Advertisement

Transforming Futures for Koorie Pre-schoolers in Gippsland Through Community-Educative Partnerships

  • Sue EmmettEmail author
  • Cheryl Glowrey
  • Nicholas Johnson
Chapter

Abstract

Australians of Indigenous descent within south-eastern New South Wales and Victoria generally self-identify as Koorie. Gippsland’s Indigenous population is concentrated within the main regional centres of the Latrobe Valley and the more remote areas of east Gippsland. Within these demographics, early childhood services have a crucial role to play in supporting young Koorie children and their families in multifaceted ways. These services are tasked with actively promoting the sustained collaboration and participation of the Indigenous community from a Gippsland standpoint. The capacity of Gippsland to meet the outcomes for early childhood education identified in Victoria’s Marrung Aboriginal Education Plan 20162026 is closely concomitant upon the ability of early childhood services to reflect family and community values and funds of knowledge. With these considerations in mind, this chapter discusses the opportunities, barriers and aspirations of Indigenous families accessing and engaging with early childhood services in Gippsland. The voices of the Gippsland Indigenous community are reflected through researcher interviews with Indigenous educators and leaders linked to the early childhood services. Many progressive examples of strong and affirming partnerships between the Indigenous community and early childhood services are revealed within this chapter. The chapter concludes with a brief discussion on the significance of the research for the Gippsland region, which was undertaken by Federation University Australia (FUGuE) researchers from a regional university in conjunction with colleague Nicholas Johnson, a Gunai, Monero Ngarigo and Gunditjmara man.

Keywords

Gippsland’s Indigenous population Indigenous educators Early childhood education Indigenous engagement in education Educational challenges 

Notes

Acknowledgements

We wish to acknowledge the study participants who have provided consent for their full names to be used in the production of this publication.

References

  1. AIATSIS. (2012). Guidelines for ethical research in Australian Indigenous Studies. Canberra: Australian Capital Territory: Australian Institute of Aboriginal and Torres Strait Islander Studies. https://aiatsis.gov.au/sites/default/files/docs/research-and-guides/ethics/gerais.pdf.
  2. Australian Government. (2013). Regional education, skills and jobs plan; Gippsland—Victoria 2012–2014. Retrieved March 25, 2018 from https://docs.employment.gov.au/system/files/doc/other/resjplangippslandjul13.pdf.
  3. Australia Dept. of Education, Employment and Workplace Relations. (2013). Office of regional skills and jobs. In Regional Education, Skills and Jobs Plan, Victoria Gippsland 2012–2014. Canberra: Australian Capital Territory.Google Scholar
  4. Black, R. (2008). Beyond the classroom: Building new school networks. Camberwell, VIC: ACE.Google Scholar
  5. Brinkman, S. A., Gialamas, A., & Rahman, A. (2012). Jurisdictional, socioeconomic and gender inequalities in child health and development: Analysis of a national census of 5-year-olds in Australia. BMJ, 2, e001075. Retrieved November 4, 2017 from  https://doi.org/10.1136/bmjopen-2012-001075.CrossRefGoogle Scholar
  6. Brooks-Gunn, J., Fuligni, A. S., & Berlin, L. (2003). Early child development in the 21st century profiles of current research initiatives. New York: New York Teachers College Press.Google Scholar
  7. Broome, R. (2005). Aboriginal Victorians: A history since 1800. Crows Nest: Allen & Unwin.Google Scholar
  8. Buckskin, P. (2016). More Aboriginal and Torres Strait Islander Teachers Initiative. Final Report. Adelaide, University of South Australia.Google Scholar
  9. Cuervo, H. (2016). Understanding social justice in rural education. Melbourne: Palgrave McMillan.CrossRefGoogle Scholar
  10. Dockett. S., Perry, B., & Kearney, E. (2010). School readiness: What does it mean for Indigenous children, families, schools and communities? Issues Paper No 2. In Closing the gap clearinghouse. Australian Government, Australian Institute of Health and Welfare and Australian Institute of Family Studies.Google Scholar
  11. Duran, E., & Duran, B. (1995). Native American post-colonial psychology. Albany, NY: State University of New York Press.Google Scholar
  12. GLaWAC. (2015). Gunaikurnai whole-of-country plan. Retrieved June 19, 2018 from https://www.gunaikurnai.org/wp-content/uploads/gk_whole-of-country%20plan%20LR%20FINAL%20270815.pdf.
  13. Goldberg, S. (2000). Attachment and development. London: Arnold.Google Scholar
  14. Gunstone, A. (2014). Community reconciliation: A case study in Gippsland, Victoria. Australian Aboriginal Studies, 2, 75–84.Google Scholar
  15. Higgins, D., & Morley S. (2014). Engaging Indigenous parents in their children’s education, Resource Sheet No. 32. In Closing the gap clearinghouse. Australian Government, Australian Institute of Health and Welfare and Australian Institute of Family Studies.Google Scholar
  16. Horton, P. (2013). Trauma Centre of Australia. Retrieved April 14, 2018 from http://www.traumacentre.com.au/what-is-trauma/.
  17. Human Rights and Equal Opportunity Commission. (1997). Bringing them home. Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families. Human Rights and Equal Opportunity Commission, Sydney, New South Wales.Google Scholar
  18. Lamb, S., Jackson, J., Walstab, A., & Huo, S. (2015). Educational opportunity in Australia 2015: Who succeeds and who misses out. Melbourne, Victoria: Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute.Google Scholar
  19. Liddell, M., Barnett, T., Roost, F. D., McEachran, J., & Australia. Department of Education, Employment a Workplace Relations. (2011). Investing in our future: An evaluation of the national rollout of the Home Interaction Program for Parents and Youngsters (HIPPY). Final report to the Department of Education, Employment and Workplace Relations. Canberra: Australian Capital Territory.Google Scholar
  20. Martin, K. L. (2008). Please knock before you enter: Aboriginal regulation of outsiders and the implications for researchers. Teneriffe, NSW: Post Pressed.Google Scholar
  21. McClelland, I. (2013). Research into education aspiration for regional Victoria report. Melbourne, Victoria: Regional Policy Advisory Committee.Google Scholar
  22. Muid, O. (2006). Then I lost my spirit: An analytical essay on transgenerational theory and its application to oppressed people of color nations. Ann Arbor, MI: UMI dissertation Services/ProQuest.Google Scholar
  23. Ockenden, L. (2014). Positive learning environments for Indigenous children and young people. Resource sheet no. 33. Produced by the Closing the Gap Clearinghouse. Canberra: Australian Capital Territory, Australian Institute of Health and Welfare.Google Scholar
  24. Pascoe, S., & Brennan, D. (2017). Lifting our game. Report of the Review to Achieve Educational Excellence in Australian Schools through Early Childhood Interventions. Victorian Government, Melbourne, Victoria.Google Scholar
  25. Plunkett, M., & Dyson, M. (2015). Broadening Horizons: Building aspirations for rural students in regional Australia. Unpublished report for Department of Education and Training, Morwell, Victoria.Google Scholar
  26. Reid, J. (2017). Rural education practice and policy in marginalised communities: Teaching and learning on the edge. Australian and International Journal of Rural Education, 27(1), 88–103.Google Scholar
  27. SNAICC, Griffith University, & University of Melbourne. (2017). The Family Matters Report: Measuring trends to turn the tide on the over-representation of Aboriginal and Torres Strait Islander children in out-of-home care in Australia. Retrieved April 22, 2018 from http://www.familymatters.org.au/wp-content/uploads/2017/11/Family-Matters-Report-2017.pd.
  28. Sroufe, A., Egeland, B., Carlson, C., & Collins, A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. New York: Guilford Press.Google Scholar
  29. Victorian Department of Education and Training. (2016a). Victorian early years learning and development framework. Melbourne, Victoria.Google Scholar
  30. Victorian Department of Education and Training. (2016b). Marrung: Aboriginal education plan 2016–2026. Melbourne, Victoria.Google Scholar
  31. Vinson, T., Rawsthorne, M., Beavis, A., & Ericson, M. (2015). Dropping off the edge 2015; persistent communal disadvantage in Australia. Melbourne: Jesuit Social Services/Catholic Social Services Australia.Google Scholar
  32. Warren, D., & Haisken-DeNew, J. P. (2013). Early bird catches the worm; the causal impact of pre-school participation and teacher qualifications on year 3 National NAPLAN cognitive tests. Parkville, Victoria: Melbourne Institute of Applied Economic and Social Research, University of Melbourne.Google Scholar
  33. Weinfield, N. S., Sroufe, L. A., Egeland, B., & Carlson, C. (2008). Individual differences in infant-caregiver attachment: Conceptual and empirical aspects of security. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research and clinical applications (pp. 78–101). New York: Guilford.Google Scholar
  34. Weuffen, S. L., Cahir, F., & Pickford Aunty Marjorie. (2016). The centrality of Aboriginal cultural workshops and experiential learning in pre-service education course: A regional Victorian University case study. Higher Education Research and Development, 36(4), 838–851.  https://doi.org/10.1080/07294360.2016.1242557.CrossRefGoogle Scholar
  35. Yates, T. M., Egeland, B., & Sroufe, A. (2003). Rethinking resilience: A developmental process perspective. In S. S. Luthar (Ed.), Resilience and vulnerability. Adaptation in the context of childhood adversities (pp. 243–266). Cambridge: Cambridge University Press.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.School of EducationFederation University AustraliaGippslandAustralia
  2. 2.Aboriginal Education CentreFederation University AustraliaGippslandAustralia

Personalised recommendations