Intelyape-lyape Akalyte Project
Veronica Dobson and Rosalie Riley, Program Support and Development
Services, NSW Adult Migrant English Service.
Abstract
The Western system of education - "Terra Nullius"
education, as Rosie calls it - is failing Arrernte children.
Their families want them to be successful. Intelyape-lyape is
an indigenous project developing their own indigenous curriculum.
The project is challenging the system to recognise and accredit
both the Arrernte knowledge the elders want passed on as well
as the methods of teaching preferred by Arrernte teachers. The
Board of Studies divides its curriculum into boxes and there
was no box for our curriculum. We asked them instead to create
a pathway from pre-school to Year 12. The teachers involved in
the project are in the process of developing a new theory of
education - the 'One Way / Many Ways' view of how education could
be, which is different to the 'Both Ways' view. This means that
Arrernte children's education should be One Way - Arrernte way
(which is inclusive of many Arrernte perspective's). In Arrernte
education, any other ideas, such as Western maths or English
language or different technology, can be incorporated by a person
who has a strong Arrernte cultural identity into their knowledge
base. This is what strong, modern Arrernte cultural identity
people could be like (and some are). This is what people want
for their children - for them to be strong, proud, knowledgeable
Arrernte people who can manage their own affairs and operate
effectively in any context because they can think as Arrernte
people about what would be good for them as Arrernte. The project
is using various texts and various technologies to develop its
curriculum and materials - video, CD Rom, paintings, song, dance,
country, old peoples knowledge - can all enhance the learning
of children. The project and the processes of community consultation
and development that is has used may be a model for other indigenous
communities around the world. It may also be a model for non-indigenous
community groups who wish to challenge the current processes
of education.
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