This is not a straight forward answer! There are many different language maps showing different boundaries and even different names and a variety of spellings. Depending on the area where you lived, there were different languages spoken. In this way the country was divided into small parts of land by the different language groups, clans or nations. Nowadays, the subject of language groups and clans is the cause for much debate because many different maps can be found and no map can said to be the true one.
Aboriginal language groups did not follow the current delineation of suburb boundaries, and there are also areas that are considered shared Country. So asking what Aboriginal Country a particular suburb falls into is not simple to answer. So what is our advice?
Hornsby AECG always take direction from the local Aboriginal families from this area (ie the descendants of this area) and firmly believe that they alone can determine by what name they prefer to be called. We are ultimately guided by how they choose to identify and represent themselves and their longstanding connections to Country in this area.
The difficulties determining Country is an ongoing legacy of colonisation.
Which one? Who is teaching the language? Do you have permissions?
Similar to the issue with local Country, local language is equally contentious. Professor Jakelin Troy (2019) in her research was unable to define language names/boundaries and concluded on calling local language (and the title of her book) simply The Sydney Language.
It is protocol to introduce the language of local Country, but that becomes difficult when Country is unclear. It is also protocol to ensure that any Aboriginal families who may be at your school are aware of, and are supportive of the language being introduced. Some families who are living off-Country prefer that only the language of their homeland is spoken. These are important discussions and decisions need to be respected.
It best to seek the advice from your local Aboriginal community (AECG is a good place to start) and understand that it may take some time before an answer is given.
If you are doing a study of Aboriginal artworks, start local. Look at examples of local art sites which include (but is not limited to) stencil art (hand, fish, boomerang, axe) and rock engravings of humans and animals. The connection between art and stories of Country is crucial.
If you are looking at artworks from off-Country, it is important that you and your students understand and acknowledge what Aboriginal Country the artwork is from and that it represents a different Aboriginal culture to your local community. The same symbols can have different meanings across Aboriginal cultures.
Aboriginal artwork is more that an aesthetic representation. It is intrinsically linked to story, culture and identity. To paint some stories, artists must gain permissions and/or be at a certain level of learning to do so. Some artwork will contain sacred or secret story which means the story cannot be shared publicly. Some stories belong to a family and it is their responsibility to carry that story of Country. Reducing Aboriginal artwork to simplistic interpretations risks undermining the importance of the artist's cultural knowledge.
It is never acceptable to mimic Aboriginal artworks or styles - that is cultural appropriation plain and simple. Students may however, with an understanding of symbolism, produce their own artwork that contains their own created symbols to represent their own stories. Or, if given permission by their Aboriginal community, incorporate some 'public' symbols into their own art stories.
Bring it to our next AECG meeting.