National Aboriginal and Torres Strait Islander Children's day falls on the 4th of August every year

National Aboriginal and Torres Strait Islander Children's day was first celebrated on the 4th of August, 1988. Established as a day to celebrate First nations children and empower them with confidence and increase the sense of inclusion felt by our young people.

Historically, the 4th of August was used as a communal date for First Nations survivors of the stolen generation, who were stolen from their families at a young age, without knowing their birthdays.

At Wanyara, we think the celebration of our children is important. We have seen on many occasions, the impacts of colonisation on our young people's identity and the removal of our culture. We have seen tears in the eyes of our young people when trying to recall significant cultural or family information.

The impacts of past policies continue to have devastating implications for First nations youth. We are absolutely committed to creating platforms for our young people to be encouraged to explore and record their family's history, traditions and cultural history. We have designed unique programs for First Nations youth, to engage with elders, culture and the recording of their family history. We call these programs our "Cultural Connections" program.

What is the Cultural Connections program?

The cultural connections program is an opportunity for Aboriginal and Torres Strait islander young people to come together regularly , connecting with each other, local elders and mentors. Our programs include leadership activities, cultural recording, yarning circles, health workshops and opportunities for meaningful connections to be established.

We have created a journal, specifically for Aboriginal young people to record their family history, traditions and cultural connections. We see this resource as a tool for healing, bringing confidence in our identities and a greater understanding of how much we have overcome as a people.

If you would like to purchase a journal, or to purchase and donate a journal to a FN young person, please visit our online shop.

This is our way of making sure our programs impact this generation of First Nations young people along with the generations to come.Aboriginal and Torres Strait Islander children's day should be celebrated by all young people, we should encourage all children to celebrate our young people, providing them with opportunities to understand how special it is that our people have survived! We would love to see how you are celebrating Aboriginal and Torres Strait Islander children's day tag us in your celebrations on instagram @wanyara.aus.

Why we have First Nations Facilitators

At Wanyara, we believe our traditional knowledge is vital for our people and our knowledges are core to who we are. We believe our programs give diverse, authentic perspectives because they come straight out of our own hearts. We are also very passionate about self determination for our people and Indigenous business and employment is key when considering how we self determine.

Building a Classroom for Change in the Wake of National Reconciliation Week

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. 

How can non-Indigenous young people be brave and make a change in our current cultural climate?

“No matter where we come from, elders ask that we seek to deepen our connection to each other and the country that nourishes us.” Vicky Shukuroglou, Loving Country. 

No matter what background, every Australian must play their part in advocating for change and empowering First Nation peoples, their cultures, and their stories. As a non-Indigenous Australian, we must take responsibility and stand up to our history, committing to empower the First Nations people and culture whom rightfully own and belong to this land. The below ideas are designed to spark inspiration as to how you can #bebrave and #makechange within your own life and community, consistently and sustainability, as a non-Indigenous Australian.  

Before we can advocate, rally, support and empower First Nations cultures and people, we need to make a commitment to better understand culture. Ways of developing an understanding could include;

Spending time on Country.

First Nations cultures are built on and around a strong connection to Country. The concept of ‘Country’ from a First Nations perspective encompasses not just the land but the sky, waters, animal life, and spirits of ancestors who have walked before us. Getting outside, away from a screen, provides an opportunity to personally connect with Country. This could be going to the local beach, lake, park, field, forest - anywhere you can. Stay present by focusing on what you can smell, see, hear and touch. Take deep breaths, sit still, walk, run, or do whatever you do to make you feel calm and grounded. Be mindful of your footprint; take all rubbish with you and respect the flora and fauna. Stay open to experiences and reflect on how you feel. 

Learning As Much As You Can. 

A lot of Australians today never got the opportunity to learn the extent of what happened historically or fully understand what culture is and what it means to First Nations people. To advocate for real change, we need to commit to deeper learning. Reading books, listening to podcasts, watching films, following First Nations leaders and organisations on social media, and undergoing educational courses are all ways we can begin re-learning. When we are learning, we are hearing the voices of culture and the stories that need to be shared. Through learning, we can begin to understand that First Nations cultures and knowledge systems are not something from the past. They are alive, strong, and resilient. 

Once we develop a personal understanding, we can then begin to speak from that place and take action within our lives and communities. This may look like;

Subtle action.

Subtle action involves the small things we do every day that can make a difference to the cultural climate we live in. Empowering First Nations people in our everyday lives could be; using appropriate and respectful language around culture including speaking up when you witness racism or discrimination. It could also include supporting Indigenous businesses, wearing ally-friendly clothing, or even simply talking about what you have learned about First Nations cultures with family and friends. The little actions we do every day make up who we are and they reflect what we believe. Let’s make sure they represent our commitment to empowering First Nations peoples and cultures.

Major action.

Major action involves questioning the systems that govern how we live as a community and as a country while looking at the ‘bigger’ picture. As we learn more, shifting our habits and language, we can begin making more powerful calls to action. This could include using your vote to empower First Nation leaders, rallying and advocating for culturally appropriate and responsive policy change within your workplace and/or governing bodies, or embedding cultural education into your community or workplace. It could also involve researching the relevant social groups and community spaces in your local area and discovering what role you can play there. 

By Neve Roseman

Can I wear the flag merch even if I am not Aboriginal?

In the wake of the Australian Aboriginal flag being “freed” and its copyright subsumed under Commonwealth control, Wanyara has released a line of flag merchandise including caps, tees, and jumpers. We are so proud to see our Wanyara community repping them proudly and so eager to support First Nations peoples!

However, we often get asked, ‘Can I wear flag merch even if I am not Aboriginal?’ 

We understand that it can be difficult and uncomfortable to navigate these spaces, to know how to show support, and ensure your intention is aligned with your impact. Our response is clear, of course you can - our Wanyara flag range is made for everyone, mob and non-mob alike!

At Wanyara, we dream big, and our dream is that every person will hold deep appreciation, respect and a strong sense of pride in this country’s First Nations histories and futures. We need everyone on board to make this vision possible. Everything we do at Wanyara; our cultural workshops, Wanyara Wear, content creation, and community initiatives, is about connecting Australians to a deeper understanding of First Nations peoples, our cultures, and of Country. 

We hope that purchasing Wanyara Wear and wearing the flag with pride sparks conversation because we know conversation creates change. Wearing the flag brings First Nations people into visibility - think about all the places you could bring visibility to the mob and to our dream! 

If you’re just starting your ally journey, purchasing a flag tee from an Aboriginal-owned business and repping it proudly is a great first step. However, wearing deadly digs like Wanyara Wear is just one part of meaningful allyship. Join the conversation for change, listen to black voices, commit to learn, unlearn and relearn. Be active in advocating for change alongside us, united under the flag!

Keep Up!

Jingella, Te, Yawayi. Hello. We are Wanyara. 

When we meet or get together, the first question we ask is:

Where are you from? Who is your mob? Who is your family?

At a deeper level, we are asking:

What connects us? What links are there between us? Where do we speak from?

So in this way, it is appropriate that we start our blog series from this position, to situate each of us and our knowledges, to start mapping our connections and distinctions. These stories about ourselves, our connections to country and family, will be expanded, deepened and others emerge as we yarn in this space. But as a beginning, te, jingella, yawayi, hello!

Sarai Roe

As a proud Yorta Yorta Winyarr, living on unceded Kulin country, I am honored to be the founder and CEO of Wanyara. The work we do in schools is the very thing I missed when growing up in Shepparton. The idea for Wanyara was sparked through a conversation I had with my then 3 year old daughter about her future. When discussing what “future” is with my little girl, I realised that to be sure of the dreams we have for the future, systems in our country need to change. I grew up attending protests and having the pleasure of attending every Yorta Yorta native title court hearing. These key events shaped my thoughts and while they were courageous and had every intention of reshaping Aboriginal futures, I realised that to make real change, we must change the hearts of all Australians. I realised that we need our non-Indigenous counterparts to genuinely embrace our cultures and the countries and their rich histories. I had some anxiety about how I could contribute to this, but in true Yorta Yorta spirit, I knew it was absolutely possible, so, one foot in front of the other, we created Wanyara. Wanyara is now a leader in Aboriginal and Torres Strait Islander cultural programs. We have used our platform to educate thousands of school students, university students, teachers, businesses and government organisations. I look forward to a future where my children and all First Nations children are truly embraced, one that we can all smile about. 

Paris Mordecai

I am a proud Widjabul Wyabul dubay (woman) of Lismore, Bundjalung country. I am descended from the Kapeen’s and the ancestral lines of King Jack Kapeen, my family are the proud Felton mob of North Lismore, and I have family ties across the Northern Rivers. I grew up in Lismore and have returned to country in the last few years after studying on Kulin country in Naarm (Melbourne). I am an educator and facilitator, I have worked with young mob for many years through leadership programs, mentoring opportunities, university camps, and tutoring. And while I may not have a teaching qualification, I come from a long line of teachers, educators, leaders, advocates, and changemakers. I honour this legacy, continuing the work, and championing the knowledges that are forever embedded within country and are etched into the ancestral lines of many of the young mob I engage with, and indeed my own family line. I am grateful to be back close to home and country and doing this work, as my sovereignty is strongest when I am home, and my perspective richer. Being that blak kid in the classroom, hearing untruths about mob and our cultures and histories, being singled out to educate or provide an opinion, creates a burden so early and a bitterness towards the schooling system that allows this. I want to change the education landscape, to drive learning, unlearning and relearning, to lighten the load for the young mob coming through, and empower teachers to embrace the uncomfortable. 

Joel Stocks

I am a proud Dunghutti man whose country is located on the Mid-North Coast of NSW in a beautiful town of South West Rocks. I am also a proud descendant of the Pyemmairrenerpairrener people of Palawa (Tasmania). I grew up on Dunghutti country and it is the place where I feel most connected to my people and land. Surrounded by crisp oceans, rich country sides and mountains it is hard not to feel such a strong connection of where I was raised. Living my life out of the ocean constantly, and being surrounded by my country, I developed a strong sense of preserving my culture and land. My ambition is to encourage all mob to be proud of how rich our history is and how lucky we truly are to be Aboriginal. Throughout my early schooling life I was very fortunate to be surrounded by enriching Aboriginal mentors and people that helped my schooling journey through on country learning, dance, and yarning circles, for which I am extremely grateful for. It was not until my time at a city based school in my senior schooling life where I felt the most disconnected from who I was and that connection to the country I longed for. Through reflection of my time at the school, I came to a realisation of the disconnection of land and culture in metropolitan areas. This has become an alarming conception that young Aboriginal people do not have the resources and tools to succeed without the connection to land and culture. It is through this new professional space I find myself in where I can strongly influence young Indigenous people to truly connect back to who they are and collectively rejuvenate our rich history. 

Neve Roseman

I was born in suburban Melbourne in 1998 making me a modern millennial Australian. Unfortunately, this also meant that my education experience was hung dry of any true connection to First Nations culture. My history classes left deep gaps and spread misinformation on what was deemed as ‘rightful colonization’. I came to Indigenous Australian culture as an adult, independently from the education system through my own experiences with nature and self study. After personally connecting with culture and learning about the beauty and true history of Australia's rightful custodians, I was blown away by the sheer power within the knowledge and how it made me feel both physically and emotionally. It also left me, along with everyone else, extremely frustrated and angry at the current state of Australia. I became aware, for the first time, of the depth of the trauma and the sheer devastation that lies in all that has been lost, missed, broken and stolen in the past. And so, I was deeply drawn to do something about it. As I now journey into the Indigenous Australian cultural space as a young, white woman, it has become my passion to care for the Country I was born on. To learn what I can and do what I can. To figure out my role and to play my part in this new world we find ourselves in as we now all call Australia home.

We look forward to sharing a yarn with each other and with you all, as part of this collection of thoughts on First Nations education. This is dialogue with the intention of learning and reflection, to bring about connection and destigmatisation. Storytelling has such a critical purpose in our communities, with power for us all to be learners and teachers simultaneously. We are creating new stories and remembering old stories, shaping new strong futures for First Nations learners, communities, and all people of this country.

We are on this journey and we are moving really fast.

Will you come with us & can you keep up?