A rich exchange of experiences has been documented in a co-written report on the ongoing partnership between Yolŋu educators from Yirrkala Bilingual School in North-East Arnhem land and University of Melbourne education researchers.
One of those experiences is the Djambatj Dhukarr (Road to Excellence) project. A teacher exchange to Melbourne that took place in late 2023, the project saw members of the Yolŋu ‘team teachers’ group from Yirrkala investigate how other schools respond to engagement and wellbeing concerns in the classroom.
Left to right: Bern Murphy, Mulmulpa Munuŋgurr, Djawundil Maymuru, Rebecca Arbon, Paula Gumana, Yalmay Yunupiŋu, Gamburruwuy Wunungmurra, Mundatjngu Munuŋgurr, Shenay Thorne, Anne Farrelly, Robyn Beecham
According to PhD researcher in education at the University of Melbourne Bern Murphy the exchange is a perfect demonstration of how, for Yolŋu educators, learning on country, coupled with opportunities for professional development off country, allows the educators to learn both ways and share Yolŋu culture. To keep culture strong but keep exploring new ways of bringing education to their children.
All students at the Yirrkala school speak a Yolŋu first language, and the Yirrkala model sees Yolŋu educators work together with classroom teachers (who guide learning in English) to support the primacy of Yolŋu Matha (literally ‘Yolŋu tongue’). Most of the team teachers were themselves educated at Yirrkala.
As well as their work at the school, all the team teachers are completing their studies in C-bate (Community-based Aboriginal teacher education), which helps enhance language, literacy, and numeracy in the immediate term, and, long-term, supports Aboriginal educators to gain qualifications. Currently, the range of pathways include the Certificate 3 in Aboriginal and Torres Strait Islander Education, Early Childhood Education and Care, Diploma of Arts in Yolŋu Languages and Culture and, for some, teaching qualifications.
Language, Country, family and wellbeing for Yolŋu people are deeply integrated, and as secondary team teacher Djawundil Maymuru, says: “We also do much more than language support, because we know the children and families so well; they are our family. We naturally support the emotional and social wellbeing of the children.”
Current Senior Australian of the Year, Yalmay Yunupingu, appointed as a Professor in ONEMDA at the University wants the Yolŋu educators to seize every opportunity to become strong leaders. The Yirrkala School will celebrate 50 Years of Bilingual Education this year, and Yalmay, who is widely considered a 'bilingual warrior,' is central to Djambatj Dhukarr. For over a decade Yalmay has been instrumental in supporting Master of Teaching Students doing practicum placements at Yirrkala and not only came up with the name, but also devised the concept.
As Yalmay explains: “I always thought about the idea of a teacher exchange approach, just like Melbourne student teachers come to us, so that our Yolŋu educators could have the opportunity to meet other teachers and observe other schools. In our culture, reciprocity is an important concept; we have a term, bala ga lili, which means to ‘give and take’.
Djawundil described the exchange experience as a “busy time”.
“We visited a range of primary and secondary schools, including a kindergarten for Indigenous children, and every afternoon or evening we met with Beck, our C-bate teacher, and staff from the University to share what we had seen that day”.
The reflective process was significant with Beck Arbon, who coordinates C-bate at Yirrkala saying: “Debriefing was crucial, as everyone noticed something different, which allowed us to engage in reflective discussion, including how we can use some strategies in our context. After all, when Yolŋu educators do planning, it involves two languages”.
In Melbourne, the team teachers delivered a presentation about Djambatj Dhukarr to a large group, which though “nerve-wracking”, made them “feel important”.
“We all talked about the work that we do, who inspires us and our study journey,” says educator Mundatjngu Munuŋgurr. “Everyone described the strong female role-model in our lives, our grandmothers, mothers and aunties. For Yolŋu, connection to family is important and we want to be part of teaching the next generation. It’s how we keep our language and culture alive.”
Djawundil explains she felt very proud of herself, "and all of us really”.
“People were really interested when I talked about how Learning On Country works and how Yolŋu educators are so important in this. It was a good way to show to people how we successfully live in two worlds, that’s what both ways learning means.”
we successfully live in two worlds, that’s what both ways learning means
The group were in Melbourne at the same time as the annual Narrm Oration at the University which features Indigenous speakers from around the world to provide insights into First Nations cultures and ways of knowing.
Early years team teacher Mulmulpa Munuŋgurr said hearing from Indigenous Taiwanese cultural and language educator Akawyan Pakawyan, "who has done amazing work in her country to keep their language alive, just like we want to”, was a highlight.
“The lecture was in her Indigenous language, and it really meant a lot to us to hear and see Indigenous languages being so important,” Mulmulpa says. “We all got to meet Akawyan and her family, and I felt privileged and proud. We felt instantly connected even though we couldn’t share language.”
Team teacher in upper primary, Shenay Thorne also loved the lecture and shared her sense of pride when she said: “They invited Yalmay to do the Narrm Oration in 2024, and it’s going to be in Yolŋu Matha: that’s a powerful message to everyone about how important language is for us.”
The experience in Melbourne was clearly powerful and enjoyable, but the true value became more evident on their return to the school.
Co-principal, Merrkiwuy Ganambarr-Stubbs pointed out that: “I’ve noticed a real difference, they’ve sort of lifted, turning up to study and work every day and taking an active role in the Yolŋu Action Group. Apart from greater confidence in presenting to an audience, in assemblies they are more confident, because they know what they do is important. It is their time to step up and be the next leaders, and that’s what we tell them all the time.”
Contributing authors to this story are: Bern Murphy, Professor Yalmay Yunupiŋu, Djawundil Maymuru, Mundatjngu Munuŋgurr, Shenay Thorne, Mulmulpa Munuŋgurr and Co- principal Merrkiwuy Ganambarr-Stubbs.
Banner photo: Penny Tweedie/Corbis, Getty Images.
First published on 28 May 2024.
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