Cultural Immersion the key to the next 50 years? Cathie Burgess & Pat (Paddy) Cavanagh Aboriginal Studies Association NSW Australia

The ‘Connecting to Country’ Program A 5-day intensive professional development program targeting Principals, New Scheme and newly appointed teachers in 300 targeted schools:  a 3 day cultural immersion program conducted by local AECGs; AND  a subsequent 2 day program provided by DEC's AECE

Data Analysis Quantitative data: 357 participant evaluations (AECG) Qualitative data: individual interviews and focus groups: 54 participating teachers

Impact of Cultural Immersion 98.2% 97.5% 90.5% 81.1% 83.8% 94.6% positive response from participants with no prior learning of ALL participants increased knowledge & understanding reported adopting new approaches to teaching history & culture reported changed approaches to teaching Aboriginal students reported enhanced confidence and understanding in developing relationships with Aboriginal parents & community would recommend this program to other teachers

Wenger’s conceptual framework – social learning systems (1998, 2000) Demonstrates how two perceivably different and conflicting communities can become a community of practice – transformative potential in Aboriginal education  Modes of belonging  Communities of practice

Analysis: modes of belonging  Engagement  Imagination  Alignment “It was a very inclusive program. I felt befriended and I think every Australian should attend something like this --- it was so effective in building bridges. And I loved being with my Aboriginal colleagues in an informal setting where everyone was on the same level and working together”.

Analysis: communities of practice  Joint enterprise  Mutuality  Shared repertoire “The excursion to Mootwingee was a real shared experience.... It was something to build a relationship on and it helped me make real connections … it was a platform for me to have a shared story, walking around together, chatting about life, home and kids. It was like a family putting on a demonstration of their strength …. a happy party”.

BENEFITS of learning through a social process Perceptions of ‘Other’ community changed Shared purpose and brokering relationships Empowering teachers and impact on pedagogy

THE CHALLENGE of the next 50 years?  Explicating theory – awareness of practice  Transforming good learning to good teaching  Bringing cultural immersion into the classroom