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Video: Being Brave - examples of Aboriginal activism

(Duration 40:29)

Video: Being Brave - examples of Aboriginal activism


- Thank you for joining us for this Reconciliation Week webinar; Be Brave: Examples of Aboriginal Activism. I'd like to start with Acknowledgement of Country. I would like to acknowledge the Kameygal clan of the Darug nation, who are the ongoing custodians on this beautiful land, on which I live and work today. I thank them for their perspective on Connecting To Country and also to one another. At its heart, reconciliation is about strengthening relationships between Aboriginal and Torres Strait Islander peoples and other Australians for the benefit of all. And I thank them for their brave actions that have led to positive change in my community. I pay my respects to elders both past, present and emerging and extend that respect to my Aboriginal and Torres Strait Islander colleagues within the department, any other Aboriginal or Torres Strait Islanders online with us today and throughout the communities that we serve. I'd now like to introduce you to our panelists for today's webinar. I have with me Cathy Trindall, President of the New South Wales AECG. Cathy Trindall is a Gomeroi woman with more than 30 years of experience working in public education in New South Wales. She began her work in education in 1985 as the first Aboriginal teaching assistant in Tamworth before becoming a primary trained educator. I also have Warren Bridges from School Performance. He is a proud Ngunnawal man from Yass and Canberra, and he is passionate about linking culture to education and supporting the rights and aspirations of Aboriginal people. I am delighted to have with us, Rachael McPhail. She is a proud Gomeroi social worker who lives on Wiradjuri country in Coolamon. She currently works as a project manager for a not-for-profit disability organisation. She was successful in her campaign to ask Australia Post to include traditional place names in addresses. As well as Rob Waters, a spoken word artist and cultural educator. Rob is also a Gomeroi man with deep cultural connections to north-west of New South Wales. He uses storytelling methodologies to examine the history of Australia through contemporary practices. And finally, I have with me Benjamyn Glachan, head teacher of Aboriginal Education at Gorokan High School on Darkinjung country. He's a proud father, husband, and a passionate advocate for inclusive and Aboriginal education. Over the next 20 minutes, we will be having a chat about this year's theme, 'Be Brave, Make Change', and what it means to the panelists, both professionally and personally. I'll also invite each person to talk about how they've been involved in Aboriginal activism over the years, and what they hope for in our ongoing journey for reconciliation, especially in education. As we discuss with our panelists how they have been brave and made change, I invite you to think about what your actions impact on how we can close the gaps and achieve a sense of fairness and justice. I would now like to welcome Cathy, to share her story in demanding the rights of Aboriginal people to have equitable access to education and creating change that is needed to ensure improved outcomes for Aboriginal students. Cathy.

- and hello, everyone. Yes, Cathy Trindall, very proud Gomeroi Murri Yinaar. I guess I was born into activism simply through who I am and the fact that my Aboriginality and the fact that I'm a very strong, proud Gomeroi Murri Yinaar has context menu from north-western New South Wales. I come from a very long line of activists. And activism, I'm reminded, takes many, many forms. It takes many forms from the spoken word to music, to posters, to silence, to walking the streets, which, as the President of the AECG, we have done for many, many years, for over 40 years. We are a community controlled organisation. And the power is in the strength of our local and our regional community members who are constantly being activists, who are currently and always have been, and always will be advocating for the human rights of our people to access an equitable and mainstream education. Activism is something that is, we are innately doing because of the injustice, which had occurred to us previously from the point of invasion in this country. And it's around reclaiming what is just, what is right, and a way forward that we are acknowledged as the very first people on the whole entire planet and our languages were the very first languages spoken on Country here in Australia, that we know it. But I'm actually not Australian, I'm a Gomeroi Murri Yinaar And it is important that I acknowledge that, I may be born here, but part of the reconciliation process is being brave enough to change the way that people and their mindset is around, and the way they perceive Aboriginal people. Aboriginal education just doesn't encompass going into a mainstream school, whether that's Catholic, independent, or a department school. It's around education across accessing all levels from the early years, right through to lifelong learning when you know, it's from the cradle to the grave. So it's about being brave. And it's about the New South Wales AECG, having the ability to instigate change and to ensure that we are the number one peak advisor when it comes to Aboriginal education on all levels and all platforms. Because it is a human right that has been denied of us for a very, very long time. And I in a position to be the voice to advocate that change and to be brave enough often to be the lone wolf and to be that lone wolf at times, that sometimes has to step on the edge and be the loudest voice until we can hear. But in saying that, government, community, we have always spoken the words and people have heard, but they've never really listened. So it's around us in times to be able to be that person to ensure that our voices are heard, that they are listened to and that they are enacted upon in terms of the way that we, as Aboriginal people, view the world, see the world, hear the world, fear the world in our ways of knowing and our ways of doing, in our ways of being. But yet we can't do that alone. Everything that you do in life should be in partnership with someone. Ensuring that you know what the rules of engagements are, and that you're in a position to be able to facilitate that change, not by being that lone wolf, but being brave enough to be the lone wolf, to have the followers that will come with you, to walk with you beside you in front of you, behind you, and acknowledge those who have gone before me, those who will come in front of me after my time is gone, and my words are gone and blown on the wind. And they have those ones that walk with me spiritually every day to be able to position me here right where I am today as the President of the New South Wales as AECG. And I encourage each and every one of you out there, be brave, ask those hard questions. There's always an answer. There's always someone there that we will work with you. Activism doesn't have to be waving the placard. It can be listening to a song about change. Think about the songs that you can hear. And a number of those songs are songs that talk about change in activism. Think about the spoken word and think about the silences and why have we become complacent in a number of spaces? Is that because we are being forced into position of complacency? But now it's time for us in terms of our Aboriginal communities to ensure that we work together across all forms and all directorates and all levels of communication to be a advocates and to ensure that activism just constantly is evolving, and that it involves from street marches, to now TikToks, to using the technology to enable us and to ensuring that we are getting a widespread, that we are going from our young ones, our young babies to our youth, to our students, and actually moving on in terms of doing that together. Look, I say, Thank you everyone for taking the opportunity and allowing me to speak with you today.

- Thanks so much, Cathy. And so before we wrap up with you, what's the one key change you would ask of the department to be brave and make change?

- It's a bit like I wish I had another wish. So I guess the one thing is probably the hardest thing that anyone can ever do. It's around attitudinal change. 'Cause attitudinal change will be a roller coaster and a platform and a springboard for systematic change and behavioural change.

- Thanks Cathy. Yeah, that's a definite move in the right direction. I think that there's been a lot of pieces that have been rolling out lately, and it is that attitudinal change that will lead to behavioural change and we need to start making significant changes in the actions in the classrooms so that we can have a positive relationship. I'd now like to introduce Warren. Warren is going to give us a little bit of Aboriginal history around activism and the people who have had great impact. Over to you, Warren.

- Thank you. So the theme for this year's Reconciliation Week, it's a challenge. So it's a challenge to be brave and make change. And to me, this year's theme is really personified by activists. So for us to sort of understand why there are so many reasons for activism, it's important to understand the events that have shaped in particular Aboriginal activism. So let's look at a bit of a timeline. I'm just gonna put my screen up here, guys, so you can share. Great! So in 1770 , Lieutenant James Cook arrived at Gamay Botany Bay. In 1778, the first fleet landed and colonisation follows. In 1848, the Board of National Education concluded that it was impractical to provide any form of education facilities for the children of 'the blacks'. In 1883, non-Aboriginal parents at Yass Public School took their children out of school and protested the Aboriginal children being there. The school expelled the Aboriginal kids. And at the time, this was backed by the Department of Education. In 1901, the Commonwealth of Australia was formed along with the White Australia Policy. In 1938, the official start of the Day of Mourning, leading to what we now know is NAIDOC Week. In 1962, the Federal Council for Aboriginal Advancement proposed a referendum to grant equal citizenship, wages and employment for Aboriginal people. Unfortunately, this wasn't granted, but the Commonwealth Electoral Act was passed and Aboriginal people were given a federal voting right. 1963, in protest to proposed mining leases in Arnhem Land, Aboriginal elders at Yirrkala present the Federal Government with the Bark Petition. 1967, the Aboriginal rights activists succeed in their decade long battle for Aboriginal citizenship. Just over 90% of people that had yes to change the Australian constitution to recognise Aboriginal people as citizens. And then in 1977, the establishment of the New South Wales Aboriginal Education Consultative Group, the New South Wales Aboriginal Land Council. Now these are the largest activist networks of people in New South Wales advocating for Aboriginal people. So now let's look have a look at some of the brave Aboriginal activists over time. But first of all, Aboriginal Torres Island people are advised that the following information may contain images and names of people who have died. So first all, Charlie Perkins. He was the first Indigenous man in Australia to graduate at university. And in 1965, one of the key members of the Freedom Rides, which was a bus tour to New South Wales by activists protesting the discrimination against Aboriginal people in small towns of New South Wales. So at the time, if you were born Aboriginal, by law, you couldn't marry, without permission, you couldn't eat in a restaurant, you couldn't enter a pub or a cafe or go to a picture theatre or swim in a public pool, or even vote. So about 30 students, led by Perkins and consisting mostly of non-Aboriginal people, travelled to Walgett, Moree, Kempsey and other towns exposing the discrimination Aboriginal people faced. The students uncovered violent racism, exposed huge welfare disparity and stood in the face of strong and often violent opposition they encountered in many of the towns. He played a key role in advocating for the Yes vote in 1967 referendum, and his effective use of television brought the issue of racial discrimination in country towns to a national attention. My next one is one of my favourite, Essie Coffey. She was born near Goodooga, northern New South Wales. She was affectionately known as Bush Queen and a well-known throughout the state as a country and western singer and songwriter. A Muruwari woman who co-founded the Western Aboriginal Legal Service and served in a number of government bodies and Aboriginal community organisations. She had a particular interest in women's affairs and helped to create the first women's knockout football team in north-west region. Coffey expressed her activism through filmmaking. So 1978 movie, "My Survival As An Aboriginal" showcases Aboriginal culture, the differences between the white man and the black man, the problems with Aboriginal people assimilating into a white man's world. The different standards in housing, wages, food, quality of life, the way history was being taught in schools, and the pain that Aboriginal people experience with that history. Her 1993 movie, "My Life As I Live It" showcases how Essie supported her community, Dodge City, for the better. She supported better housing, more employment, and a purpose in life for her people. Essie says, "we don't need a spear or boomerang to fight anymore, no way in the world. We don't have to fire one shot. All we need is a pen and paper and a strong and powerful voice to fight with." Charles Chicka Dixon. Dr Dixon was a great believer in the importance of gaining a good education, which you could then use to help empower yourself and your community. Chicka campaigned for the Yes vote in the 1967 referendum, and was an active part participant in the Aboriginal Tent Embassy in 1972. He was part of the delegation of Aboriginal Australians invited to visit China, to tell the Chinese people about the Aboriginal struggle for justice while at the same time shaming the Federal Government, Chicka lobbied for major reforms and Indigenous arts fundings and art administration. And he also took an interest in Aboriginal country western musicians, organising festivals and talent guests around Australia, including prisons. A reformed alcoholic himself, he worked with Fred Hollows and others to establish the Redfern Aboriginal Medical Service. Last one, Adam Briggs. He's a proud Yorta Yorta man from Shepparton, Victoria, Briggs is a pioneer of the Australian hip hop scene, a lyricist, rapper, hip hop artist, writer, presenter actor and a CEO. He's made an impression across the spectrum of creative industries. His lyrics are provocative and he wears his culture for all to see. Briggs stands tall amongst his peers, working across multiple mediums, sparking conversations, and creating cultural change. One of Briggs's songs released in 2015, titled "The Children Came Back". It's a social commentary song, which tributes the great musician Archie Roach's song, "Took The Children Away" celebrating Australia's first people. Briggs said, "this is a history lesson, a monologue, a celebration and education in one song. And it encourages the effort towards reconciliation between first peoples and non-Indigenous Australians." Mr Roach said, "I love Briggs' song. It's about Indigenous heroes. I feel proud to be part of what Briggs hopes to achieve, and I really love that he used young children to play the heroes because they are our future heroes." So I'm gonna leave you guys with the question. Or actually I'm gonna say, thanks for listening. And I'll leave you to formulate your own ideas, maybe on how you can be an activist for change in Aboriginal education.

- Thanks so much, Warren. That was really interesting. And it really, I liked the key pieces that you've pulled from history and then how the Aboriginal outcomes and partnership directorate have also been showing those stories throughout their NAIDOC Week pieces. Last year, the song that, well, two years ago now, the song that they showcased with schools throughout New South Wales was Archie Roach's "Took The Children Away." And then the mashup of "The Children Came Home" which was beautiful to hear. And I know that for this year's NAIDOC Week, they're also going to be doing a piece on "The Freedom Rides." And taking that journey and working with schools who are part of that journey and how that happened, how that's impacted them. And then how we're going to make the education system a better place for Aboriginal and Torres Strait Islander students. So thank you very much for sharing that with us today. And now I'd like to introduce Rachael McPhail. Now this is close to my heart. Rachael has a strong story about advocating for change at Australia Post and having traditional place names placed on our mail. And for those of you who don't know, we've just recently updated all of the department's letterhead to also have the space to include traditional place names. And we are working with schools who are also putting traditional place names on their letterheads and also on their websites. So I invite Rachael to come on and tell her story.

- Yaama everyone, and for having me. As a Gomeroi Yinaar, I'd like to start by acknowledging and showing my respect for the Wiradjuri people as custodians of the place that I call home, and I'm dialling in from today. So as you just heard, I'm campaigning around the use of First Nations place names. And this started off with asking Australia Post to include place names and addresses, which they've now done. So I take photos of my mail and my parcels and I post them on social media. And lots of people have jumped on board with this campaign and they tag me in posts where they're using traditional place names as well, so I can re-share them. So along the way, I've also shared other ways of acknowledging country, such as on driver's licenses, most recently. On my assignment cover pages, on business cards, like at Perth Airport, and along major highways and on tour posters and things like that. However, when I first started this campaign, it quickly became apparent that there is a knowledge gap in Australia regarding First Nations place names, because almost every day I was receiving messages from people asking for help to find the traditional place name of where they live. So the best resource that we have available at the moment is the AIATSIS map. However, there are actually some elders who don't agree with the information on the map, and some countries are actually missing. So the issue is the map was created using like Trindall's map and colonisers' records and not enough consultation with community, which means that our best source of this data is actually inaccurate. It needs to be updated with comprehensive, inclusive, and trauma-informed consultation with elders and community leaders to ensure that all countries and nations are correctly represented. Otherwise, we're just contributing to ongoing oppression. So my campaign has now evolved into petitioning for the creation of a database of place names verified by elders and community leaders, as well as ensuring that we have a true record of this information for data preservation and educational purposes. This will also allow everyone to be able to use First Nations place names every day as a norm, and know that they're using the right name. So what prompted me to do this, the actual act of adding Wiradjuri country to my address when I placed an online order, it was just the spur of the moment thing. I literally was just filling in an online checkout and just thought I'd give it a go and add Wiradjuri country to my address. But I think that the lead up to me having that thought was partly due to my social work degree that I just completed or completed last year, and have my graduation next week, which is exciting. So as we moved through the subjects, we were taught to look at things from a macro perspective and the way that systems or social constructs impact on minority groups. And I really enjoy looking at things through a systemic lens, and so I like to find small ways that I can decolonise the way that I live my life and the way that I look at the world. So I think that that's what led me to think of adding Wiradjuri country to my address that day. Where to from here? So the next six months is gonna be quite busy. I'm still working full time, and I'm also doing a leadership program through Indigenous Allied Health Australia, but I'll be really focussing on getting our First Nations place name database project up and running. I've been working with a group of First Nations people, a small working group, for the past 12 months. And we've made a lot of grounds in terms of establishing the group, the objectives, the ethics, and now we're ready to form like an entity and then look at procuring philanthropic corporate and possibly government funding to be able to get things cracking.

- Thanks so much, Rachael. That is so important and amazing, the work that you've done. And I think that that's really something that we need to be looking at. That true sense of community consultation, that these maps aren't like our traditional suburb maps. And I guess that that's something that we called out when we invited people within the department to look at placing traditional place names on that. You know, sometimes you're in a suburb, but just because white man has deemed that as the suburb doesn't mean that there might be two Aboriginal lands and you need to have that community consultation. And whether it be your local AECG or your local land council, form a relationship there, have an understanding, and start having those conversations. Because without conversations, we are just left unaware and stuck.

- Yep.

- So just before you leave us, I'd like to ask you, what's the one key change that you would ask of the department to be brave and make change?

- So thank you for this question because I really love it. The thing that I would love to see the department do is to actively encourage students to be mini-activists. So if they see an injustice in the world and they think of a way that they can help, then I would love them to have been taught the tools and knowledge to be able to know what they can do. I really hope that if there's one thing that my campaign shows kids, it's that we don't have to be someone important or in a position of power to make change in the world. And they can just be a normal everyday person just like me and start off with a small action. But if lots of people jump on board with that and take on that change as well, then people power might create big change. So, please, I really encourage you to encourage your students to be activists and teach them how to do this.

- Awesome! Thank you so much for your time today, Rachael. I'm now going to introduce Rob Waters and invite him to share his story and how he sees himself as an advocate and as an activist.

- Yaama, guys. I'm a Gomeroi man from Tamworth, up north-west New South Wales. And I just want to acknowledge, yeah, acknowledge my country and just all the countries where we're coming to and coming from. I want to acknowledge our old people, our ancestors who have been been fighting, I suppose, for the last 250 years. They've been the activists for 250 years. You know, despite all attempts to get rid of us, we're still here. And I just wanna acknowledge that that's because of our ancestors and our old people. So I'm a spoken word artist and I am a bit of a storyteller and poets and a few other things. And what I really love about poetry and spoken word is that it can engage people in ways that, I don't know, that people don't usually see. I had a performance last night, and somebody said it was the first time they'd ever seen spoken word done and they loved it and they wanna go and see some more. And a lot of my stuff is, yeah, about protests. And it's about trying to change people's attitudes. That's a big thing. It started with, I've got uncles and stuff that my grandfather's brother was a published poet. I've got an uncle, John, who's passed away that was a, he was a singer, songwriter. He never wrote any of his stuff down, kept it all in his head. He was an amazing man. But yeah, growing up listening and reading their stuff and also listening to people like Kev Carmody. He's like songwriter, Kev Carmody. One of his songs, you know, it's called, "Cannot Buy My Soul." And there's a part in there that says, "they may take my life and liberty, friends, but they cannot buy my soul." And it was like, when I was growing up, I was like, wow, what a staunch way of looking at it. And I think, you know, for us to be able to use words, to start to change people's minds is, that's what we've been doing. We're storytellers. We've been telling story on this country since the first time the sun came up. That's how we've been for generations and generations and generations. And that's what's got us through. We talk about 250 years of intergenerational trauma, but we never talk about 100,000 years of intergenerational love and intergenerational strength and tenacity that has informed what we do. And we're starting to do that now and starting to speak up. You know, there's a big talk at the moment about truth telling and, yeah, I get where that comes from. But, you know, we saw Warren's presentation about a lot of the stuff that's been happening in the past. And we've been telling the truth for years, how about some truth listening? How about people actually acknowledging what we say and then taking on board what we say and putting it into action. I'll just share a quick one with you, a poem that I wrote. It's called "I Will Speak Now." And says, "I will speak now. I will speak now, and you, well, you will listen. I will speak your words. I'll speak in your language. Are you listening? You see the blood of my mother and all those mothers before her still run strong inside of me. And the tears that fell from my father's eyes and all those fathers before him still fall from my eyes, for I am a poem, and I am a story. I am my grandmothers raising children in a country that did not even see them as human. I am my grandfathers' callus hands and bent backs working for men that did not even see them as human. I am my uncles' voices raised. I am my aunties' fists raised. I'm the story that seeps up through the soul of my feet, bursting up through the tongue when they swim on the raise of the sun. I am raised I am a story still yet to be told from the tongues of my children and all those to follow. From the first sunrise to the first sunrise again, I am raised. If you see, I am Gomeroi. I am I am I am I am 600 nations strong. And from this time on, I will define me and I will tell my story Just as you have told yours. Over and over, I've heard it. And I've heard it from school teachers and university lecturers, from policemen, and television sets. I've heard it from newspapers and history books or his story books. But I will speak now. I will speak now on you while you listen." Thank you.

- Thanks so much, Rob. And I think that that's a really important takeaway, that words are powerful, and they can have a huge impact. But the key to having that impact is that people are listening, and I'd like to draw on something that one of my colleagues says time and time again, we have one mouth and two ears. Two ears means we need to be listening more than we speak. So I think that that's a really powerful takeaway, that if there is one action you take to be brave and make the change, let that be listening. Listening to the stories that are in community. And let that listening sink in and then drive you to make change.

- [Rob] Yep.

- Thank you so much for your time, Rob. That was really powerful. And I'm appreciative that you were here. I'd now like to introduce Ben, and he's going to be having a chat with us today about the work that he does, and how the work that he does with Aboriginal students, families and the community is making change.

- Yaama, everyone. Yeah, so I'm Ben Glachan. I'm the head teacher, or the proud head teacher of Aboriginal Education at Gorokan High School. And I would like to, first of all, just acknowledge that I'm on beautiful Darkinjung Country and pay my respects to elders past, present, and emerging. And also pay my respects to the country that everybody comes from today or is residing today. Thanks for the question. Thanks to the opportunity to be on here. As I said, I am extremely proud of the position I'm in and that's to make sure that all students, not just our Aboriginal students, understand the importance of Aboriginal history and culture, which is actually Australian history and culture. And yeah, I feel like sometimes we concentrate on the past 250 years, which has been a really terrible history, but we've got 60,000 plus years of history that we need to learn about and we can learn from and understand to be able to move forward. I also have the opportunity to work with our Aboriginal students and support them with, you know, I guess, attaining and learning to the best of their ability to help them flourish in a space that doesn't necessarily support them culturally. You know, we work in white institutions within schools and we have the Premier's priorities, which is really about trying to ensure students learn and attain the level to help them into the future, but also taking the opportunity for students to have cultural connection and identity, and not just maintaining, but flourishing with that. It's something that's been taken away. And we need to make sure that we as a school and as a place that young people come to, can learn about that, can learn about the importance of cultural connection to be able to have that happening in the future. We can't have that leadership in the future if we don't work on it now, and we don't support it now. As I said, it's been taken away, we need to reinforce that. I also get to work with our families and community. I get to sit in our Aboriginal Education Room every single day at Gorokan High School, and listen to the perspective of community and how they feel within the school. And I ensure that I'm able to connect with families and hopefully break down some of that intergenerational trauma that Uncle Rob just spoke about. You know, schools haven't been a nice place. They haven't been a great place for Aboriginal people in the past. And for us to move forward, we need to make that place as comfortable and as reassuring and supportive as possible. And I'm super passionate about making sure that can happen, to break down those barriers and to make sure that, in my position, I'm the magnifier of the voice to ensure the community, AECG, for example, and the Department of Education school can work in that partnership and honour that partnership. So I really am, you know, I hold it dear that I am able to have that voice within an executive, within a school, but that voice purely comes from community, not from me. It's not my perspective, although I definitely agree and support wholeheartedly that our community needs to be one of the strongest pillars in our schools. And having that within a school is only going to help us move forward. Then I have the role of being able to ensure staff have the opportunity to connect. We run Connecting To Country through the New South Wales AECG, which allows staff to sit and listen to our community members and our elders within the space that we work. And it's not just about pedagogy, it's not just about perspective within the classroom. It's understanding the past and understanding that intergenerational trauma still affects us or our community today, and how we can move forward. We can only move forward by understanding what's happened, and then being able to take that information and make sure that we have the support networks and the voice from community to be able to move forward. So I'm extremely lucky to work in a space like that within a school. And as a non-Aboriginal person, I completely believe that, you know, Aboriginal history and culture is Australian history and culture. So it's extremely important for us all to be a part of. A few more things that I'd like to say about being, I guess, supportive from a non-Aboriginal person. And that's about being brave. We do need to search for the truth. We do need to have that lifelong learning and the ability for us to connect within schools. We've had a certain style of learning within schools for a long time. And I guess now I'm in a position to be able to work with community and continue that learning. I take that home. And my bio says I'm a proud husband and a proud father, and I can't wait to take this information and the things that I've learned within my role back to my family, and that sort of water droplet effect. And you said it just before Shari, and Rob says it all the time, two eyes, two ears, and one mouth. Use it in that proportion. And I believe looking, you know, using your eyes and being able to see the perspective out on country, and being present and being mindful, that's culturally appropriate. And that's showing that we connect with what's around us because what's around us is beautiful, and we need to have the time to be able to take that all in.

- Thanks so much, Ben. And before we wrap, I'd like to ask you, what's the one key change that you will make this year in your personal or professional life to be brave and make change?

- Yeah, so for me, what will I do personally and professionally? It's about being fully self-expressed. It's about being able to have agency over what I do and ensuring that I'm true to myself and my moral compass. As I said before, I believe that First Nations history and culture is Australian history and culture, and I need to share that with the staff around me, within a school setting. And not just staff within a school, within the community. And ensuring that our community is proud and staunch of our history for 65,000 years, not 250 years. I'm also extremely passionate about being in service to others and ensuring that people who haven't been able to have that voice within the community can now have that voice. And I will just be magnified that voice and ensure that I take that into my job to support community, to support Aboriginal people, to support non-Aboriginal people, to lead a fulfilling life. And my suggestion for staff and community members out there from my own perspective and learnings over the last years, is to continue your learning and take a step every day. Find an area of your space on how you can improve yourself and learn a little bit more about Aboriginal history and culture to connect as much as you can, because that water droplet effect can really have a powerful impact on people around us. If you are just that water droplet in the middle, then hopefully everybody around you can start taking a little bit of what you've learned and we can move forward.

- Beautiful! I've had the wonderful experience of being able to be part of one of the New South Wales AECG Connecting To Country pieces. And I was out at Murrook and learning all about culture and connection and history. And it definitely has a great impact on your perspective. And yeah, I just hope that we can start to put a bit of that understanding into action as we move forward. So today, we've discussed with our panelists, how they've been brave and made change, which is the theme for this year's National Reconciliation Week. And now I invite you to think about the actions you can take to help Close The Gap and achieve that sense of fairness and justice. I actually want you to find a piece of paper or a Post-it note and commit that action to a physical presence that you can see and use as something to fall back on and to trigger you every day to take action. I also invite you to join us in the Reconciliation Action Group on Yammer. Put your voice out there, share how you'll be making being brave and making change this year and commit to a presence of reconciliation within the department. So thank you to all of our panel members, and happy National Reconciliation Week.

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We would like to highlight that talking about lived experience for people who have experienced discrimination, particularly intersectionality, can generate unwanted thoughts and feelings. If this happens to you, please make sure you prioritise your wellbeing. Talk to a colleague, friend, family member or someone who makes you feel safe. Alternatively, the Employee Assistance Program (EAP) can be accessed by calling 1800 060 650. You can also call Beyond Blue on 1300 224 636 and Lifeline on 13 11 14. Or 13 YARN, the Aboriginal and Torres Strait Islander specific national crisis line: 13 92 76 or

Video: Putting Reconciliation into action

Putting Reconciliation into action

Video: Briar Road Public School celebrates National Reconciliation Week

Briar Road Public School celebrates National Reconciliation Week

Video – Acknowledgement of Country and Welcome to Country: confidence with the basics

Duration – 45:56
Feel nervous, unsure or just a bit awkward giving an Acknowledgement of Country? Don't really understand the difference between an Acknowledgement and a Welcome? Been asked to organise a Welcome to Country and don't know where to start? This webinar is hosted by Aboriginal and non-Aboriginal members of the RAP team who help with these questions and more.

Transcript of Acknowledgement of Country and Welcome to Country: confidence with the basics video.

Other questions

In this recorded session, we didn’t get to all of the thought-provoking questions asked in the chat – so we’ve provided some responses below:

Without asking, because as a non-Indigenous person I wouldn't feel right asking, how do we know when is/isn't it right to use the term Aunty and Uncle for Elders?

Aboriginal people traditionally refer to an Elder as 'Aunty' or 'Uncle'. However, it is recommended that non-Aboriginal people check the appropriateness of their use of these terms – so even though you might feel a bit odd or uncomfortable it is appropriate to ask.

An Aboriginal Elder may also invite people to call the Aunty or Uncle.

Should an Acknowledgement of Country include emerging Elders?

There are differing views on this. Some people (including some Aboriginal members of our RAP team) see it as appropriate, while others have concerns that it undermines the traditional status and authority of Elders.

You can also acknowledge the contributions of all Aboriginal people including young people.

If my organisation wants to have a RAP, what is the best process?

Reconciliation Australia are the lead body for reconciliation in Australia and can help you to develop an official Reconciliation Action Plan.

How often should you do an Acknowledgement of Country for a meeting/gathering. Is it only at the beginning or should it be each speaker?

There are no firm rules but particularly for large or formal meetings it can be appropriate for each speaker to acknowledge Country.

I've heard some people say that doing an Acknowledgement too many times means it can become tokenistic. What can I do so that it’s not?

We will be providing a further webinar that talks more about this. But in essence, it’s important to be genuine in the way you speak – to think about the words you are saying and their meaning and hopefully that sincerity will be heard by your audience.

Once you feel comfortable with the ‘basic’ phrasing it might be time to branch out a little – educate yourself about Aboriginal and Torres Strait Islander histories cultures and achievements (our Resources are a good place to start) and you could talk about what you have learned and/or link what you say to the topic of your meeting. Just remember to be diligent in making sure what you say is both correct and appropriate.

Remember as well that an Acknowledgement shouldn’t be used in place of a Welcome for large or significant events.

Video – Author’s talk with Jasmine Seymour

Duration – 31:59
Jasmine Seymour is a Darug woman and a NSW public primary school teacher, she's also the author of 'Baby Business' and co-author of 'Cooee Mittigar'. In this webinar Jasmine shares some of the personal history and stories behind ‘Baby Business’ and performs a reading of this delightful children’s book. Baby Business tells the story of a Darug baby smoking ceremony that welcomes baby to Country. The smoke is a blessing – it will protect the baby and remind them that they belong. This beautiful ritual is recounted in a way young children will completely relate to and is enhanced by gentle illustrations. This webinar is an opportunity for everyone – but especially for young children – to learn about and to appreciate the beauty of this aspect of Darug culture.

Transcript of Author’s talk with Jasmine Seymour video.

Video – Aboriginal astronomy

Duration – 47:16
Did you know that Aboriginal astronomy existed long before the Babylonians and the Ancient Greeks first looked up and began to observe the Sun, Moon and stars to inform navigation, calendars, and predict weather? Professor Ray Norris is an astrophysicist and science communicator. He's also the co-author of 'Emu Dreaming', about Aboriginal Astronomy and current research in this area. In this webinar he shares some of his findings and discusses some astronomical traditional and stories, and their practical applications for Aboriginal peoples. This webinar is an opportunity to understand and appreciate a little more about the richness of Aboriginal histories and cultures.

Transcript of Aboriginal astronomy video.

Video – You can't say that

Duration – 57:08
This webinar is a 101 of how to use appropriate terminology that is inclusive and respectful of Aboriginal peoples and their histories and cultures.

Transcript of You can't say that video.

Video – Talking respectfully about Aboriginal Cultures, Kinship and Histories

Duration – 1:01:50
This webinar is part of a series that will help you to learn about terminology that is inclusive and respectful of Aboriginal peoples. In this webinar we'll talk specifically about important aspects of culture like the Dreaming, Sorry Business and Men’s & Women’s Business, Country and Custodianship; you'll learn a little about kinship (and how to respectfully acknowledge Elders); and we'll discuss using truthful language to speak about Australia’s history and Aboriginal histories.

Video - Aboriginal Programs: supporting great careers in NSW Education

Duration – 1:08:37
Aboriginal Programs work to ensure Aboriginal peoples play an increasing role in the education and training of young Australians. Aboriginal students improve their learning outcomes and build their personal strengths when Aboriginal staff and communities are involved in their education. You can help us increase Year 12 completion rates, expand culturally inclusive learning programs and promote opportunities for Aboriginal communities to engage with school life. There is a constant demand for Aboriginal applicants. Aboriginal Programs will help you at every stage, starting with finding the right job and then building your skills and capabilities at work.

Video - 'Torres Strait 8' v Australia: Torres Strait Claimaints Challenge

(Duration 28:18)

This claim is a world-first in the way it connects climate change impacts to human rights, and because it is the first action against a country by inhabitants of low-lying islands within that country’s territory - people challenging their own governments. The claimants are seeking protection for their right to life, right to culture and right to be free from arbitrary interference with privacy, family and home. They argue that Australia must do more to mitigate greenhouse gas emissions and ensure the coastal defence of the vulnerable islands of the Torres Strait.

Video: Reconciliation NSW and your school's reconciliation journey

(Duration 47:50)

Hear from Reconciliation NSW about the Narragunawali program, the Schools Reconciliation program and more

Video: Taking Action in Education

(Duration 1:15:39)

Taking Action in Education

Video: Five questions for a deeper perspective

(Duration 1:00:28)

Five questions for a deeper perspective

Reconciliation Action Plan 2021

Video of the Reconciliation Action Plan 2021

Video: Author talk and book reading with Kirli Saunders

(Duration 47:45)

Book reading with Author Kirli Saunders from her book Bindi

Video: STEM panel : live from Matraville Sports High

(Duration 1:01:37)

STEM Panel Live from Matraville Sports High

Video: Designing programs that fit: learning from the Aboriginal Initiatives team

(Duration 56:10)

The team from Training Service NSW will share how and why they have redesigned some programs
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