Getting to know local Aboriginal and/or Torres Strait Islander Histories and Cultures
Rationale
The inclusion of Aboriginal and/or Torres Strait Islander people in the development and implementation of learning programs allows a genuine exploration of Aboriginal histories and cultures. Ensuring that appropriate protocols are observed is critical to establishing a positive and respectful relationship between schools and the Aboriginal community. A strong relationship enhances the learning experience of Aboriginal and/or Torres Strait Islander students, is beneficial to the whole school community and promotes reconciliation through better understanding.
This fact sheet was developed to provide information and advice on protocols of community consultation. It provides advice on how to seek support in developing Aboriginal perspectives, strategies for starting the consultation process with local Aboriginal communities, and guidance in developing working relationships with Aboriginal communities.
Timeframe for use:
This resource can be accessed and utilised by all staff at any time.
Intended audience:
This resource can be used by a range of school-based staff to support Aboriginal and/or Torres Strait Islander students.
Instructions for use:
Details for use can be found in the resource. Staff are encouraged to contact their Local AECG for further assistance.
Evidence base:
Alignment to system priorities and/or needs:
Aboriginal Education Policy:
The department will provide Aboriginal cultural education for all staff and education about Aboriginal Australia for all students, as it is everybody’s business. The strength, diversity, ownership and richness of Aboriginal cultures and custodianship of country are respected, valued and promoted. The department is committed to collaborative decision making with Aboriginal and/or Torres Strait Islander people, parents, caregivers, families and their communities.
Alignment to School Excellence Framework:
Learning Domain – Wellbeing, Learning Domain – Curriculum, Learning – Reporting Teaching Domain – Effective classroom Practice, Teaching Domain – Professional Standards, Teaching Domain – Learning and Development, Leading Domain – Educational Leadership.
Consulted with:
NSW Aboriginal Education Consultative Group (NSW AECG).
Reviewed by:
Aboriginal Outcomes and Partnerships Directorate.
Created/last updated:
December 2023.
Anticipated resource review date:
This resource will be reviewed in December 2024. To ensure ongoing improvement of this resource, feedback on this resource can be provided via the survey or QR code below.
Consulting with Aboriginal communities is essential to the development of meaningful Aboriginal perspectives across the curriculum.
Including Aboriginal and/or Torres Strait Islander people in the development and implementation of learning programs allows those programs to include authentic Aboriginal histories, languages, cultures, perspectives and contemporary issues. Building a relationship between schools and their local Aboriginal communities will enhance the learning experience of students and promote reconciliation through deeper understanding.
Why consult with Aboriginal communities?
Aboriginal and/or Torres Strait Islander people are the owners and custodians of their knowledge and cultures and must be consulted when aspects of Aboriginal histories and cultures are being incorporated into the school curriculum.
When people from the local Aboriginal community participate, the curriculum can be explored and targeted at a local level, making studies more contextually relevant. Consulting with local Aboriginal communities gives educators the opportunity to learn more appropriate strategies for teaching Aboriginal issues, and to consider the necessary sensitivities and feelings of local Aboriginal communities.
Considering protocols
If you want to establish a beneficial learning partnership with Aboriginal communities you should learn and follow the protocols of community consultation. Please contact your Local or Regional Aboriginal Educational Consultative Group (AECG). Aboriginal and/or Torres Strait Islander people from the local community can help you learn the specific protocols to be considered. In general:
- Introductory protocols are important. Be prepared to spend time sharing personal background information about yourself and the purpose of your visit.
- Be patient when asking questions. Look, listen and learn as it may take time for some community people to become involved. Some people may begin by talking about other issues or stories as they work towards giving their opinions.
- Remember that any information shared by Aboriginal and/or Torres Strait Islander people remains their intellectual property. When collecting information consult with a variety of people and ensure that all people and communities involved are acknowledged for their contribution and participation. It is important that you ask permission to share Aboriginal and/or Torres Strait Islander people's stories, to ensure you are representing their views accurately.
Observing the appropriate protocols when working with Aboriginal and/or Torres Strait Islander people and their communities is critical when establishing positive and respectful relationships.
Consulting with Aboriginal communities should always be seen as a two-way process with both parties learning together and from each other. As a consultative group, a Local or Regional AECG can provide advice on a wide range of educational issues, including appropriate activities, guests for a class and assistance in many areas of the curriculum. More importantly, it is an opportunity to get to know local Aboriginal and/or Torres Strait Islander people.
Your Local or Regional AECG, Aboriginal Land Council and Aboriginal Community Liaison Officer can support you in building learning partnerships between schools and the Aboriginal community.
For more information contact
Aboriginal Outcomes and Partnerships Directorate
Level 8, 105 Phillip Street,
Parramatta, NSW 2150
PH: 02 7814 3507
E: aopcorrespondence@det.nsw.edu.au