Early childhood development outcomes for Aboriginal and Torres Strait Islander Children 13 Theoretical Early childhood settings and the journey to cultural competence 33 that are embedded so deeply into the dominant culture that they
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Cultural Perspectives on Learning:
Building the foundations for working with Aboriginal &Torres Strait Islander children and families.
Jenny Summerville & Jayne Hokanson
© 2013 Shift Consulting Group Pty Ltd
Authors: Jenny Summerville and Jayne Hokanson
This resource was produced by Shift Consulting Group Pty Ltd for Child Inclusive Learning and Development Australia Inc (Child Australia) within the Community and Parent Engagement (PaCE) Program, an initiative supported by the Australian Government. The views expressed in this resource do not necessarily represent those of the Australian Government.Recommended citation:
Summerville, J. & Hokanson, J. (2013).
Cultural
Perspectives on Learning: Building the foundations for working with Aboriginal & Torres Strait Islander children and families. Child Australia & Shift Consulting GroupPty Ltd: Darwin.
These relationships are born out of the central
understanding that: We all come to the table with knowledge that is equally valuable We all come to the table with children at the centre of our viewWe all come to the table prepared to learn
and take turns to teachWe recognise that our priorities may differ and
commit to developing a shared understanding of what we are seeking to achieve together This resource focuses on issues that are central to people's childhood experiences. In recognition that some people's early life experiences may have been traumatic, care (including self-care) should be exercised when engaging with the content within.The reader should be aware that this resource may
contain names and images of Aboriginal people who have passed away.Cultural Perspectives on Learning was inspired by the stories and experiences of families living onBagot Community situated on Larrakia Country in
the Northern Territory. In the pages to follow, the reader will be introduced to the concepts, ideas and provocations that emerged through the delivery of the Building Relationships for Learning: Bagot CommunityParent and Community Engagement Project.
We hope this resource provides inspiration and
guidance for educators, teachers, service providers, families and children to work together to improve outcomes for Aboriginal and Torres Strait Islander children. We encourage readers to embrace the principles that underpin this work and use it to build and strengthen their own interactions and partnerships with Aboriginal and Torres Strait Islander people. The resource is underpinned by the key principle that relationships provide the foundation for supporting children's learning and development.Foreword
Cultural Perspectives on Learning ۣ
The quotes found throughout this resource, where
not directly referenced, come from the individuals from Bagot Community who contributed to the development of this resource.We thank you for inviting us into your community,
sharing food and yarning. Your generosity with your time, knowledge and spirit will always be remembered. It has been a most rewarding, enriching and transformative experience. We will carry the lessons we have learned into our own life journeys and feel privileged to have been welcomed into such an inspiring community.We would like to acknowledge the amazing work
that is happening at Bagot Community through the programs delivered by Child Australia. This not-for- and families to improve outcomes for children and this is evident in their work at Bagot Community. In particular, we would like to thank Kellie Johnson for her incredible skill and knowledge, and the support she provided during the process of writing this resource. Thanks also go to other Child Australia staff for their great work in delivering the PaCE program.We would like to thank the Principal of Ludmilla
Primary School, Di Wood and her staff for sharing their experiences of school engagement with the families ofBagot Community. We also acknowledge the insights
of other service providers on the Bagot Community.The authors and those involved in the development of this resource acknowledge the traditional owners
of the land where this work took place, the Larrakia people, their Elders, past, present and future. The writing of this resource has been a collaborative and collective effort. It could not have been achieved without the candid insights, knowledge and wisdom of the people of Bagot Community and in particular, the participants of the Building Relationships for