Day One : School Visit
Sanderson Middle School - Wulagi N.T.
What a treat for a southerner! Principal Liz Veel welcomed a posse of us from all over Australia into her wonderful school. Sanderson is a middle school with a population of 350 children. 40% of the children are Aboriginal, many from the outer communities where English is a second language. A large number (150 and growing) are children of asylum seekers who travel in from the camp each day (an hour and a half each way) to attend school at Sanderson. These children are in separate classes, the main focus being intensive english. There is also a large Asian population.
On arrival the school band played a toe- tapping jazz medley for us - music being a really important part of the curriculum within the school (not to mention a wonderful self-esteem builder for the kids!). We then toured the school buildings and landscaped grounds - a happy vibrant place where the kids greeted us with broad smiles.
Liz took time to talk to us about the new curriculum and how they do things at Sanderson. Incredibly, she has only been in the school a month!! As expected, she has hit the ground running and as an innovative and dynamic educator, has started making some tough decisions. She believes in a restorative team approach, is concerned about the authentic assessment of children with low literacy, wants to push VET pathways and celebrate the successes of her diverse school community.
I was particularly impressed with the schools' mentoring program for indigenous students - adult (non-teaching staff) community members are employed to assist the children in a safe recreational space, equipped with a kitchen. If needed, they also bus the children to school and take them for after school sporting and cultural activities. What a great programme!
A highlight of our visit was sitting-in and meeting with the asylum seeker children in their intensive English class. In her broken English, one girl explained that she had been aboard a boat for 86 days before arriving in Australia. These children from Africa, the Middle East, Vietnam, India and Sri Lanka were so respectful, courteous and eager to learn.
A visit to Sanderson would cure any Australian of any fears, misconceptions or anger about asylum seekers - these beautiful children deserve a fair go.
Day Two: Conference Opening
Miriam said we need to give our teaching integrity and authenticity, an example being how we mark time (ACMMG021). Here she gives teaching of the seasons real value in their local context, using the 6 Aboriginal seasons, linking the bush tucker available to different months and incorporating local aboriginal languages and concepts.
See The Australian Bureau of Meteorology's website for local Indigenous calendars.Miriam also touched on 'water' as a big idea or concept in her teaching. The Woman at the Well parable is brought to life in the bush with the bark off a paperbark tree and the spiritual connection with the Daly river as it flows to the sea.The Daly is fed by an aquifer and is the lifeblood of people - ecological, spiritual and scientific concepts are all brought to life for these children in an authentic context. For more about Dr Miriam Rose Ungunmerr Baumann go to the Jesuit Social Justice website - Uniya
Welcome to Country
Back at the Darwin Convention Centre we were treated to a stirring welcome by the 'One Mob Different Country' Dance group.The One Mob Different Country is a program that has been operating out of the Darwin Correctional Centre (DCC) for approximately 12 years.The program allows low-security Indigenous prisoners who have demonstrated good behaviour to take part in performing traditional aboriginal dances at events for community, government and not for profit organisations.
Vincent Lingiari Memorial Lecture - Living History: The story of the walk off at Wave Hill
Constructing meaningful learning for Aboriginal and Torres Strait Islander students. Experiences from the field.
Kevin Lowe, postgraduate doctoral student, Newcastle University, NSW.
Kevin Lowe encouraged us to think about the big picture and what it should look like when a student leaves year 12. He spoke of perspective versus marginalization and authenticity- the need for purposeful and effective learning. He also spoke of a 'fear of the conservative push back' that often limits curriculum matters and the need for a focus on a living culture; not artifacts from the past. The content needs to fit within larger intellectual
discourse.
Kevin Lowe also got us to think about the 'national narrative' and seeing Aboriginal people as players, not victims. We were asked to think about how, as educators, we can help kids construct a future.
Importantly, the concept of identity and language was raised and how one's identity can be stolen with words. After white colonisation our first Australians became known generically as simply 'Aboriginal'. This robbed people of their cultural identity.
For an interactive indigenous language and locality map (Horton's) showing Aboriginal nations go to the link below:
ABC Indigenous Website
By way of criticism, Kevin Lowe's studies of the new curriculum reveal that 75% of the aboriginal content is in first 3 levels of blooms..... so much for high expectations.
On that note, Kevin encouraged the communication of high expectations and the dangers of learned helplessness - 5 'I don't knows' and I call mum!
Finally, he used a case study of a beginning teacher in a remote rural community to emphasise the importance of brokering solid relationships. It's not a black and white issue. It's about giving back to kids and engaging communities - sensible advice for all educators of indigenous children.
Straight to the source—Vrroom!
Kate Naughtin, National Archives of Australia
The National Archives of Australia holds millions of records of the Australian Government. Kate Naughtin had only a short amount of time to touch on the extent of the collection - everything from High Court records to photography and artifacts. Given the recent publicity given to the Yirrkala bark petitions, Kate brought the Larrakia Petition to the Queen (1972) to show us (the Larrakia being the traditional owners of the Darwin area). It's extremely significant in the struggle for land rights and political representation.
What a fantastic resource for teachers and librarians the National Archive is! The ever increasing amount of digitised material makes it all so accessible. The photographic collection in particular is really worth a look!
Go to the 'Vrroom' website for more education resources.
On a personal note, I entered my grandfather's name in the records search and up popped his entire WWII service history, complete with photos!
Day Three
KEYNOTE—My knowledge. Your knowledge. Towards an intercultural understanding. Associate Professor John Bradley, Deputy Director, Monash Indigenous Centre, Monash University, VIC.
Once again, the importance of language was emphasised and how crucial it is to resurrect them. A healthy language means the continuity of intellectual heritage and identity. Professor Bradley drew attention to the fact that the Aboriginal people were Australia's first diplomats - trading and interacting with the Makassans from Indonesia for hundreds of years before white occupation. He explained the system of clan groups and the complex political history of kinship and politics. Dreaming
stories were in fact the basics of politics. They meant identity, acknowledgement of self.
How's this for a concept, rather than 'Outback' - how about 'In Front'? the most powerful colonial act is to take names away.The dominant power acknowledging you only as they want you to be... an interesting thought.
A wonderful resource developed by Monash University is Monash Country Lines Archive. The 3-D animation of stories is used to share and preserve knowledge.
"The aim of the project is to assist Indigenous Australian communities in the animation of stories that combine their history, knowledge, poetry, songs, performance and language to provide material for Elders and younger generations to sit together and share knowledge."
(Monash Country Archive).
Understanding sustainabilityProfessor Eelco J. Rohling, Research School of Earth Sciences, Australian National University, Canberra, ACT
Much of Professor Rohling's discussion was way beyond me scientifically, but the few 'take home messages were: "Don't preach!", "look for solutions for now and think about inclusive solutions". We need to focus on the Earth's Heat Budget. With comprehensive reforestation, we can cut emissions by 6% per year. The earth
is a system! Everything is interconnected! Dialogue in the classroom: Using the National Museum of Australia collections and resources to embed Aboriginal and Torres Strait Islander histories and cultures in learning programs Angela Casey, National Museum of Australia
The National Museum of Australia offers history and indigenous programs . Their huge collection of 'objects' works really well with the rationale of the new curriculum. Objects can tell multiple stories, they provide multiple entry points. They build upon prior knowledge and allow the capacity for empathy. A safe space for dialogue is created. It allows us to move away from cultural imperatives and assumptions.Using three different maps of Australia, Angela demonstrated how short shifts in perspectives, allow students to make huge leaps in heir own understanding. It is discovery through dialogue in practice. Map of Australia - Horton's Map of aboriginal Australia - Martu People's Map of the Canning Stock Route (art work).
Heard of Oscar's Sketchbook? If you haven't, look it up! A young aboriginal boy's sketches of his experiences in the late 19 th century tells us so much about initial contact.
With a colleague in Canberra, Angela also demonstrated the museum robot's virtual tour of parts of the collection. The museum robot is accessible through a hyperlink. Each endpoint has an independent camera which allows individual users to undertake their own journey of exploration. With decent bandwidth, this can be a whole class or individualised activity. It's live and interactive (complete with tourists and small children in the way of the robot!)
Real experiences have the most impact.
Note that every module in the Landmarks Gallery is embedded with aboriginal perspectives.
A highly relevant resource for educators all over Australia and beyond!
Day 4
The Garth Boomer Memorial Lecture - Kathe Kirby , CEO , Asia Education Foundation
A thought provoking address . A 5 year old starting school this year will start work when China
and India are the world's top economies. Are we prepared?
According to Kirby, the geocentre of global innovation is shifting eastwards, but, under
10 % of Australians speak an Asian language. With economic weight comes strategic weight. Ready or not, we are headed for the Asian century.
There will be a new demand
for Asian ready workforce. Much of our success has ridden on a resources boom, but that's slowing. Languages and
culture are more important to the services sector. Partnerships and connectivity, relationships and knowing and respecting differences are crucial.
The First Truly Global Civilisation - Cameron Paterson, Shore School.
Cameron Paterson was an inspiration. He offered insight into the many benefits of connecting globally with other schools to engage learners in some really rich, collaborative thinking using Web 2.0 technologies.Adolescents need to be exposed to "otherness". It's all about challenging kids, blowing away stereotypes and exposing them to what's different but also what they have in common with others of a similar age, all over the globe. Cameron's collaboration with TED Ed in creating an animation on the Ho Chi Minh trail was particularly impressive. Shore will be hosting the Flat Classroom Conference in June 2014.
I look forward with interest to seeing more of Cameron's work.
The infamous and ingenious Ho Chi Minh Trail
