Actioning Reconciliation

Words by Michelle Brodrick, Macaylah Johnson & Shona Hendley

"We need to be informed and proud of our Aboriginal and Torres Strait Islander history, educate all of our students and staff and create a safe cultural environment for Indigenous and Torres Strait Islander students.”

One undeniable and exigent component of the year 2020 was change.

Some of this change was of the unprecedented kind and much of that wasn’t necessarily change that was desired or well received. Some though was the opposite – much anticipated, embraced and a change for the better.

Within Loreto College Ballarat one of these changes was the decision to begin the process of establishing a Reconciliation Action Plan (RAP) within the College.

By utilising the Narragunnawali Reconciliation Plan, a national framework for schools and education facilities to develop environments that foster a high level of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions; Principal, Ms Michelle Brodrick, Director of Faith & Mission, Ms Felicity Knobel and Aboriginal and Torres Strait Islander Officer, proud Wadawurrung Woman, Macaylah Johnson led the first significant steps toward initiating this plan within the College.

“The national framework allows for schools to authentically implement an approach on various levels to improve Aboriginal and Torres Strait Islander education in school. It does this for Aboriginal and Torres Strait Islander students, all students and all staff” Ms Brodrick says.

Macaylah says that the plan is important in “being able to establish realistic goals that we wish to achieve within the school community set within a certain timeframe. Once we do this, we review it and set new goals so we keep improving.”

The goals of the RAP are based around three key principles:

• Building and encouraging relationships between Aboriginal and Torres Strait Islander peoples, communities, organisations, and the broader Australian community.

• Fostering and embedding respect for the world’s longest surviving cultures and communities.

• Develop opportunities within your organisation or services to improve socio-economic outcomes for Aboriginal and Torres Strait Islander peoples and communities.

(source https://www.reconciliation.org.au/ reconciliation-action-plans/)

The RAP process begins with the critical stage of reflection.

“We are in the early stages of setting a vision. We have formed a committee to establish goals and timelines to achieve this,” Ms Brodrick says.

This committee will in time expand to include local community members and students as well as staff.

Throughout the process so far, and through the various meetings, surveys and group work in the latter part of 2020 and beginning of 2021, it was clear that the Loreto community were “more than ready for this plan” Ms Brodrick says. “There was great enthusiasm and contribution of ideas toward it. “

“People are really wanting change in this area but are unsure of how to go about it,” she adds.

“The RAP gives us the opportunity to feel comfortable, to ask questions and learn. It’s a safe platform to ask questions and learn about Indigenous culture, ” Macaylah says.

A key part of that is the setting of goals.

In order to set these goals, Macaylah met with the current group of Aboriginal and Torres Strait Islander students at the College to ask for their input.

Year 10 Indigenous student, and proud Madi Madi woman, Kailah Scott says that this RAP is important in order to help others “understand that we want a role as Indigenous students in the school, as well as a knowledge and understanding of what we want to celebrate about our culture.”

The group who meet every Thursday with Macaylah, brainstormed a list of actions that they wanted to see happen within the College. They ranged from shorter term practical goals and actions like flying both the new Indigenous flag and the Torres Strait Islander flag, to longer term, community based ideas, including the development of Indigenous alumni groups.

One other key goal that was put forward by both the student group and staff, included more Indigenous culture being implemented through the curriculum. This is something which has already been evidenced, including a successful implementation of the CSIRO Indigenous Program through Year 8 Science last year. “Students were able to learn traditional methods of fire lighting and about kinetic energy,” Macaylah explains.

With Macaylah’s role increasing to three days per week to assist staff and students more by going into classrooms, helping to develop resources, and sharing her knowledge of Indigenous culture there is no doubt that these goals will be achieved, something viewed as significant by the group, and a plan they are also excited to be actively involved in.

“We want to generate interest and enthusiasm of why this change in important,” says Year 9 student Ella McCormack.

Although it is in its early stages the RAP is already making critical steps in developing a community that fosters Indigenous and Torres Strait Islander communities, their culture, heritage and contributions within Loreto College Ballarat. But there is still a long way to go, Ms Brodrick says.

“We are Australian and this is our history. We have come a long way but have a long way to go.

People need to feel safe in learning about indigenous culture and respecting it. It’s the oldest living culture in the world. We need to try to accept ourselves and give ourselves the chance to be proud as a collective. Make concerted efforts and own it as our own. That will send a message to all that come after us. We won’t go forward as a nation until we own all aspects of our history.

We need to be informed and proud of our Aboriginal and Torres Strait Islander history, educate all of our students and staff and create a safe cultural environment for Indigenous and Torres Strait Islander students.”