PSC ALLIANCE Session 4: Partnerships with Aboriginal and Torres Strait Islander Communities

Session Overview Conversation1: Frames of reference for understanding Conversation 2: Partnerships with families and communities Conversation 3: Culturally relevant programs 2.

Aim and Learning Outcomes Aim: Broaden thinking about motivations and approaches to forming partnerships with Aboriginal and Torres Strait Islander communities Learning outcomes: – Locate the relevance of a specific focus on Indigenous peoples and perspectives in early childhood curricula – Identify and critique non-Indigenous motivations and approaches to forming partnerships – Develop broader notions of culturally relevant programs 3.

Conversation 1: Frames of Reference for Understanding 4.

Map of Aboriginal Australia 5.

Definitions Aboriginal Australian Is a member of the Aboriginal race of Australia Identifies as an Aboriginal person Is accepted by the Aboriginal community as an Aboriginal person Torres Strait Islander A person/descendant from the Torres Strait Islands which are located to the north of mainland Australia 6.

Diversity of Indigenous Communities Remote, urban and rural communities Geographic and community affiliation Social organisation (e.g., language group/s, kinship structures, Elders) Traditional custodianship Historically demarcated community (i.e., reserve) 7.

Diversity of Cultural Experiences Indigenous cultures are diverse, dynamic and multi-dimensional, and continue to thrive today. (Phillips, 2011) Knowledge systems Family relationships and responsibilities Community governance Economic conditions Political structures 8.

Consolidating Conversation 1. What are the sources of your current understandings about Indigenous Australia? How do these understandings shape your interactions with Indigenous peoples? 9.

What else you do need to learn about yourself to support relationships with Indigenous peoples? 10.

Conversation 2: Partnerships with Families and Communities 11.

Principles in Law, Policy and Curricula NQF and Education and Care Services National Law – Equity, inclusion and diversity the intrinsic worth of all children and their families, their strengths and their right to equitable access and participation in the community is clearly visible in all aspects of service delivery – Valuing Aboriginal & Torres Strait Islander cultures core part of the nation’s history, present and future 12.

Principles in Law, Policy and Curricula The Early Years Learning Framework Framework for School Aged Care Educators recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing. For Australia, it also includes promoting greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being. 13.

Genuine Partnerships Establish relationships Reciprocity Access to decision-making processes Cultural safety Become a visible advocate for social justice within own communities 14.

Groundwork What is the history of interactions between educational institutions and Indigenous people and organisations in the local area? How might past interactions impact the potential for developing genuine partnerships? 15.

Community Engagement Become knowledgeable about the community Establish relationships and work within the existing formal and informal leadership structures and local protocols Ensure access to ongoing decision-making Develop pathways for long-term commitment Ensure flexibility to meet the changing needs of the community 16.

Non-Indigenous Issues Reactive motivations Boundaries placed around representation and participation Understanding about knowledge Access to knowledge 17.

Communication with Families Become aware of barriers to Indigenous families accessing services Identify preferences for meetings (informal, formal, off-site, flexible times) Promote ongoing positive interactions 18.

Partnerships: Supporting Parents Read the vignette about Allisa and Jimmy. Focus questions: How might the service work collaboratively with Allisa to support her goals for recognition of Jimmy’s Aboriginal identity? How could the service demonstrate a sense of belonging for Jimmy in relation to his identity? How might the wider Aboriginal community be involved? How might they be approached? 19.

SSP and ISF Partnerships Role Service Level Following Indigenous protocols Responding to current community events and concerns Facilitating community involvement in decision- making Supporting genuine attempts to embed Indigenous perspectives across all areas of the curriculum 20.

SSP and ISF Partnerships Role Staff Capacity Building Modelling and informing about appropriate language use Providing frameworks and support for critical self-reflection Supporting audits of classroom resources and practices to ascertain appropriateness 21.

Consolidating Conversation 2. What is reciprocity in relations between Indigenous and non-Indigenous people? How is reciprocity evident in your current motivations for contacting Indigenous people and/or organisations? What boundaries are placed around Indigenous representation and participation? What concerns do you have about forming partnerships with Indigenous people? 22.

Conversation 3: Culturally relevant programs 23.

Ways of Knowing and the ISF role Working through Aboriginal frameworks in the ISF role (e.g., Aboriginal worldview of relatedness) Employing a range of theories to understand the ISF role (e.g., critical theories, poststructuralism) 24.

Cultural Safety Using strengths-based thinking (avoidance of deficit thinking) Responding to Indigenous ways of knowing, being and doing Recognition of connectedness to land and place 25.

Languages and Communication Protocols Listen to family members regarding home languages (e.g., local language, Straits Kriol) Seek advice on communication protocols and incorporate into program Support home language/s (HL) as well as standard Australian English (SAE) acquisition 26.

Continuity with Child-Rearing Values Supporting Indigenous child-rearing values – Resilience – Responsibility – Collective identities – Languages – Strong sense of freedom, space and plenty of time 27.

Experiences and Resources Practical (resourcing) Symbolic (showing respect through symbols including the Aboriginal flag and the Torres Strait Islander flag) Community outreach (forming reciprocal partnerships) 28.

Family as Co-teachers Read the vignette about Aunty Leticia Focus questions: What were the key elements of the involvement of Aunty Leticia in the program? In what ways did the children benefit from Aunty Leticia’s involvement? 29.

Addressing Real Issues Support identification of what everyday forms of racism look like in early childhood practice Address racism and discrimination directly, and model respectful, inclusive attitudes Develop strategies for raising issues about institutional forms of racism with services 30.

Consolidating Conversation 3. What theories currently underpin your framing of the ISF role? How can Indigenous frameworks for knowing, being and doing enhance the ISF role? What strategies can ISFs employ to continue to develop their understanding and capacity for inclusive practices? 31.

Review and Onward Planning What were the Wow or light bulb moments? What ideas challenged your thinking? What might we do together to change practice? 32.

References Chalmers, G. (2005). The repercussions of representation. In J. Phillips and J. Lampert (Eds.), Introductory Indigenous studies in education: The importance of knowing (pp ). Frenchs Forest, NSW: Pearson. Commonwealth of Australia. (2009). Belonging, being, becoming: The early years learning framework for Australia. Canberra: Department of Education and Workplace Relations for the Council of Australian Governments. Commonwealth of Australia. (2010). Educators: Belonging, being, becoming. Educators’ guide to the early years learning framework for Australia. Canberra: Department of Education and Workplace Relations. Dreise, M. (2007). My country, my mob: Embedding Indigenous perspectives in schools, an Arts framework. Canberra: Department of Education, Training and the Arts. Giugni, M. (2011). Inclusion through relatedness: Learning ‘with’. Inclusion support facilitators encountering the early years learning framework. Retrieved December 15, 2012, from: relatedness,-learning-with-.aspx Phillips, J. (2011). Resisting contradictions: Non-Indigenous pre-service teacher responses to critical Indigenous studies. Unpublished PhD thesis. Queensland University of Technology, Brisbane, Australia. Priest, K. (2005). Preparing the ground for partnership: Exploring quality assurance for Aboriginal and Torres Strait Islander child care. Retrieved January 4, 2012, from: C92DAD7DF6BD/21890/exploring_qa_indigenous_child_care.pdf C92DAD7DF6BD/21890/exploring_qa_indigenous_child_care.pdf 33.