1. "Can WE address the Issues surrounding Aboriginal Education?" "Yes We Can!!!! Together!" Sharon Cooke Peter Howard Catholic Schools Office, Armidale Australian Catholic University Dare to Lead Conference Keynote Presentation, Canberra, August 2009

2. Education is never neutral A sense of connectedness and belonging A sense of connectedness and belonging

3. School Learning Success School-learning success is dependent upon the cultural appropriateness of learning activities, the engagement of the learner and the ongoing development of valued skills, knowledge and competencies within the learner. School-learning success is dependent upon the cultural appropriateness of learning activities, the engagement of the learner and the ongoing development of valued skills, knowledge and competencies within the learner.

4. A sense of community One of the most notable features of the peoples of Oceania is their powerful sense of community and solidarity in family and tribe, village or neighborhood. This means that decisions are reached by consensus achieved through an often long and complex process of dialogue. The cultural variety of Oceania is not immune from the worldwide process of modernization which has effects both positive and negative. Certainly modern times have given a new and higher profile to positive human values, such as …the right to education, health care and housing for all. Yet modernization also has its negative effects in the region, with traditional societies struggling to maintain their identity as they come in contact with secularized and urbanized Western societies… (John Paul II, 2001)

5. Kinship and Identity in a modern sense Knowing who your mob is? Knowing who your mob is? Connectedness Connectedness Belonging Belonging Being valued Being valued

6. Building school community partnerships Dare to Lead Dare to Lead

7. Key Principle 1 – Enhanced Professionalism Book Smart / Life Smart Book Smart / Life Smart Professional Arrogance Professional Arrogance Spiritual Connectedness Spiritual Connectedness

8. Key Principle 2 – Mutual Engagement Mutual Engagement Mutual Engagement Respected, Valued Needed and Useful Respected, Valued Needed and Useful A shared reciprocity - mutuality A shared reciprocity - mutuality

9. Enhancing School Community Engagement sustainable school- community relationships and partnerships built on trust; Formation of rich, authentic and sustainable school- community relationships and partnerships built on trust; Mutually beneficial goals underpinned by a social justice framework; Mutually beneficial goals underpinned by a social justice framework; Structures that support sustainability of the engagement; and Structures that support sustainability of the engagement; and Acknowledgement and celebration of achievements by both the community and the school. Acknowledgement and celebration of achievements by both the community and the school.

10. Characteristics for Success Relationship formation. Sustainability. Mutually Beneficial Goals. Mentoring and Supportive Structures.

11. Characteristics for Success Social Justice Framework Social Justice Framework Communication Communication Raising Awareness Raising Awareness Community Engagement committee Community Engagement committee School Structures School Structures

12. CharacteristicACTION Relationship

13. Community Capacity Building Significant principles include: shared ownership of initiatives; shared ownership of initiatives; broad-based decision making; broad-based decision making; participation; participation; locally driven agendas; locally driven agendas; transformational learning of the processes involved; transformational learning of the processes involved; sustainability; sustainability; working in partnership; and, working in partnership; and, culturally appropriate interventions culturally appropriate interventions

14. Challenges for Community Capacity mutual respect between the community and the school; mutual respect between the community and the school; mutual engagement with the community in developing learning approaches based upon alternative and creative discourses; mutual engagement with the community in developing learning approaches based upon alternative and creative discourses; home-school-community alignment for enhancing student learning; and home-school-community alignment for enhancing student learning; and personal and collective efficacy for community engagement. personal and collective efficacy for community engagement.

15. B uilding honestly with Aboriginal Communities Community Community Location Location Poverty Poverty Power based relationships Power based relationships Building a shared trust Building a shared trust

16. Make It Count - Mathematics, Numeracy and Indigenous Learners creating a culture and set of practices within the school that genuinely value, promote and enable community engagement; creating a culture and set of practices within the school that genuinely value, promote and enable community engagement; curriculum development to respect and build on the mathematical culture, knowledge and skills of Aboriginal and Torres Strait Islander students and communities; and curriculum development to respect and build on the mathematical culture, knowledge and skills of Aboriginal and Torres Strait Islander students and communities; and professional learning that builds the necessary cultural competence, respectful and productive strategies for engaging with community and knowledge and skills in mathematics and mathematics pedagogies. professional learning that builds the necessary cultural competence, respectful and productive strategies for engaging with community and knowledge and skills in mathematics and mathematics pedagogies.

17. a concrete and shared understanding of the project purpose shaped through school –community discussions; a concrete and shared understanding of the project purpose shaped through school –community discussions; clear identifiable outcomes established at each school that match the overall national project’s purpose; clear identifiable outcomes established at each school that match the overall national project’s purpose; support for the community-school engagement evident and sustained; support for the community-school engagement evident and sustained; the role of community at the centre, to influence how the project, its processes and related findings are gathered and reported; and, the role of community at the centre, to influence how the project, its processes and related findings are gathered and reported; and, professionalism, respect, honest relationships and the genuine valuing of peoples’ knowledge of community, school, teaching and mathematics. professionalism, respect, honest relationships and the genuine valuing of peoples’ knowledge of community, school, teaching and mathematics. Elements of Successful Curriculum Development

18. Key Principles ‘Enhanced professionalism’ and ‘mutual engagement’ will bring both a perspective and a dimension that is critical to enhancing Aboriginal student’s learning. ‘Enhanced professionalism’ and ‘mutual engagement’ will bring both a perspective and a dimension that is critical to enhancing Aboriginal student’s learning.

19. In conclusion There have been a number of systemic programs developed over the last 30 years to enhance the learning opportunities of Aboriginal students in literacy and numeracy. Yet the national picture continues to paint the stories of success with the sadness of so many Aboriginal students underachieving to their potential…truly, a national disgrace! There have been a number of systemic programs developed over the last 30 years to enhance the learning opportunities of Aboriginal students in literacy and numeracy. Yet the national picture continues to paint the stories of success with the sadness of so many Aboriginal students underachieving to their potential…truly, a national disgrace!

20. Finally…. Thus, it has to be time to consider what else needs to be part of this complex and challenging picture that has not been a focus. We have proposed a complete change and acceptance of a rethink of professionalism and community-school engagement to bring about community capacity building. We have provided a framework that can assist schools and communities to work together purposefully on curriculum development and learning opportunities. Aboriginal communities must have feelings of connectedness and belonging for their children’s schools. Teachers, Aboriginal Educators, parents and community members have to come together to share in the celebration of the learning potential and achievements of Aboriginal students. Thus, it has to be time to consider what else needs to be part of this complex and challenging picture that has not been a focus. We have proposed a complete change and acceptance of a rethink of professionalism and community-school engagement to bring about community capacity building. We have provided a framework that can assist schools and communities to work together purposefully on curriculum development and learning opportunities. Aboriginal communities must have feelings of connectedness and belonging for their children’s schools. Teachers, Aboriginal Educators, parents and community members have to come together to share in the celebration of the learning potential and achievements of Aboriginal students.