NARRAGUNNAWALI UPDATEFor a few years now, Narragunnawali has been in development and we have come to a point where we are excited to bring to you the very first issue of Narragunnawali News. Each edition will contain articles with useful and interesting information about reconciliation in Australia, ideas for driving reconciliation in schools and early learning services, and highlights of great things happening in schools and early learning services across the country.

Narragunnawali has hit the ground running in 2016 and is ready for a big year. Last year we saw over 400 schools and early learning services join the Narragunnawali community and continue on their reconciliation journey. This year we hope to at least double that number, so spread the word!

In 2016 we will be launching a new website that will host a range of new curriculum and professional learning resources to support the implementation of Reconciliation Action Plans (RAPs) in your schools and early learning services. Our improved platform is all about easy and intuitive access to resources for the classroom and staffroom, with better ways to find, share, print and contribute. You will also notice a few improvements to the process and requirements for completing a RAP.

In the next few months, we will continue getting out and about to meet teachers and educators so we can share their stories with the Narragunnawali community across the country. We’re keen to hear how reconciliation initiatives in your schools and early learning services are making a difference in your communities. If you see us on the road at workshops, conferences or at your school or early learning service, don’t hesitate to come and say ‘hi’ and of course, send us an email if you’ve got a story to tell.

All the best for 2016, it’s going to be a great year!

Issue no. 1 2016

NEWS

Narragunnawali: Reconciliation in Schools and Early Learning acknowledges and pays respect to the past, present and future Traditional Custodians and Elders of this nation and the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander peoples.

Ancestors have walked this country and we acknowledge their special and unique contribution to our shared histories, cultures and languages.

We recognise the collective contribution of Aboriginal and Torres Strait Islander peoples and other Australians in educating all people across this country.

Reconciliation in Schools and Early Learning

THE STATE OF RECONCILIATION IN AUSTRALIAOUR HISTORY, OUR STORY, OUR FUTURE

On 9 February, Reconciliation Australia released the findings of the inaugural State of Reconciliation in Australia report. The Report measures Australia’s progress toward reconciliation on a national scale across five inter-related dimensions that make up the fabric of reconciliation—historical acceptance, race relations, unity, institutional integrity, and equality and equity.

The framework set out in the Report will become the language used to talk about reconciliation from this day forward—in tangible, measurable dimensions. In the dimension of historical acceptance, for example, the Report shows that between 35 per cent and 45 per cent of the general population are unsure of or do not agree with a number of facts about wrongs committed in the past including land dispossession, forced removal of Aboriginal and Torres Strait Islander children from their families, failure to pay Aboriginal and Torres Strait Islander workers’ wages, imprisonment and deaths in custody.

More optimistically, the general population widely agrees (85 per cent) it is important for all Australians to learn more about past issues related to European settlement.

Building a respectful understanding of Aboriginal and Torres Strait Islander cultures and histories among the next generation of Australians is critical to achieving reconciliation. This is where schools and early learning services come in. Narragunnawali equips schools and early learning services with tools to bring the Report to life; to initiate conversations about reconciliation framed by the clear new dimensions. The conversations should involve the whole community, from our littlest children, to our most senior leaders, and all colleagues, students, parents and citizens in between.

Narragunnawali equips schools and early

learning services with tools to bring the Report to life; to initiate conversations about reconciliation framed by the

clear new dimensions.

Telling the truth to achieve justice and healing is an important part of the reconciliation process. Credit: Gilimbaa

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RECONCILIATION IN THE MEDIAThe Narragunnawali team is always scanning the media for events and issues that could help schools and early learning services understand how we are all tracking on our journey of reconciliation. Sometimes we see stories that warm our hearts, and other times we see stories that make us see red.

Whether positive or negative, media coverage often provides an opportunity to start important and lively conversations in schools and early learning services. Who hasn’t engaged, in some way, in the Adam Goodes controversy of the last few years? Conversations about whether racism was to blame when stadiums full of AFL fans booed the 2014 Australian of the Year set dining tables, playgrounds and classrooms alight across Australia.

In this section we will share recent events that put a spotlight on the complex historical, social, political and cultural threads that weave the fabric of this nation. You may like to use these examples as catalysts for conversations with colleagues, parents, students or children.

Conversation starter: In what ways can non-Indigenous teachers and students respectfully take on Keating’s challenge to “interpret Australia through Aboriginal eyes” in order to better understand the land on which we live?

The Redfern Address, 23 years later: On 9 December 2015, Paul Keating delivered a speech reflecting on his iconic address at Redfern Park in December 1992. Echoing the Redfern address, Keating once again called for non-Indigenous Australians to “interpret Australia through Aboriginal eyes”, asserting this is the “only way to understand the land on which we live”.

Former Australian of the Year Adam Goodes was criticised by AFL fans for performing an Aboriginal war dance to celebrate a goal during a game of AFL in 2015. Credit: Reconciliation Australia

Conversation starter: How can we create a day all Australians can celebrate?

26 January: Newspapers and social media lit up on 26 January with passionate discussions around what the day represents. As part of festivities in Sydney on 26 January the Australia Day Council committed to a greater focus on Aboriginal and Torres Strait Islander events. Scheduled events included a Smoking Ceremony under the guidance of Aboriginal Elders around Sydney Harbour.

Conversation starter: Why is ‘blackface’ offensive?

Blackface and racism: In February, musicians Thelma Plum and Briggs called out two men for painting themselves black and dressing as Aboriginal people for an “Aussie icons” party. The musicians gained much support, but also found themselves the target of vicious online abuse.

Conversation starter: Is it possible to uphold the Australian dream if racism sits at the heart of it?

Stan Grant: Journalist and Wiradjuri man, Stan Grant, delivered a powerful speech about the impact of colonisation and discrimination on Aboriginal and Torres Strait Islander people, arguing that racism is “at the heart of the Australian dream”. The speech was described as Australia’s Martin Luther King moment and a companion to Keating’s Redfern address in 1992.

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ACTION IN FOCUS Take action against racism

In 2016, Narragunnawali: Reconciliation in Schools and Early Learning will introduce a new required action to the Narragunnawali RAP framework. This requirement reminds schools and early learning services of the need to ‘take action against racism’. Below is a brief overview of some statistics and some initial ideas for taking action.

Racism is a complex social phenomenon that can be explored with students and children of any age. When racism is better understood, it is easier to overcome.

Ideas for action

Evidence shows that children are aware of difference and can show bias from an early age making schools and early learning services a crucial arena for combating racism and prejudice.

Pledge your commitment to tolerance and anti-racism by signing your school or early learning service up to the campaign Racism. It Stops with Me. Credit: Centre for Multicultural Youth

Consider developing and implementing an anti-racism strategy for your school or early learning service. Use Racism. No Way! A guide for Australian schools to guide your thinking. This action requires leadership from school and early learning service executive staff.

Browse Prejudice. No Way! for resources that assist students and children in the early years to develop the foundation knowledge and skills needed to counter racism, prejudice, and discrimination.

Use Share our Pride in your school or early learning service to become more aware and knowledgeable about Aboriginal and Torres Strait Islander histories and cultures.

Sign your school or early learning service up to the Racism. It Stops with Me campaign to pledge your commitment to tolerance and anti-racism.

31% of Aboriginal and Torres Strait Islander

Australians have experienced verbal abuse in the last six

months compared to 13% of the general population.1

25% of Aboriginal and Torres Strait Islander

Australians have experienced discrimination from their

employer compared to 12% of the general community

who have experienced discrimination at work.3

Over half of Aboriginal and Torres Strait Islander

people who experience racial discrimination report feelings of psychological distress, which is a risk factor for anxiety and

depression.2

1. Australian Reconciliation Barometer 2014.2. https://www.beyondblue.org.au/resources/for-me/stop-think-respect-home/the-invisible-discriminator/racial-discrimination-and-mental-health.3. Australian Reconciliation Barometer 2014.

Quick Facts

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Adam Duncan from Narragunnawali with the children of Wiradjuri Preschool and Child Care Centre. Credit: Reconciliation Australia

SPOTLIGHT ON Wiradjuri Preschool and Child Care Centre

Located at the University of Canberra, Wiradjuri Preschool and Child Care Centre is a leader in education. In 2014 the preschool received an ‘Excellent’ rating, the highest rating a service can achieve under the Australian Children’s Education and Care Quality Authority (ACECQA) National Quality Framework.

One of the reasons Wiradjuri received this rating was because of its ongoing commitment to delivering a curriculum that incorporates Aboriginal and Torres Strait Islander histories and cultures.

Reconciliation has been a core value of the preschool for decades says Carmel Richardson, Educational Leader of Wiradjuri Preschool.

“We have had a long time philosophy of inclusion and diversity informed by social justice principals and a strong commitment to reconciliation for many years,” says Carmel.

The recent development of Wiradjuri’s RAP was a simple but important step to formalise actions the centre was already taking. Now complete, the RAP is a useful tool to induct staff and share Wiradjuri’s commitment to reconciliation with families and the community.

Although the Narragunnawali program, including the RAP Developer, is primarily designed for implementation by educators, Carmel says that children at her preschool are heavily engaged in the reconciliation process.

“The children are involved in reconciliation because of the work we do with them on a day to day process. They are definitely part of the RAP because our primary focus is the

education of young children. Each and every day we Acknowledge land with the children.”

The ACECQA standards that often challenge early learning services are those relating to Aboriginal and Torres Strait Islander content; not because of a lack of willingness but because educators are fearful of getting it wrong. But using the Narragunnawali RAP Developer alleviates some of this anxiety, says Carmel, and moves us towards reconciliation in a practical way.

“I think if we really want to move towards an authentic reconciliation sometime in the future we have got to do this work now,” Carmel asserts.

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RECONCILIATION RESOURCE REVIEWThe Rabbits John Marsden & Shaun Tan (2010), Hachette Australia.

Opera Australia’s adaptation of The Rabbits has recently wrapped up a successful Summer season at the Sydney Festival. When the curtain fell and tears were dried, we thought again about the wonderful book that made way for the opera.

Like the production, The Rabbits by John Marsden with illustrations by Shaun Tan is popular with teachers and educators because it makes the harrowing realities of colonial history a little more approachable for children, and adults, without shying away from difficult issues.

The Rabbits is a multifaceted ‘picture’ book that may at first come across as a story for young children, but once the reader dives in, they are transported to a fantastical land that mirrors our own in many, odd ways. Marsupials live happily off the land, until one day a ship arrives, bringing the Rabbits. Only a few arrive at first, and the Marsupials are curious about their new neighbours. Soon, however, the Rabbits begin to multiply and take the Marsupials’ land, food sources and, most distressingly, their children. Marsden and Tan masterfully tell the story of Australia’s history using iconic, and yet artfully alien, animal characters.

The book can be used with students and children across many ages to explore the history of colonisation in Australia, including The Stolen Generations, as well as themes such as power, belonging, and relationships.

To ensure you aren’t tackling the teaching of The Rabbits book or opera alone, consult with Aboriginal and Torres Strait Islander staff or community members, and seek out curriculum resources that are aligned to the teaching of the Aboriginal and Torres Strait Islander histories and cultures. And remember, teachers and educators play a key role in generating the most effective learning tools, so please keep your ideas flowing to our team!

The Rabbits is available for purchase from all good book shops. You can watch Kate Miller-Heidke perform a song from the opera, ‘Where?’ or you can catch Opera Australia’s next season of The Rabbits which is playing 17-20 March in Brisbane.

The Rabbits can be used with students and children across many ages to explore the history of colonisation in Australia Credit: The Rabbits by John Marsden and Shaun Tan, Lothian Children’s Books, an imprint of Hachette Australia, 1998.

The Rabbits makes the harrowing realities of

colonial history a little more approachable for children, and

adults, without shying away from difficult issues.

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TEACHER FEATURE Cara Shipp – Wanniassa School, Canberra

Cara Shipp is an Aboriginal/Welsh educator and a proud member of the Wiradjuri nation (from Dubbo, NSW). In this Teacher Feature Cara catches up with Hannah Bryant from the Narragunnawali team about the importance of inviting local Aboriginal and Torres Strait Islander community members into the classroom to share their knowledge and skills with students.

Hannah: Cara, thanks for having a chat with us! We’d love to hear a little bit about Wanniassa School and your role here.

Cara: We are a small school, we’ve got about 500 students from kindy to year 10, and we’ve got about 11% Aboriginal and Torres Strait Islander students, one of the biggest populations in Canberra schools. I was brought on here in 2011, in a newly created role for Executive teacher of Indigenous programs.

Hannah: A lot of teachers that we talk to are very unsure about where to start when embedding Aboriginal and Torres Strait Islander perspectives in their classrooms. How have you supported teachers to engage in Aboriginal and Torres Strait Islander histories and cultures in a way that is embedded in their daily practice?

Cara: The first step is bringing people in from the community. Once staff realise that they are normal human beings and it’s not scary and they have things to offer then they are quite open to learning from Aboriginal community members. My big focus has been to have people coming in as guests: we’ve had artists in residence, writers in residence, Aboriginal dancers working with the dance teacher, a textile artist working with the textiles teacher and many more. The more people from the community that you

can bring into the school the better, because then it’s not just me standing at the front of the staff meeting saying you should do this; the staff and students are meeting people and learning about cultural perspectives first hand.

Hannah: Local knowledge is so powerful. What advice can you give to teachers and educators to ensure that relationships with the community are respectful and meaningful?

Cara: There’s a bit of an invisible barrier I think in most places between the Aboriginal and non-Aboriginal worlds, and it seems that some people are quite blind to what is around them. Any kind of Aboriginal events that are on, whether it’s a film screening or a Sorry Day march are a good way for people to learn who’s around in the community.

I think a lot of teachers get cut off at the pass because it’s not easy for schools to get into contact with Aboriginal people sometimes, and they think “Oh well if these people really wanted to share their culture, wouldn’t they be more eager?” But I think a lot of Aboriginal people are wary about what schools want to do with their stuff and they want to make sure you’re actually fair dinkum and serious about having a partnership with them, so I guess that’s part of the test to see how serious you are, whether you keep calling back and pursuing it, or whether you’re going to give up.

Hannah: How do you manage the expectation on guests you invite into the school to work with teachers and students? Do you remunerate people that come into the school?

Cara: Yes, definitely, absolutely. I think this country has a history of misappropriating Aboriginal artists - we have benefited from Aboriginal knowledge without remuneration for hundreds of years now so I think it’s the right thing to do. Luckily I have had principals who have had money, got grants for me, or I have been able to get grants to support that.

Hannah: Who inspires you?

Cara: Lots of people! I think probably Charlie Perkins. I’ve always been really interested in his life and his activism. The Freedom Rides really captured my imagination when I learnt about them at university. Just the persistence and drive that he showed, as well as the challenges he faced in walking two worlds because he wasn’t always part of his Aboriginal culture and community either. Identity is so complex for Aboriginal people and I certainly find it complex myself so I think he would be the one who really inspires me.

Read Cara’s article about embedding Aboriginal and Torres Strait Islander perspectives in the classroom here.

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www.reconciliation.org.au/schools

HAVE YOU GOT A STORY TO TELL?We love hearing about the fantastic things happening in your schools and early learning services to increase pride in Aboriginal and Torres Strait Islander histories and cultures! Please send stories about reconciliation in your school or early learning service to schools@reconciliation.org.au.

Narragunnawali (pronounced narra-gunna-wally) is a word from the language of the Ngunnawal people meaning peace, alive, wellbeing and coming together.

The Ngunnawal people are Traditional Owners and Custodians of the land and waterways on which Reconciliation Australia’s Canberra office is located.

NATIONAL RECONCILIATION WEEK 2016It’s time to start considering how you will learn about and celebrate National Reconciliation Week (NRW), which runs from 27 May to 3 June. These dates commemorate two significant milestones in the reconciliation journey—the anniversaries of the successful 1967 referendum and the High Court Mabo decision.

The theme of this year’s NRW is Our History, Our Story, Our Future, so get thinking about events and activities which will bring this important week to life in your school or service. Stay tuned for our Term 2 newsletter which will include further information and resources on NRW 2016.

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