Reconciliation Week is just around the corner! It is a great time to engage your school in discussions about Aboriginal perspectives and your school’s approach towards them. Because it is Reconciliation Week, people tend to make more time to consider how they can play a part in working towards reconciliation. People are more open to activities that increase engagement and understanding of Aboriginal people, cultures and histories than they are at other times of the year when other priorities are often the focus.
 
This year’s theme is Be Brave. Make Change. It encourages us all to reflect on our practice and look at the changes we can make. Change is one of those funny things that we want because it opens up opportunities and can make us feel energised and motivated but at the same time, change can feel challenging as it forces us out of our comfort zones. I love that this year’s theme acknowledges that change isn’t always easy and that sometimes we need to be brave and step out of our comfort zone so we can experience the benefits of change.
 
This year I encourage you to consider change within your school that can support increased awareness and understanding of Aboriginal people and the issues that our communities are faced with. We all have different appetites for change and when trying to make change within a school, navigating the varying attitudes towards change is part of the challenge. Changing how people think about Aboriginal education is not an easy task but it is an important one. Making change at a pace that everyone is comfortable with is not easy but a gentle approach, in my experience, does work for most environments even if it is a little slower than many of us would like. With this in mind, here are 5 simple actions that you can take to encourage a long-term change in approach towards Aboriginal education at your school.

1. Invite community in – hosting a BBQ or morning tea and inviting the families of Aboriginal students, local Elders and other community members is a great way to develop or strengthen relationships with the local community. It doesn’t feel like much, but the conversations that happen during those gatherings can grow into strong partnerships that increase cultural safety at your school, enhance your existing approaches to Aboriginal education and support Aboriginal student engagement.

2. Start a conversation about the way your school approaches Aboriginal perspectives with a view to refining your practice. Something as simple as sharing alternative approaches or a quality resource with your colleagues may also inspire others to seek change in this area.

3. Suggest Aboriginal education-focused professional learning to your leadership team. Sharing training and experiences can open-up dialogues and the knowledge gained will support all staff to take the first steps towards change. ​Look for training provided by First Nations people.

4. Start your day with an acknowledgement of Country. You may already include an acknowledgement at school assemblies and events but consider including a short acknowledgement each morning. A daily acknowledgement not only brings a respectful tone to the day, it models respect and good allyship to students which can lead to bigger change and it is a simple way to show the broader school community you are serious about embedding Aboriginal perspectives as an everyday part of school.

5. Use First Nations-led resources in your classroom. There are many resources available now that have been created by mob. Look for kids’ books and learning tools such as Wingaru Kids, PD from Aboriginal providers and other classroom resources that are clearly identified as Aboriginal led. Follow First Nations educators on social media as they will often share resources. One resource you should check out is All Together Now – a collaboration between Wingaru and the amazing team at Reconciliation NSW. All Together Now is free to use and provides curriculum-aligned lessons that explore the Reconciliation Week theme. The 2022 All Together Now platform will be available on May 16th.