Cultural Actions Catalogue
A place-based resource for educators teaching in regional, rural and remote communities in the Kimberley and Pilbara. This eBook was developed with Aboriginal Elders, communities and educators, and identifies actions – from quick wins to long-term activities – to create inclusive and respectful learning environments that embrace the histories and cultures of their communities.
About this resource
Although developed as a place-based resource for primary and secondary school educators, the Be You Cultural Actions Catalogue can be adapted for any learning community, anywhere in Australia. This includes early learning services. Consider the resource a starting point to think about how your learning community can be more inclusive, culturally responsive and incorporate Aboriginal and Torres Strait Islander cultures and history.
Aboriginal and Torres Strait Islander Peoples are advised this resource may contain images, voices, stories or names of people who have died.
The art featured in the Cultural Actions Catalogue is by Kevin Wilson of Nani Creative and Tyrown Waigana.
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The Pilbara and Kimberley regions
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Aboriginal Peoples live in 'two worlds'. They maintain connections to their traditional Lands, waters, cultural practices and protocols, while also navigating the Western world.
Colonisation and subsequent government policies aimed at protection and assimilation have affected Aboriginal Peoples’ lives since the 1800s. The establishment of vast pastoral leases over their Lands had severe impacts on their rights as traditional landowners. Many were sent to Rottnest Island Prison for killing and stealing cattle and sheep. Others were forced into labour in the pearling industry and died as far away as the Pilbara coast.
Station owners took advantage of the cultural and spiritual connection Aboriginal Peoples had to their Land – and their need to stay on the Land – and made them work for little or no wages. They endured this because they couldn’t bear the thought of leaving their Land, which they considered family. In the Pilbara, it was common practice to forcibly keep Aboriginal people on pastoral stations until the 1946 strike for fair wages and better working conditions.
Legislation was enforced that had far-reaching impacts on the wellbeing of Aboriginal Peoples. This included the forced removal of children, who were sent to missions, set up by the government and church groups, including Jigalong in the Pilbara and Beagle Bay in the Kimberley. For more information on missions, visit Australian Institute of Aboriginal and Torres Strait Islander Studies’ (AIATSIS) Mission and reserve records.
Children removed from their families became known as the Stolen Generations. They sought to reconnect with their families, identity, cultures, Countries and sense of belonging.
Families were also moved from their Country on to Aboriginal reserves, usually located on the margins of towns. Intergenerational trauma continues to affect Aboriginal communities. For more information about the Stolen Generations and intergenerational trauma, check out the Healing Foundation’s resources.
Aboriginal Peoples’ place in Australia has only been legally recognised since 1967. This is a very short timeframe in which they have had to accommodate Western culture.
Over time, increased self-determination and empowerment opportunities have enabled progressive steps to be taken. Policy changes are leading towards the delivery of better outcomes for recognition, justice, equity, employment, training, education, health and housing.
Aboriginal Peoples continue to connect with their families, and each other, to fight for recognition of ownership through Native Title Claims and compensation for the destruction of Lands through mining leases.
With this historical context in mind, it’s important to work with Aboriginal and Islander Education Officers, Aboriginal Teaching Assistants, families, caregivers and communities to ensure schools are culturally aware and responsive, trauma-informed and welcoming.
The Be You Cultural Actions Catalogue has been developed with communities across the Pilbara and Kimberley to help educators identify short and long-term actions to create inclusive and respectful learning communities that embrace the history and cultures of these regions.
“We need to focus on survival and celebrate the strength of connection we are finding again.” - Jigalong community member -
Resource background
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The Pilbara and Kimberley Project started in 2019, and its key aim was to pilot a culturally appropriate, place-based implementation of Be You in schools in these regions.
Be You is the national mental health in education initiative, with the goal that every learning community is positive, inclusive and resilient – a place where every child, young person, educator and family can achieve their best possible mental health. It promotes this through professional learning, resources, tools and actions educators can apply in their learning community.
The Pilbara and Kimberley Project was funded by the Australian Government as part of a raft of suicide prevention programs for young Aboriginal people in these regions.
Be You engaged in meaningful partnerships with local Aboriginal Medical Services and whole-of-school communities in a collaborative design process, which informed and shaped the culturally responsive delivery and implementation of Be You in rural and remote learning environments.
The project service delivery providers included Kimberley Aboriginal Medical Services, Puntukurnu Aboriginal Medical Service, Derby Aboriginal Health Service, Yura Yungi Medical Service Aboriginal Corporation, Wirraka Maya Health Service Aboriginal Corporation, Mawarnkarra Health Service and Kununurra Waringarri Aboriginal Corporation.
These partners worked face-to-face with local schools to implement Be You in a culturally responsive manner. Through extensive community and school engagement, it was found a place-based resource that supports local, Aboriginal perspectives on social and emotional wellbeing would help implement Be You in regional and remote Aboriginal communities.
All the content in this resource has been informed by community members and educators in the Kimberley and Pilbara through a co-designed, two-year process. Stories have been shared by Aboriginal and Islander Education Officers (AIEO), Aboriginal Teaching Assistants (ATA), educators, Elders, community members, local rangers, natural helpers, family members, social and emotional wellbeing providers, health care workers and chief executive officers.
This resource has been designed to encourage AIEO and ATA involvement in schools Be You Action Teams, and their active participation in planning and conducting activities informed by a culturally responsive action plan.
We hope this resource is a stepped introduction to Be You, where Aboriginal and non-Aboriginal educators are encouraged to explore and engage the significant resources available to them through Be You modules, fact sheets and other resources. -
Truth-telling
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The Be You Cultural Actions Catalogue has resulted from extensive consultation, over an 18-month period, with community members, Aboriginal and Islander Education Officers (AIEO), Aboriginal Teaching Assistants (ATA), Aboriginal medical service workers and educators in the Pilbara and Kimberley regions.
The process of truth-telling not only brings to light Australia’s history of colonial conflict and dispossession, it’s also a way that Aboriginal and Torres Strait Islander Peoples share who they are, how they feel, their spiritual connection and their connection to Country and their own experiences.
By sharing their stories, communities across the Kimberley and Pilbara informed this culturally responsive resource for primary and secondary educators. It offers an insight into the collective sentiment families and caregivers expressed – a strong desire for a safe learning environment for their children and the importance of promoting healthy social and emotional wellbeing practices in schools and the wider community.
The ‘Journey of health and wellbeing’ animated video, developed by the Western Australian Department of Health, can help promote understanding of Aboriginal Peoples’ experiences from colonisation to the present day.
Education plays a significant part in sharing and understanding stories, and being culturally responsive requires two-way learning. Furthermore, educators are in a unique position to notice and support children and young people who may be showing signs of social and emotional wellbeing issues. As an educator you become a part of the truth-telling process, assisting children and young people to share their stories.
Be You recognises that many Aboriginal-identifying students walk between two worlds – Aboriginal and Western ones – and that two-way learning is central to the development of the whole child. To better understand and meaningfully connect with students and their caregivers, it’s important educators are prepared to learn and be open to delivering lessons in a manner that resonates with children and young people. For some educators, this can mean finding peace in their discomfort and reward within in a challenging environment.
It’s intended that newly arrived educators who are unfamiliar with rural or remote environments, use this resource to gain an improved understanding of four topics which – in the eyes of community members – are central to being regarded as a “Good teacher… someone you can trust”:
AIEOs/ATAs
Walk softly
Identify and build connections
Provide flexible, culturally responsive education
As with many initiatives that are co-designed, “the strength is in the story”. Therefore, this resource contains the stories and experiences of Aboriginal people from both regions to enable you to understand the local context and encourage awareness of the connection between the concepts.
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How to use this resource
This Be You Cultural Actions Catalogue includes a diverse collection of actions that supports learning communities to be more culturally responsive. These range from actions that can be implemented relatively quickly, through to those requiring more time and effort. Each action can be adapted and contextualised to meet your learning community’s needs before adding to your Be You Action Plan
Place-based
Place-based is defined as an approach that involves bringing people together, such as a school or wider community, to address complex local needs by harnessing the vision, resources and opportunities in the community.
This resource has been specifically developed with Aboriginal communities and schools in the Kimberley and Pilbara, outlining concepts and actions that are unique to these regions. Due to the localised nature of this project, this resource doesn’t explicitly refer to Torres Strait Islander Peoples. Be You, nonetheless, acknowledges their continuing connections to Land and sea.
Be You Cultural Actions Catalogue in your own setting
Although developed as a place-based resource for primary and secondary school educators, the Be You Cultural Actions Catalogue can be adapted and applied in any learning community, anywhere in Australia. This includes early learning services. Consider the resource a starting point to think about how your learning community can be more inclusive, culturally responsive and incorporate Aboriginal and Torres Strait Islander cultures and history. Check out the ‘Cultural Actions’ section to find cultural, historical and language information specific to the Land where you and your learning community are.
When can we use this resource?
You can refer to this resource throughout the Be You Implementation Cycle during stage 3: Develop a plan.
How can our Be You Consultant support us using this resource?
Your Be You Consultant is available to help you identify your priority areas and to discuss the most suitable whole-setting actions for your learning environment, taking into consideration the changing needs of the wider community.
How does the Be You Cultural Actions Catalogue align to the Cultural Standards Framework?
The Aboriginal Cultural Standards Framework is a Western Australian Department of Education initiative that aims to translate cultural awareness into responsive actions. The framework sets standards for all staff when working with Aboriginal students, their parents and families, and communities. It has five cultural standards and a continuum aligned with the Australian Institute for Teaching and School Leadership’s Australian Professional Standard for Principals and Australian Professional Standards for Teachers. The actions in the Cultural Actions Catalogue align with the five cultural standards of relationships, leadership, teaching, learning environment and resources.
Introduction
Cultural Actions Catalogue sections
Aboriginal and Islander Education Officers
Walk softly
Identify and build connections
Provide flexible, culturally responsive education
Be You Feeling Cards
Connection is a central and common theme within the context of social and emotional wellbeing. These feeling cards are intended to invite children and young people to identify and explore their own connection to mind, body, spirit, family, community, Country and culture. This collaborative and community-led work includes the emotionally laden and thought-provoking endeavours of some 20 photographers from across the Kimberley and Pilbara regions. The Be You Feeling Cards are intended for Aboriginal educators, educators, psychologists and other allied education providers to use in the manner that works best for them to:
- Help create a culturally responsive environment.
- Encourage conversation by asking “Would you like to tell me why you picked that photo?”
- Invite a point of connection between those sitting in the space.
- Explore the language used and accessed by children and young people to convey how they are feeling, while avoiding direct questioning. Please note these are only some of the possibilities. It’s hoped individuals and learning communities will be creative in their place-based application and use of this tool. We would love to hear your success stories through your connection with your learning community’s Be You Consultant.
Connection and open communication have broader potential and application within the professional development space as:
- an icebreaker
- part of a debriefing session following a critical incident
- a check-out exercise and may have particular relevance at the conclusion of a session involving content social and emotional wellbeing, where lived experience has been discussed.
The Pilbara and Kimberley Project team sincerely hopes this resource continues to have application and proves effective in inviting connection long after our footsteps are lost to the rain.
The Be You Feeling Cards are intended to be used alongside the Be You Cultural Actions Catalogue and are not to be altered, separated or distributed independently of this resource.
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Glossary
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Aboriginal and Islander Education Officer (AIEO) – an Aboriginal staff member in a learning community employed to support Aboriginal students, promote cultural and inclusive practices and act as a liaison between the school and the community.
Aboriginal Teaching Assistant (ATA) – an Aboriginal staff member, usually in a Catholic school, who plays a similar role to an AIEO.
Be You – a national mental health in education initiative, delivered by Beyond Blue, Early Childhood Australia and headspace. Be You’s vision is for every learning community to be positive, inclusive and resilient.
BETLS Observational Tool – a Be You template for documenting observations about a child or young person. BETLS stands for behaviour, emotions, thoughts, learning and social relationships. You can find out more about it and how to use it here.
Code-switching – the process of changing one’s behaviour, particularly language used, to suit any given context.
Community council – representative group of community members
Country – Aboriginal People talk about Country in the same way that they would talk about a person: they speak to Country, sing to Country, visit Country, worry about Country etc. Country is not a generalised or undifferentiated type of place, but a living entity with a yesterday, today and tomorrow, with a consciousness, and a will toward life.
Cultural Actions Catalogue – a planning and implementation tool that identifies quick wins and longer-term actions, and helps you adapt activities relevant to a specific learning community.
Cultural Advisor – an Aboriginal person who provides cultural support for Aboriginal people and helps non-Aboriginal people improve their understanding to create culturally safe and welcoming environments.
Education Assistant (EA) – a teaching aide who provides classroom support to the educator and students, sometimes directly assisting children or young people with additional needs.
Educator – a staff member working in an early learning service or school, whose role is to educate children or young people.
Inclusion – for Be You, inclusion is about ensuring opportunity for everyone to be who they are and achieve their best social and emotional wellbeing.
Kinship – a feature of Aboriginal social organisation and family relationships, kinship is a complex system that determines how people relate to each other and their roles, responsibilities in relation to one another, ceremonial business and Land. This system determines who marries who, ceremonial relationships, funeral roles and behaviour patterns with other kin.
Learning community – an early learning service or school.
Liyan or Mabu Liyan – a Yawuru concept, which is difficult to explain in English. It describes and recognises the continued connection between the mind, body, spirit, cultures and the Land. It also encapsulates family, community and what gives meaning to one’s life. Mabu Liyan describes the essence of what it is to have and to know a good life.
Martu – a grouping of several Aboriginal Peoples in the Western Desert, comprising five Language Groups: Mandjildjara, Kartudjara, Keiadjara, Putidjara and Wanman.
Natural helper – a key community member who people turn to for support and advice.
Ranger – an Aboriginal person employed to protect native plants and animals, maintain cultural sites, reduce wildfires and control feral animals and invasive weeds. They combine traditional knowledge with modern techniques to protect Land and sea.
Unconscious bias – a social stereotype about a certain group (such as a racial or identity group) you have formed outside your own conscious awareness.
Acknowledgement of Country
Be You acknowledges the Traditional Owners of the Land on which we work, including the Traditional Owners of the Kimberley and Pilbara where this resource was developed. We recognise their ongoing connection to the Land and sea, and the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander Peoples.
We pay our respects to Elders past, present, and emerging, and extend our respect to all Elders and Aboriginal and Torres Strait Islander People across Australia.
Aboriginal and Torres Strait Islander Peoples are advised this resource may contain images, voices, stories or names of people who have died.