, in addition to content of particular learning areas. (Australian Curriculum, Assessment and Reporting Authority, n.d.)
Comprehending texts through listening, reading and viewing [Australian General Capability.11]
Using strategies for reading and viewing texts, including using applied topic knowledge, vocabulary and visual knowledge. Listening for information and to carry out tasks and participate in discussions. Using strategies for comprehending spoken, written, visual and multimodal texts, including retrieving literal information and making inferences.
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The Australian General Capability is the national vocabulary identifying important general capabilities that schools should help students develop, in addition to content of particular learning areas. (Australian Curriculum, Assessment and Reporting Authority, n.d.)
Aboriginal and Torres Strait Islander Histories and Cultures [ACCP]
Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is intrinsically linked to living, learning Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view.
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These national priorities have been defined by The Australian Curriculum, Assessment and Reporting Authority (ACARA). They may include local, regional or global issues.
Intercultural understanding [Australian General Capability.6]
The capacity to process or reflect on the meaning of experience is an essential element in intercultural learning. Reflecting to better understand the actions of individuals and groups in specific situations and how these are shaped by culture. Reflecting on their own responses to intercultural encounters and to identify cultural influences that may have contributed to these. Learning to ‘stand between cultures’ and mediate cultural difference.
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The Australian General Capability is the national vocabulary identifying important general capabilities that schools should help students develop, in addition to content of particular learning areas. (Australian Curriculum, Assessment and Reporting Authority, n.d.)