1. Self-Governance for Indigenous Early Childhood Education in Australia: the challenges ahead.

2. About Me  Biripi  Worimi  Irish  Eora Country  Awabakal Country  Bundjalung Country

4. Indigenous World-Views F Diverse, Holistic cultures F Dreamtime/Dreaming FRelationships and Balance. F“core business of uniting hearts and establishing order” (Stanner, 1983). F“to be is to relate” (Lawlor, 1991: 172) F Diverse, Holistic cultures F Dreamtime/Dreaming FRelationships and Balance. F“core business of uniting hearts and establishing order” (Stanner, 1983). F“to be is to relate” (Lawlor, 1991: 172)

5. Indigenous Education Systems  Indigenous peoples have had their own successful education systems for hundreds of generations.

6.  Based on the values of Care, Share, Respect, Relationships & Balance;  Life-long learning involving family, community, society, environment.  Based on the values of Care, Share, Respect, Relationships & Balance;  Life-long learning involving family, community, society, environment.

7. Indigenous Literature ORALITY - language, song lyrics, narrative, story telling, oral history. ICONOGRAPHY - symbolism, visual symbols (referred to as ‘Aboriginal Art’). DRAMA/RITUAL - ceremony; respect for tradition, process, participation; dramatic enactments and re- enactments. ORALITY - language, song lyrics, narrative, story telling, oral history. ICONOGRAPHY - symbolism, visual symbols (referred to as ‘Aboriginal Art’). DRAMA/RITUAL - ceremony; respect for tradition, process, participation; dramatic enactments and re- enactments.

8. An Historical Overview of the Indigenous Experience with Colonial Education in NSW

9. ‘Civilising’ and Education ‘Civilising the natives’ via education meant providing a servant class that could function passively in a colonial society. A very constructed and controlled process of conditional assimilation.

10. Today? Huge disparities - little change Extreme difference in statistics between Indigenous and non-Indigenous populations in Australia; Similar to the difference between a wealthy European nation and a ‘poor’ country in Asia or Africa. Indigenous populations make up such a tiny minority of the Australian population (less than 3%); Why is it so hard to close the gap? How can the disparity be increasing in some primary socio/economic measures such as education, health and employment?

11. Aboriginality as a disadvantage? Australia has tended to define difference as deviant or less than ideal.

12. We want to be different! G Indigenous Australian peoples maintain and celebrate diversity as a healthy and positive social and environmental outcome.  Indigenous people generally do not want to assimilate into ‘ mainstream society ’. This does not mean they wish to remain marginalised.

13. Education as a right The right to determine what education means is just as important as the right to access such an education.

14. How we define ‘education’? Culturally healthy and responsive learning environments and processes.

15. Educare the teacher and the taught together create the teaching. (Tolle, 2002: 85) Educare - “to lead out from, to show the way under principles of teaching and learning reciprocity.” (Atkinson, 2003) Educaring - a powerful tool for social change. the teacher and the taught together create the teaching. (Tolle, 2002: 85) Educare - “to lead out from, to show the way under principles of teaching and learning reciprocity.” (Atkinson, 2003) Educaring - a powerful tool for social change.

16. Learning: Community Cultural Safety Story, art, music, theatre, dance & ceremony Experiential Adventurous Self-directed

17. EVERY CHILD By Chris Fisher and Marcelle Townsend-Cross © 2003. Every Child from every way Have rights to be Who they are, where they’re from We gotta see Value in what they give and bring

18. EVERY CHILD By Chris Fisher and Marcelle Townsend-Cross © 2003. Every Child from everywhere Have rights to learn In their way, from their place It’s their turn Valuing what they give and bring

19. EVERY CHILD By Chris Fisher and Marcelle Townsend-Cross © 2003. We connect through Relationships of love A sea of humanity Different places and cultures Of care we come Listen, to the Children

20. EVERY CHILD By Chris Fisher and Marcelle Townsend-Cross © 2003. Recent times, sorry days For many Children Now respect many ways Ancient duty Valuing what we give and bring

21. EVERY CHILD By Chris Fisher and Marcelle Townsend-Cross © 2003. We connect through Relationships of love A sea of humanity Different places and cultures Of care we come Listen, Learn from the Children

22. EVERY CHILD By Chris Fisher and Marcelle Townsend-Cross © 2003. We are many We are one Toward the future, We become United by the side of the Child.

23. EVERY CHILD By Chris Fisher and Marcelle Townsend-Cross © 2003. Little Peoples, a human phase We’ve all travelled Carers now, must relate To Family, Elders The future, we care, from everywhere

24. EVERY CHILD By Chris Fisher and Marcelle Townsend-Cross © 2003. We respect through Relationships of love A Sea humanity Different places and cultures Of care we come Listen, Learn From the Children

25. EVERY CHILD By Chris Fisher and Marcelle Townsend-Cross © 2003. We are many We are one Toward the future, We become United by the side of the Child.

26. EVERY CHILD By Chris Fisher and Marcelle Townsend-Cross © 2003. We respect through Relationships of love A Sea humanity Different places and cultures Of care we come Listen, to the Children