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Nura Gili News Celebrating our students, alumni, staff and programs across all our communities Edition 1 February 2013

Director of Nura Gili Professor Martin Nakata with some of the Academic and Professional staff outside Balnaves Place –home of Nura Gili January 2013.

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Welcome to our new monthly online Nura Gili News. Nura Gili would like to Acknowledge Bedegal (Kensington campus), Gadigal (City and College of Fine Arts Campuses) and the Ngunnawal people (Australian Defence Force Academy in Canberra) who are the traditional custodians of the lands where each campus of the University is located.

Edition 1 Contributors: Dr Reuben Bolt George Brown Rebecca Harcourt Jeremy Heathcote Sarah Hyland Jacob Hyland Owen Walsh

Official Opening of Balnaves Place –Home of Nura Gili October 2012

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L-R Jilda Simpson Academic Nura Gili, UNSW President and Vice-Chancellor Professor Frederick G Hilmer AO. Her Excellency Professor Marie R Bashir, AC CVO Dr. Neil Balnaves AO Founder Balnaves Foundation Professor Martin Nakata Director of Nura Gili

Editor, Nura Gili News: Rebecca Harcourt We hope that you enjoy the articles. If you would like to contribute articles, news, letters and/ or ideas please contact the editor: rebecca.harcourt@unsw.edu.au If you are interested in contributing to Indigenous scholarships at UNSW and/or Nura Gili Indigenous Programs please feel free to make initial contact with the Director of Nura Gili Professor Martin Nakata- (B.Ed Hons.PhD) Tel: +61 (2) 9385 3120 Email: Prof.n.m.nakata@unsw.edu.au - Prof Nakata's Webpage Celebrating our students, alumni, staff and programs across all our communities nuragili.unsw.edu.au 2


Content

Pages 4

Editorial- Welcome to Edition One of Nura Gili News Leading the way Jeremy Heathcote, the Indigenous Employment Coordinator Nura Gili Indigenous Programs Unit shares his insights. Nura Gili and the Indigenous Studies Major at UNSW Dr. Reuben Bolt Academic Coordinator Nura Gili Indigenous Programs Unit

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9-10

Meeting Jacob 2013 Indigenous Officer SRC Student Representative Council, UNSW

11-12

Celebrating Success Graduates of the UNSW Indigenous Pre Programs.

13-17

18

Shining the light through Science and Engineering Our Students Owen Walsh Community News Community Engagement New College trip to Bourke Weaving Our Way out West with the Red Dust Shane Philips – Local hero Australia Day Awards Nura Gili Indigenous studies @UNSW

19-20

21

22 23-25 26

27-28

2013 Calendar

29

Nura Gili’s contact details

30

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EDITORIAL Welcome to our first edition of Nura Gili News our monthly digital publication. As a monthly digital publication we want to bring directly to you, current stories, articles and insights which reflect the quality, progression and diversity of our students, alumni, staff and participants in our programs. We also want to make sure you get to know about upcoming opportunities whether that is a special event, talk, course, program or forum. I am humbled and thrilled to be working in this role with Nura Gili Indigenous Unit, complementing the close working partnership we have through my role as Program Manager Indigenous Business Education at the Australian School of Business, UNSW. We encourage you to share Nura Gili News with your friends, family, colleagues and let us know your feedback and ideas so it can truly be reflective of our communities. Rebecca Harcourt Editor Nura Gili News

Opening of Balnaves Place –Home of Nura Gili October 2012 Left to Right Damian Shannon, final year Nura Gili Bcom student ASB Cameron Fitzpatrick-Ramirez, Nura Gili PHD Candidate, School of Management ASB Professor Geoff Harcourt AO Rebecca Harcourt, Program Manager Indigenous Business Education, ASB;Nura Gili. George Brown final year Nura Gili Bcom student ASB Sonia Powell, General Manager, Nura Gili

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Leading the way Jeremy Heathcote, the Indigenous Employment Coordinator at Nura Gili Indigenous Programs Unit shares his insights: Where did you grow up? I‟m originally from Newcastle and grew up in a number of locations between Lake Macquarie and Newcastle. When did you come to Redfern, Sydney and what brought you here? I‟ve been living in Sydney since 2002 and I moved into the Redfern area in 2005. I initially moved into Redfern as it was closer to where I was working at the time, but I‟ve stayed there since because of the strong community and my involvement with the Babana Aboriginal Men‟s Group. When did you start working at Nura Gili, UNSW? I‟m relatively new to Nura Gili and the University of New South Wales as I‟ve only been a part of the program unit since November 2010 Tell us about your current role @Nura Gili: My role at Nura Gili is to coordinate activities that promote:    

increased recruitment of Indigenous staff to UNSW; increased retention of Indigenous staff at UNSW; programs to support Indigenous staff while employed at UNSW linking UNSW students with employment opportunities; and assistance to final year students in their search for post-study employment

I have also had the privilege in my role to help organise the UNSW Indigenous Staff Network with Professor Nakata, it has allowed me to know a lot more about the other Aboriginal and Torres Strait Islander people working at our University. I have had the opportunity to work with a number of Internal contacts who has assisted in my role and these have included: Dr Loretta O‟Donnell, Peter McGeorge, Dr Jennifer Harris and Rebecca Harcourt to name a few. External to the University I have had the opportunity to work with many important Indigenous and Non Indigenous people. It‟s not possible to name them all, but some of the key people have included Lord Michael Hastings from KPMG, Shane Phillips from Tribal Warrior Association (also recent Australian of the Year award winner), Nikki Suey from John Holland Group, Adrian Williams from AMP Capital and Arabella Douglas from Barangaroo SouthLend Lease.

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What are most challenging aspects of your role? The most challenging part of my role is getting more Aboriginal and Torres Strait Islanders to apply for roles within the University. In 2013 I intend to get out to many areas of Sydney to promote employment within the University of New South Wales. What are the most rewarding things about working at Nura Gili? One of the most rewarding things is being able to work with a great team who are committed to seeing students achieve their best. In addition to the team I have the privilege to work with some outstanding Indigenous leaders - Professor Nakata. Michael Peachey and Dr Reuben Bolt are inspirational workers who I continue to learn from. What has been the highlight for you to date? Working with a number of students on employment related matters and seeing them progress into roles within their organisations. One highlight is seeing Mitchell Stevens on NITV- National Indigenous Television- talking about his employment at John Holland Group. I was able to assist him getting a paid internship and now he is the first Indigenous Graduate through their program.

Mitchell Stevens

Where were you working before this and what was your role there? Iâ€&#x;ve worked in a number of different roles before I came over to Nura Gili. I have worked in the recruitment and human resources for both private and government organisations. In my last roles directly before coming to Nura Gili I was one of the Indigenous Specialists at Centrelink and Child Support Agency. These roles allowed me to work closely with the local Aboriginal communities within the Sydney area. Celebrating our students, alumni, staff and programs across all our communities nuragili.unsw.edu.au 6


What’s your degree and how has that helped you in your career? I completed a Bachelor of Social Science from Newcastle University. This degree helped in my early career when I was working within the community services sector. I have been working in recruitment and government roles for a large section of my career and there are still many aspects of the degree that assisted me in these roles. Tell us about Babana, your role and the work you do with Redfern Community and further afield: I am the secretary of the Babana Aboriginal Men‟s Group which is a local Indigenous organisation that works with the community of the Greater Sydney Region. Babana works with the local community to help to better the lives of both Aboriginal and Non Aboriginal members of the Sydney area. Our members of Babana come from a wide range of networks and locations within the Greater Sydney region and the formation of networks that occur as a result of our events and meetings ensure that we are well aware of what the community is seeking in terms of employment, education, housing and wellbeing. We hold major events throughout the year including the Coloured Digger Anzac event and I am proud to acknowledge the UNSW students have given their time to volunteer in the last few years. What are your top three tips for others thinking about a career path in HR & Employment? 1. Look at getting experience through an Indigenous cadetship program – this not only provides you with real employment experience, but it could also lead to a graduate employment opportunity once you finish University. 2. Ensure that you have a good work/life balance – HR and Employment can sometimes be stressful and you need to be able to separate the work from your home life. 3. Ensure that you look at improving yourself by undertaking professional development opportunities. What are your top tips for our students here with Nura Gili at UNSW? Utilise ITAS, Support Services both at Nura Gili and other areas of the University, work hard, meet students from diverse cultures and enjoy your time here. What changes in employment have you seen in your life time for Aboriginal and Torres Strait Islander People? A lot has changed from when I first entered the recruitment industry and it has been for the better. A lot more Indigenous people are getting opportunities in real employment rather than the low level jobs that were often available. It is great that we are also seeing more Indigenous people moving into roles in non-traditional sectors. What‟s your vision for UNSW / Nura Gili in relation to employment? To see UNSW being the leader in recruitment of Aboriginal and Torres Strait Islanders and not just be limited to the lower level jobs.

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What’s your vision for UNSW / Nura Gili as a whole? To see Nura Gili and UNSW achieve its goal of 500 Indigenous students. What’s your vision for Aboriginal and Torres Strait Islander People? To be leaders in the community and have a greater presence in key positions across Government, Corporate and Community sectors. Interview with Rebecca Harcourt

Jeremy Heathcote, Indigenous Employment Coordinator, Nura Gili, UNSW. To find out more about Babana Aboriginal Men‟s Group check out: http://issuu.com/babanaaboriginal/docs/babana_news_edition_1

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Nura Gili and the Indigenous Studies Major at UNSW Dr. Reuben Bolt Academic Coordinator Nura Gili Indigenous Programs Unit

In 2012 the Nura Gili academic team implemented our newly developed Indigenous Studies Major. This Major is available to students studying one of 19 degree programs within the Faculty of Arts and Social Sciences. Our offerings consist of 2 x level one courses, 6 x level two courses and 7 x level three courses (including a capstone course)1. All first and second year courses within the Indigenous Studies Major are General Elective courses. This means that a student studying an undergraduate degree at the University of New South Wales can choose to study one of the eight (level one or level two) courses as an elective. 2012 was a particularly important year for the Nura Gili academic team as considerable time and effort was spent the previous year on developing the plan for our Major. It was understandable that staff were a little anxious about the delivery of our new courses. We were concerned with how our courses would be received by students, and on top of that, we were entering new territory by adopting an alternate teaching and learning philosophy that underpinned the approach to the Major. This approach included a staged learning sequence designed to give students an appreciation of the significance of the field of Indigenous Studies. Each level in the learning sequence is based on a particular theme. At level one students are introduced to the theme „continuitiesâ€&#x; where they learn about the ways Australian Indigenous peoples link to traditional knowledge systems. Whilst these links become prominent resources for the identity of Indigenous peoples, they also make an important contribution to science. For example the research work into Indigenous knowledge systems is uncovering 1

For more information on program requirements please see the 2013 UNSW handbook.

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the importance of systems of thought that have sustained the cultural environments of Indigenous peoples for millennia. Understanding this (at level one) prepares Indigenous Studies students well for the level two courses which deal with the „Convergences‟, „Ruptures‟ and „Discontinuities‟ that have emerged and evolved from the British colonisation of the Australian continent impacting the original inhabitants and their descendants. Finally our level three courses deal with „Navigating the Interface‟ where teaching and content encourages students to appreciate the complexities of knowledge production in Indigenous Studies. This learning sequence is designed to give students a level of knowledge for developing analytical tools that supports independent thinking in their ongoing engagement with Indigenous issues. In semester one of 2012 we enrolled 146 students into our gateway course „ATSI1011 Indigenous Australia‟. As of the first week of February 2013 we have already reached 144 student enrolments for that course. To put this into perspective we are still one month out from the start of semester and therefore expect student enrolment numbers to continue to climb. This course provides students with a broad range of content from various regions in Australia, while our other level one course „ATSI1012 Aboriginal Sydney‟ encourages students to consider the importance of place for Indigenous people. This course attracted 104 student enrolments in semester 2, 2012. In both courses we engage a range of experts from various disciplinary backgrounds to deliver guest lectures. As we enter the second year of the implementation stage of our new Indigenous Studies Major in 2013 we are very excited at the prospect that our large enrolment numbers from our level one courses translate onto our second level courses. Given the trend of increasing student enrolment numbers, we are confident that the new facilities at „Balnaves Place: Home of Nura Gili‟ will be well utilised.

Dr Reuben Bolt

For more information about Nura Gili’s Indigenous Studies undergraduate modules see pages 28 & 29.

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Meeting Jacob Our Indigenous Officer @ SRC, UNSW Jacob Hyland is a fourth year Civil Engineering Student here at UNSW. Last year he was elected to be the Indigenous Officer at ARC, UNSW Student Council for 2013. Jacob shares about how he came to study here at UNSW and some of his adventures along the way: My name is Jacob Hyland and I am an Anaiwan man from Armidale NSW. I am currently in my fourth year of civil engineering and am excited to see what this year brings. I attended the Indigenous Australian Engineering Summer School (IAESS) in 2008 bright eyed and bushy tailed I did not have a clue what I wanted to do within my career, but from this it sparked an interest that drove me to pursue a career in engineering.

Since attending IAESS life has changed dramatically having graduated with a score good enough to get into UNSW along with gaining a scholarship with the road and maritime service which allows me to have an income whilst at University. Along with this scholarship I have been given the opportunity to gain onsite experience throughout my degree that has further increased my passion. The thing that interests me most about engineering is how things are built, from tunnels to buildings it just amazes me how these things are able to stand. I am due to graduate at the end of 2013 and I would love to work in the construction industry and learn more about how it all works. I have not really thought too much about the future as of yet, I want to gain experience within the field before I am able to give back to the community. Sydney was like a new beginning for me, jam-packed full of new adventures and new people. Moving from far away meant that I did not know anyone and so, I moved into New College that my sister Sarah attended 12 months prior. This meant that I instantly had a new family, with all the fun and dramas that come with it. In 2011, I was social director at New College that gave me some assistance in finding out what it was like to be more organised and get things done. I loved college Celebrating our students, alumni, staff and programs across all our communities nuragili.unsw.edu.au 11


so much that I ended up staying for three years and am now moving out to get ready for the big bad world! Throughout the past few years there have been many highlights although the biggest one would probably be the people I have met and the friends that I have made within the UNSW community, whether it be from college, class or Nura Gili , I would never change a thing. Through getting involved as an engineering ambassador at UNSW, a houseparent at IAESS in 2010-2013, and a day supervisor at Nura Gili Winter School 2010, 2012 I have learnt a great deal more about leadership and commitments. Throughout my life my biggest role model would probably be my father -he always encourages me to do my best and I would not be here if it was not for him and the rest of my familyâ€&#x;s encouragement. The role of Indigenous officer is pretty new to me although I plan to make it my own and hopefully with the assistance of the rest of the SRC – Student Representative Council- we can make a change for the better. YARN will be an instrumental part of this change taking part throughout the session teaching and inviting people to ask questions in an open environment about culture and history. I am always open to have a yarn or to hear about what is going on. Personally I am passionate about engineering and the things I do and I hope that I can do a great job as Indigenous officer for UNSW. I know that it is going to take a lot of hard work but that just comes with the position. Interview with Rebecca Harcourt Below: Jacob with other Nura Gili students and graduates who were day or night supervisors at the 2012 UNSW Indigenous Winter School.

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Celebrating Success UNSW Indigenous Pre Programs Graduates of 2012 Late December, HSC students were anxiously waiting to hear their results, having spent a few weeks post exams relaxing, many celebrating at schoolies both here and abroad. Meanwhile another group of 53 Indigenous students spent an intensive three and a half weeks studying hard during eight hour days of lectures and tutorials; followed by evening and weekends: reading, preparing assessments and for further examinations at the residential UNSW Indigenous pre program in Business, Law, Medicine and Social Work. At the opening ceremony, on the 19th of November 2012, Cheryl Ah See, Nura Gili‟s Coordinator of UNSW Indigenous pre programs shared: “ Pre programs gives students the opportunity to succeed at gaining entry into university, not just any university, but our university, The University of New South Wales, one of the top eight tertiary institutions in Australia and one of Australia‟s leading research and teaching universities, ranked in the top 100 universities worldwide with a reputation for quality graduates. It is about providing students with a realistic view of what it‟s like to be a university student, including all of the experiences along the way. It‟s about giving students the chance to learn – not just on an academic level, but on a personal level as well. For some of our students, being away from home for the first time is a lesson in itself, whilst for others who‟ve left children behind, it‟s a challenge. Others are commencing tertiary studies after being in the workforce, while some people are changing pathways after studying something different. Whatever their situation, the next three and half weeks will be a learning experience for each and every one of you. Learning how to manage your time well and interacting with 52 strangers is also a part of this experience, but no matter what, you can be certain that every experience you have during the pre program is one which you will no doubt encounter should you commence tertiary studies here next year.” The successful pre programs applicants resided at Shalom College on the UNSW campus and spent their days being taught by lecturers in their respective Faculty- the Australian School of Business, Faculties of Law, Medicine and Arts and Social Science. Evening tutors, accomplished UNSW Indigenous undergraduate and postgraduate students Celebrating our students, alumni, staff and programs across all our communities nuragili.unsw.edu.au 13


in the corresponding faculties are keen to share their academic experiences and growing expertise in order to support the pre program students whilst extending the warm and genuine friendship amongst staff and students as part of the wider Nura Gili family. Many of the tutors have experienced the challenges of pre programs in previous years and often recount with current students the value of the program as a strong academic foundation which they can draw on throughout their studies, building on the opportunities to engage with Nura Gili and Faculty academics, professional staff and students as well as other UNSW professional, recreational and support services. Students experience firsthand the various expectations and standards of different tertiary level courses as well as finding out how to successfully navigate your way through their degrees to achieve their optimal academic and career potential. Underpinning pre programs is the opportunity for students to build long-lasting friendships created here and often building on the friendships begun at UNSW Indigenous Winter School and UNSW Indigenous Spring Forum. These close networks are one of the key foundations students draw on throughout their undergraduate and postgraduate studies at UNSW and often well beyond their time as students. Such bonds were palpable for everyone who attended the Nura Gili pre programs formal dinner in early December when Bill Buckley, one of Nura Giliâ€&#x;s academic advisors, interviewed three current UNSW Indigenous students: Corey Smith, Michaela Sullivan and Codie Martin, all in the final stages of their undergraduate studies, having previously attended, respectively, pre programs in Law, Social Work and Business. We witnessed the repartee between the students as they shared their challenges and achievements, with pride and humour citing examples of how their shared bonds, as part of the Nura Gili family, really differentiated their experiences and success at university. Nura Giliâ€&#x;s success lies in involving many Indigenous students mentors throughout the pre programs, carefully woven so all participants engage with Indigenous students, graduates, academics and professionals at different stages of their studies and careers across all of the pre program disciplines in partnerships with respective and equally encouraging and committed non-Indigenous UNSW academic and professional staff.

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Moving, honest and humble testimonies from past pre program participants who generously share windows into their own academic and personal journeys offer us all inspiration, ranging from their abundant joy in engaging in their disciplines and professions to much evident resilience and continuing success. This year was this was exemplified with Merinda Dutton who has just completed her fifth year in law at UNSW who spoke at the formal dinner and Dr. Rosie Ross who spoke at the graduation. Rosie reflected on the pivotal role that the pre program played in her life as a mature age student: “The pre-medicine program is the beginning on your journey of lifelong learning. When you begin your medicine degree you are first a learner with teachers who support you and when you graduate you then become a teacher, a mentor to encourage and support others on their journey. We need more Indigenous tertiary educated professionals who will „be the difference‟ in our homes, our communities and society in general. We talk about heroes and usually think about sporting greats like Cathy Freeman, but we can also have Indigenous heroes in business, law, medicine and social work. Heroes inspire. They are leaders, role models and show others the way to go. They lead by example and show their family and community what is possible. The challenge for you today is to be the difference in your home and community.” Medical practitioner Dr. Rosie Ross began her first year as a UNSW medical student in 2005 following successful attainment at the pre program in 2004. In 2010 Rosie graduated with a Bachelor of Medicine, Bachelor of Surgery (Honours) and was awarded the Muru Marri Aboriginal Undergraduate Merit Prize for best overall performance in the School of Medicine at UNSW. Rosie is currently working as a doctor in her capacity as a GP registrar at the Coffs Harbour hospital in northern NSW and is looking forward to starting General Practice in January 2013. Each year at graduation, pre program student representative from each of the faculties‟ share insights about their Celebrating our students, alumni, staff and programs across all our communities nuragili.unsw.edu.au 15


cohorts‟ experiences, below is a taste from 2012: “The pre program for most of us was a huge change some of us come from small towns or remote communities and we‟ve all learnt that university is no high school. Instead of having to remember the right answer we‟re suddenly confronted with twenty one equally valid interpretations” Jessica Thomson, Faculty of Law

“The pre program offered me a real insight into the Medicine course at UNSW and reconfirmed my desire to study medicine and become a general practitioner.” Trent Boyle, Faculty of Medicine

“Coming into the pre programs it was seen that the business kids had it easy, but what the other students didn‟t know was that we had eight subjects with at least one exam or assessment for each class, so we certainly didn‟t have it easy. The pre program was everything I expected it to be, it was confronting and challenging, but so unbelievably worth it.” Dylan Booth, Australian School of Business

“At the start of the program Sue asked us why we wanted to do social work, many of us looked at the ground and said to make a change. At the end of the program we were asked the same question again, my response was: " to help make a change to the inequity and social justice that leave many people such as Indigenous people disadvantaged. Using my degree that I hopefully get into I want to work with Aboriginal rehabilitation within correctional centres, because I believe everybody deserves a second chance” Jessica Alexander, Faculty of Social Sciences

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Benjamin Eisikovich The success of our students here at UNSW is part of a longstanding legacy of Indigenous success in education. As Benjamin Eisikovich, ASB Indigenous undergraduate shared as MC at the graduation ceremony: “As we share our own knowledge, teaching, learning and research practices within this university, may we also pay respect to the knowledge embedded forever within the Indigenous custodianship across the many Aboriginal and Torres Strait Islander Nations here in Australia.� Rebecca Harcourt.

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Shining the light through Science and Engineering Last November, Nura Gili in collaboration with Faculties of Science and Engineering hosted the UNSW Indigenous Science and Engineering Camp for 20 local Indigenous high school students in years seven, eight and nine.

Year 7 and 8 students

Summa Naylor, Nura Giliâ€&#x;s student support and outreach officers shared the aim of this annual camp is to promote and stimulate interest in maths, science, engineering and technology early on in high school so that more Indigenous students are encouraged to pursue these studies throughout high school and then at university. The three day camp offered a range of workshops and activities including creating a computer game. Students also travelled to Canberra to participate in a digital storytelling workshop at Questacon which fused the art of storytelling with science. This was facilitated by ScienceLines an Indigenous Outreach program funded by the Department of Industry Innovation, Science, Research and Tertiary Education. Throughout the camp, Leon Ority, Jacob Hyland and Sonia Cooper Nura Gili undergraduate students studying engineering and science respectively accompanied the high school students as mentors. The inherent value of this program is to provide a real opportunity for Indigenous high school students to engage in the fields of engineering and science. As Jacob who was involved as a mentor of in the program for the first time shares: “I was assisting the year nine students at the 2012 ISEP. We need to spark an interest within students at a younger age in order for them to have a goal and strive to achieve their best. We were able to all build our own game, and each student had different ideas. At first the students where a bit concerned about making the game but once they finished they were all pretty happy with the end result, asking if they could get the program to make more games at home. With all the year nine students involved, I feel they all got something out of it, whether experiencing life at University or discovering an interest in engineering or science. It would be great to expand this program to more communities as if one student is interested they might turn around and bring a friend the next time. In the end it may not be in engineering or science but a new leader in the community.â€? Nura Gili worked with Malcom Ryan, Computer Science, Iona Reid, Science and Kate Stead from Engineering to develop the program. During the camp participants stayed at New College, one of UNSW residential colleges where a number of our current Nura Gili UNSW Indigenous undergraduate and postgraduate students live. Rebecca Harcourt. Celebrating our students, alumni, staff and programs across all our communities nuragili.unsw.edu.au 18


Our Students Each month we will profile a Nura Gili student studying at UNSW.

Owen Walsh playing at the student opening of Balnaves Place Home of Nura Gili October 2012

Owen is a Wiradjuri man who speaks his traditional Wiradjuri language and continues to have strong ties with his Elders and community. Owen is in his third year at the Australian School of Business, UNSW studying for a double degree - a Bachelor of Commerce and Bachelor of Information Systems, having successfully completed the UNSW Indigenous pre program in Business in 2010. Owen shares his story with Nura Gili News: “My name is Owen Walsh, I am a Wiradjuri man from Wagga Wagga. My background is built on a strong foundation underpinned by my Aboriginal culture. I continue to speak my traditional Wiradjuri language and combine my talent for playing the didgeridoo to strengthen my ties with Elders and by extension my community. I often play at Community events in my hometown as well as at number of UNSW events including for Nura Gili and the Australian School of Business. I am currently a third year student in the Australian School of Business, studying a combined double degree, double major in Commerce and Information Systems. At the age of 15 I also obtained by Celebrating our students, alumni, staff and programs across all our communities nuragili.unsw.edu.au 19


certificate lll in Aboriginal Languages, demonstrating my not only my dedication to my indigenous roots and acknowledgement of the need to continue my Indigenous culture but I also used this educational option to increase my awareness and ability to appreciate the communication and cultural process. I found this achievement intrinsic in increasing my ability to interact on multiple dimensions with a diverse range of people. During my HSC year I also obtained my certificate two in Information Technology, a qualification that I‟m both interested and passionate about. Previously, I have had a range of experience that has been tailored to my direct interests. This experience ranges from volunteer work, to IT experience in small to medium organisations that predominantly focus on technical services and programming through to positions in retail management. Currently I‟m employed part time with the Harvey Norman group where my main role is a Sales Person in the computers category. This job has allowed me to not only allowed me to work in sales related situations, but has also allowed me to use by strengths with the Business Intelligence system to aid in Sales strategies and more intrinsic day-to-day operations of the business whole. I pertain a high level of interest in the areas of Business and Information Technology. I also have an unmatchable passion for Information technology and Systems. I find quite interesting the relationship between business and technology. Further, I have quite a high interest in Project management and the application of human behaviour in business. More so I have an incredible thirst to learn, and in turn I find this to increase my drive and dedication I put in to the work I do. My three greatest strengths and assets are my ability to generate new and innovative ideas, my dedication to the work I do and my ability to be charismatic, convey passion and build rapport with people. When asked of my career ambitions or where I want to be in the future I have no precise reply. One of the key reasons I have such a high interest in business and Information Technology is that I understand the diverse range of applications it has in multiple industry areas. I believe I‟m very opportunistic and from this I remain open to all prospects of the path‟s my career could take me. This is not to say that I do not have clear goals and aspirations for my future. During my work life I will strive to lead a highly recognised software or hardware category of a major organisation. I also have the goal to be on the executive of a major company, making key business decisions. More so, I would like to create a recognisable change in both the business and technology sectors. Eventually, I would love to start not only a successful but a sustainable not-for-profit organisation using my experience and strengths in the business and technology sectors. I believe this would be an incredible feat.” Owen is a recipient of the Ryan Family Scholarship and Access Assist scholarship. The Ryan Family Scholarship was established by Colin and Jose Ryan to encourage and assist Indigenous Australians to undertake an undergraduate program at the Australian School of Business. Rebecca Harcourt

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COMMUNITY NEWS Congratulations to George Brown George is in his final year of his Bachelor of Commerce degree at UNSW with majors in Management and Marketing. He also works for Supply Nation (formerly AIMSC) as a Research Assistant in the Research and Innovation Team.

On 20th January 2013 George Brown was elected to the Wreck Bay Aboriginal Community Council Executive Committee. This will see George sit on the WBACC Board and the Booderee Joint Management Board, between the Wreck Bay Community Council and the Booderee National Park. Keep an eye out in our March edition of Nura Gili News where George will be sharing more about his journey.

Nura Gili student Ambassadors: Lowanna Moran and Lucinda Stewart at Yabun, Victoria Park Sydney January 26th 2013

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New College trip to Bourke Sarah Hyland, a fifth year Nura Gili student studying a Bachelor of Commerce at the Australian School of Business UNSW shares her experience: I was very lucky to be included as a last minute member of the New College group who travelled to Bourke last week. The rare opportunity for young people to connect and be welcomed by a remote community was something we all grabbed with open arms, and as a team we sure learnt a lot. We spent the week as volunteers at the local PCYC for its school holiday program. The Managers, Jake and Tareka run a structured daily timetable to keep the kids entertained. With our enthusiasm in tack we were able to lead many of the activities and contribute to the structure of the week, giving Jake and Tareka the opportunity to focus mor of their time and energy on planning and administrative work. The trip took the form of everything we could have expected and more. From a cultural perspective, we were welcomed by the land and its people, we were inquisitive, and our questions were openly answered allowing us to have many meaningful conversations about Aboriginal Australia in the past and what it is like today. From a development perspective, true friendship and camaraderie was born within minutes of us leaving Sydney. Our team truly learnt the art of being flexible and adaptive to situations out of our control. Our ability to communicate under pressure was tested time and again. Leadership was seen in a new light, and as equals we all contributed something very unique and valuable to the week. And finally, from a community perspective we were able share freely our positive energy and lay the foundations for a great relationship with the Bourke community, its PCYC and New College. I sincerely hope that this relationship grows and becomes stronger in the years to come. After all, I canâ€&#x;t think of much more that truly epitomises being a New Collegian like this does.

New College students with Jake, Tareka and PCYC Bourke staff and some of the kids on the PCYC Bourke summer program.

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Weaving Our Way Out West with the Red Dust 47.8 degrees Celsius peaked on our arrival- a cool one then, here in the Ngemba Nation. Mid-morning, day before, we‟d started making tracks, eight New College students, Aunty Ali and I. Fires, heat, dehydration, brown snakes, dust storms, all potential hazards had made the risk assessment a treat. So far so good; lunch with photos snapped at the Three Sisters, travelling via Dunedoo the birth place of our student President, Ross, who took us down memory lane of his childhood and pet wombat. Changing drivers, forgetting the fuel gauge, its light burning bright fifty km from Dubbo, downhill runs welcomed. Laughter with talk of our survival strategies and packs gave us the heart to reach our destination with ease, checking out the ice creams compartments at the petrol station our new found air-conditioned stream. Dubbo caravan park, pool temperature only a few degrees less than the open air, we still shivered as we walked back to our cabins to go get our tea. Morning came; Uncle Mal and his wife Jill joined us, reunited with his Aunty after many years, the yarns and laughter soared. Recipes for meals prepared by the students made good stock; food purchased at the local supermarket well below the budget‟s cost. Circus theme relayed, „Spotlight‟ became the new haven, where wigs and material for creative clowns purchased to shape this week‟s PCYC Bourke summer program‟s entourage. Crash, Cuddles and Stiches, examples of New College students‟ nicknames translated easily as Clowns, and our students: studying commerce, law, medicine development studies and computer science perhaps wondering what they were in for. Arriving in Nygnan, we pondered the heat rising, wondering if we‟d really notice the difference between forty-three degrees and forty-eight; two hours later, arriving in Byrock, no doubt remained with the heat slicing through us as we walked and stood by the Byrock sign.

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Inside Mulga Creek Hotel, cooling down, the first green frogs spotted. For Aunty Ali, this was the first time back to Byrock in 45 years, black and white photos on the wall she shared more treasured stories. We welcomed the opportunity to intimately witness living history from her life where at her Mother‟s funeral in Taree, Biripi Country, on seeing the shiny black cars approach, her father and family had whisked her and her younger sister Judy in sheaf bags to live safely with her Dad out here in the far west. Pea picking, the old Byrock primary school, fettlers, country songs, admirers, working at the hotel, lifts back by the local policeman in the side car of his motorbike, praying as he ripped around the corners wondering if the side car would turn round or keep drifting on ahead. Swimming in the sacred water holes in Byrock, a place we could cherish with her on our journey home. These were some of the memories Aunty Ali revisited and shared with us. Next stop awaiting us: January in Bourke, I‟d always ducked summer months out here before. Locals manage it, taking it in their stride, a soaring dry heat, peaking every day around five o‟clock. How did people manage – years ago and today? Wet towels round your necks, flannels to wet a baby‟s head and body whilst resting in the shade, feet deep in the mud in the Darling river, catching yabbies under the shelter of the trees, resting, yarning, catching fish, slow and steady through the heat. Air conditioning turned full blast, your legs up on the couch chilling at home as best you can. No running round on these days; only went out when you had to. Sunday evening, we landed in North Bourke. With the incessant heat of the weekend introductions with our hosts Jake and Tareka were brief, they would host a breakfast at PCYC Bourke in the early morning. Thankful for their generosity and the air-conditioning turned on earlier in our accommodation, we ate, swam and bunked down in the cool respite of our respective cabins. Monday arrived and our time PCYC Bourke summer program began. Stories shared, we learnt much, professionally and personally, from our hosts, Jake, from the Wiradjuri Nation and his wife Tareka an Aboriginal and Torres Strait Islander woman, about their journey to Bourke and the running of the PCYC as they introduced us to the guidelines and foundation of the summer program with the local kids aged 5 through to 12. Lisa Harrison, PCYC Bourke President welcomed us on her way to work at Richmond PRA , with her strong community leadership and links she would also play a pivotal role our engagement throughout the week. Hidden away upstairs we began our transformation into clowns, PCYC kids spotting us through the upstairs window during roll call. Aunty Ali shared a dreamtime story and I couldn‟t resist sneaking looks through the door with Tareka whispering: „not yet, not yet Bec‟. On cue, the New College students flew down the stairs, introducing themselves and making an impressive entrance with one of the New College freshers‟ dance, music blaring out the speaker with requests from the PCYC kids for backflips and tricks. Throughout the week, the activities with the PCYC kids transpired into an eclectic mix from indoor cricket, scrap booking, painting, swimming, basketball, singing and frying johnny cakes. Fiona taught us the rules of Boorangin a traditional footy game so the students could play with the kids.

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On Tuesday, a much welcomed respite from the summer heat for the kids with a trip to the water parks at Lightening Ridge. As we travelled we continued to discover the friendliness and remoteness of out west. Stopping at Brewarrina we visited the fish trapsthe oldest in the world, the beauty of the landscape inviting us in to sit and steep our feet into the mud by the river. In the Cultural Centre with its gallery of photos we had the chance to learn Baiames Ngunnh, the traditional story about these old fish traps. Throughout the week we worked alongside PCYC workers and volunteers, all sharing and teaching us about the kids and living in Bourke. We met Elder Maxine Mackay, a Ngarrindjeri woman whoâ€&#x;d lived her whole life in Bourke. An evening spent with Maxine and Lisa gave our students a chance to learn more about the local history and how this impacts on the lives and contemporary realities for the Community today. Friday morning, Aunty Ali shared Tiddalik a Dreamtime story where she invites the kids to enact the characters and Corkey held back his laughter as he played dear old Tiddalik. Our final evening up on Mt Oxley our group accompanied by Aunty Dot and her family; Jake, Tareka with their four month old Mataika and Lisa with two of her colleagues at Richmond PRA. The landscape serenaded us all as we yarned, ate and celebrated across the generations; Aunty Dot and Aunty Ali rekindling their friendship after 46 years, remembering their young days as teenagers. Our week with PCYC Bourke volunteering as part of their summer program had come about from our connections, integrated history across our lives, friendships, community relations and professional endeavours all weaving their way to bring this new experiences across generations, diverse cultures and lives, harnessing a generosity of human spirit and understanding; where laughter, stories, understanding, respect, integrity, collaboration, resilience, hope and dreams flourished. Everyone gave and shared their skills and experience and learnt new ones in an open, honest environment where all our energy created a foundation of trust and many memories and friendships made, rekindled in the foot-steps we traced where our ancestors once stood. Seeds are now sowed, some healing taken place, time will reveal where these will reap. Rebecca Harcourt. New College students Matthew Cork, Ben Cummins, Tim Curtain, Sarah Hyland*, Makenzie Russel*, Khierah Salam*, Ross Willing and Matt Zaidan accompanied by Aunty Ali Golding, Elder in Residence at UNSW Faculty of Medicine & 2010 recipient of the National NAIDOCC Elder of the Year Award and I travelled to Bourke in January 2013. *Nura Gili students. When New College students Dan May, Ross Willing, Matt Zaidan approached me in early 2012 with a student initiative to create ties with New College and an Aboriginal Community in Regional NSW, I offered to facilitate links between New College and my community connections in Bourke recommending they approach Jake and Tareka in the first instance about the possibility of being involved with the PCYC programs as a starting point to build a reciprocal relationship between New College and Bourke. I first went to Bourke in early 2011 to work with Lisa Harrrison and the local community, when Lisa was the Engagement Officer in Bourke for SAFE Families. Through this I met and worked with Jake Chatfield, Manager of PCYC Bourke and Tareka Whaleboat, Youth Worker Coordinator at PCYC Bourke when they first arrived in Bourke in the September school holidays and have witnessed the positive transformation at PCYC Bourke - both facilities and the programs -through their leadership. This trip is the latest affiliation between UNSW and the Aboriginal Community in Bourke. In 2011 the Australian School of Business invited local Elder and CEO Aunty Olga from Culgoa Dreaming to present and work with Marketing honours students. A special thank you is also given to Carol Vale, who talked with New College students in 2012 as part of our preparation sessions. Rebecca Harcourt.

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Left: Shane Phillips ,4th from left with Her Excellency Professor Marie R Bashir, AC CVO and three of the participants on the Clean Slate Without Prejudice program celebrating back home with Redfern Community on the Tribal Warrior. Above: Jeremy Heathcote, Shane Philips & Rebecca Harcourt Photos above courtesy of Bidjigal Productions.

Congratulations Shane Phillips 2013 Winner: Australian Local Hero Award Two of the members of the Babana group won awards over the Australia Day weekend. Alongside Shane Phillips as the 2013 National recipient of the Australia‟s Local Hero category of Australian of the Year, Superintendent Luke Freudenstien was awarded the prestigious Australian Police Medal. Since the 2009 introduction of the Clean Slate Without Prejudice program run in collaboration with the police, the number of robberies committed by local youth has declined by 80 per cent. Since being appointed as Commander at Redfern Local Area Command in 2008, Superintendent Freudenstein has been instrumental in forging strong and lasting relationships between not only the community of Redfern but more broadly with Aboriginal people across NSW indigenous He regularly receives invitations to speak on police and indigenous issues nationally.

Superintendent Luke Freudenstein, NSW Commander – Redfern Local Area Command with Mark Spinks, Babana Aboriginal Men’s Group

Luke is involved in a number of Indigenous Community programs including “Clean Slate without Prejudice” boxing program, “Babana Men‟s Group”, the Redfern All Blacks Football Club, the Junior Rugby League Football Association, the “Tribal Warrior Program” and he supports and sponsors a number of local indigenous young people in training programs. Most of his work is unpaid and in his own time. Superintendent Freudenstein joined the NSW Police Force as a trainee in 1980 at the NSW Police Academy at Redfern. He was promoted to his current rank in 2006 and has been at his current command since 2008. Text Source: australianoftheyear.org.au.

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Indigenous Studies @ UNSW Indigenous Studies is an interdisciplinary field of study that offers students the opportunity to gain a deeper understanding of the history and cultures of Aboriginal and Torres Strait Islander peoples. The Indigenous Studies programs, plans and courses at UNSW are designed to prepare students to constructively navigate a range of debates around ethics and Indigenous knowledge that they are likely to encounter in their future professional engagements with Indigenous matters. Our courses complement a wide range of degree programs offered at UNSW and can be taken as electives or general education courses in all degree programs offered at UNSW. Indigenous studies is also offered as a minor and major in several Combined Arts as well as several Arts and Social Science degree programs.

UNSW takes a unique approach to Indigenous Studies by building student’s skills to engage with Indigenous Knowledges and the disciplines they intersect with. The suite of courses offered within Indigenous Studies is aimed to progressively expand students‟ knowledge and deepen their analytical skills and is structured in three thematic levels. Level 1: Continuities Before students can think carefully about political contests involving Indigenous peoples, they need to have a solid understanding of Indigenous peoples as contemporary peoples of knowledge. So, at level 1 the focus is on the continuing development of Indigenous knowledges.  

ATSI1011 Indigenous Australia (Semester 1) ATSI1012 Aboriginal Sydney (Semester 2)

Level 2: Convergences, Ruptures & Discontinuities Level 2 courses focus on colonisation and ongoing Indigenous relations with the Australian nation state, its institutions and Western knowledge and practice, as well as Indigenous strategies to maintain continuities with Indigenous knowledge and social practices.      

ATSI 2003 Indigenous Material Culture (Semester 1) ATSI 2004 Popular Culture Indigenous Australia (Semester 2) ATSI 2011 Indigenous Political History (Semester 1) ATSI 2012 Indigenous Politics (Semester 2) ATSI 2013 Indigenous Education (Semester 1) not offered 2013 ATSI 2014 Indigenous People and Policy (Semester 2)

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Level 3: Navigating the Interface Level 3 teaching and content is designed to encourage appreciation of the complexity of inquiry and knowledge production in Indigenous Studies and the seriousness of the quest for better theories for understanding, navigating and utilising Indigenous knowledge and experience as it interfaces with contemporary Western knowledge and practice.     

ATSI 3001 Colonisation and Indigenous Identity Formation (Semester 1) ATSI 3002 Indigenous Australia: Gendered Identities (Semester 2) ATSI 3003 Cultural Heritage Management (Semester 2) ATSI 3005 Theorising Whiteness and Imperialism (Semester 1) ATSI 3008 Capstone (semester 2) first offered in 2014

Including Indigenous Studies in Your Degree General Education / Free Elective Options All first and second level Indigenous Studies courses are available to be taken by undergraduate students in any faculty as general education electives or free electives, provided it meets their program rules. An Indigenous Studies major (54 UOC) or minor (36 UOC) is available to students enrolled in Arts and Combined Arts degree programs:        

3403 Arts 3437 Arts and Business 3456 Music/Arts 3522 Commerce/Arts 3552 Economics/Arts 3704 Engineering/Arts 3845 Arts/Medicine 3930 Science/Arts

      

3931 Advanced Science/Arts 3933 Advanced Mathematics/Arts 4037 Social Work/Arts 4054 Arts/Education (Secondary) 4760 Arts/Law 4806 Art Theory/Arts 4812 Fine Arts/Arts

An Indigenous Studies major (54 UOC) is available to students enrolled in the following Social Science degree programs:    

3420 Social Research and Policy 4042 Social Work/Social Research & Policy 4771 Social Research & Policy/Law 4815 Art Theory/Social Research & Policy

Celebrating our students, alumni, staff and programs across all our communities nuragili.unsw.edu.au 28


Nura Gili Indigenous Programs Unit CALENDER

some key dates for 2013

Current Students Ngurra Camp

21, 22nd February

O week

25th February- 1 March

Semester 1 begins

4 March

Mid Semester Break

29 March- 8th April

Exams

14th June

End of Semester 1

1 July

Semester 2 begins

1st August

Mid Semester Break

28 September- 4 October

Exams

8 November

End of Semester

26 November

Prospective Students UNSW Indigenous Winter School

7-14 July

Applications open

shortly

Applications close

12th April

UNSW Indigenous Spring Forum

4-6 September

Applications open

6 May

Applications close

3 August

UNSW Indigenous Pre Programs - please note final dates are to be confirmed however please be advised UNSW Indigenous Pre Programs take place each year in November and December and students need to attend the entire program.

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For more information on Nura Gili, our programs, courses and facilities, drop in or contact us. Nura Gili Centre for Indigenous Programs, Balnaves Place Electrical Engineering Building G17 UNSW SYDNEY NSW 2052 AUSTRALIA Tel: 02 9385 3805 Email: nuragili@unsw.edu.au Website: nuragili.unsw.edu.au

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Nura Gili News Edition 1  

Welcome to the inaugural edition of Nura Gili News- Celebrating our students, alumni, staff and programs across all our communities

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