Building a Classroom for Change in the Wake of National Reconciliation Week
This year’s theme for National Reconciliation Week is ‘Be Brave. Make Change’; it draws attention to the unfinished business of reconciliation and makes a call to embed change-making not only during this week, but every day and at every level. During National Reconciliation Week, we often see a great surge, an increased openness to planning events that build engagement with First Nations peoples and cultures, in particular within schools. And while meaningful in their ways, focusing on a ‘moment’ of reconciliation, an event held exclusively between the 1967 Referendum commemoration and Mabo Day, does not embed the change-making that mob are calling for.
For that, we must start at the grassroots: our education system. It’s often said that classrooms are a microcosm of the world outside of its walls, with students and teachers each bringing their identities, histories, perspectives, knowledges and experiences into the learning environment. The role of educators in shaping this space, is also a responsibility to engage culturally-responsive pedagogies and create culturally-safe spaces that ensure all students can ‘see’ themselves in the learning taking place. This is especially true for First Nations learners.
Too many Australians have learnt about First Nations peoples, cultures and knowledges from inaccurate, tokenistic and racist resources, written exclusively by non-Indigenous historians, anthropologists, government officials, scientists, and missionaries. Too many Australians have learnt within an education system built on the exclusion and assimilation of First Nations peoples and ways of learning. This colonial legacy is still impacting us as many of our teachers and school leaders are products of this education system, who are now tasked with the critical role of nurturing and shaping the next generation. It makes sense that many educators are feeling this pressure, to interrogate their own biases and knowledges, and how they have come to know these knowledges, and ultimately to unlearn and relearn. The school day just does not feel long enough. But you are not alone in this - First Nations peoples are leading the charge and driving the change across all levels and systems, calling for culturally responsive and relevant education, and designing self-determined learning systems grounded in sovereignty and country. So what can non-Indigenous educators do to elevate First Nations changemakers and causes, and move away from Reconciliation Week morning teas to embed meaningful, sustainable and long term change in your school?
Together, we can create Classrooms for Change. Classrooms where First Nations learners feel culturally safe, supported and celebrated. Classrooms where non-Indigenous learners have the opportunity to learn about First Nations peoples and cultures through First Nations pedagogies and from First Nations voices and resources, to build an appreciation of our histories and our futures as a nation.
So how do we do this? This is definitely not something we can tick-off by the end of Reconciliation Week. It is a commitment and ongoing journey of learning. So here are some things to think about in terms of getting started, no journey will look the same!
Whose country are you on? Are you and your school connected to the community who’s country you are on? Who are the family groups and Elders of that country?
What does your classroom’s reading list and bookshelf look like? Who’s stories are being privileged and voices are louder than others? Remember, our classrooms are microcosms of the diversity in our world, classroom content and resources must reflect this.
Who is doing the “Indigenous work” in your school? Expecting First Nations teachers and staff to do the work without additional remuneration, time or resources is not equitable and it is not reconciliation. Reconciliation and change-making is everyone’s responsibility.
What does the leadership in your school look like? Do you have any First Nations people in your leadership team? If not, how are you elevating and centering First Nations voices in setting your school priorities and direction? We often say “nothing for us, without us”. We also say “remunerate us for our time, our perspectives, and our expertises”, whether that be community members, professionals or school staff you are engaging with.
What financial investment is your school making in your community? Do you have a sustainable budget to engage with First Nations peoples and businesses such as incursions and excursions, catering, and fundraising activities? How can your school partner with community to mutual benefit? Reciprocity is the foundation of strong relations with First Nations people.
What does your school’s built environment look like? How does it acknowledge, connect to and center country? How do you think this affects feelings of cultural safety and appreciation for First Nation students, teachers and community members visiting your school?
Only through a whole-of-school, every level approach can we create Classrooms of Change that enable us to meet our aspirations for all learners, for our communities and for mob. Make Reconciliation Week your starting point, not your moment.
