‘Yura’ – The Mirror Always Has Two Faces: A 2 Day Immersion Class On Aboriginal Cultural Integrity And Relatedness

‘Yura’ - The Mirror Always Has Two Faces: A 2 Day Immersion Class On Aboriginal Cultural Integrity And Relatedness

Description

You’re invited to join Dr Karen Martin and Anthony Semann in a respectful and thoughtful journey to explore how to engage with a two-way cultural mirror to go deeper and achieve integrity in our work that is ‘with’ and ‘alongside’ Aboriginal peoples (not in front of or on top of). This isn’t easy work - nor is it hard work - but it is necessary to think differently, think deeply and take this on as a personal growth point. Too often we can become paralysed with fear of tokenism, of offending Aboriginal people or we just don’t know where to start. We understand the challenges faced by good intentions, however it is imperative that something is done rather than doing nothing. We understand this journey starts inwardly (no matter who you are and where you come from) and so, we believe that in exploring one’s cultural identity and looking into the mirror means learning more by going deeper. Then, looking behind the mirror isn’t scary. It’s exciting. It’s the point where learning more becomes knowing more and simple questions become insightful questions.

As learners and facilitators, we will understand what it means in a practical sense to work with Aboriginal cultural integrity on a daily basis with children, our colleagues and our communities. This might mean moving beyond the expectation of connecting with an elder or bringing in a dance troupe. It might mean journeying into the unknown over the two days with Karen and Anthony and coming out of the experience a changed person and a changed educator. 

The processes will be practical as much as they will be intellectual. They’ll be relational as well as social. Over the two days we will regularly pause and consider amongst the group, ‘what does this mean and what does it look like in practice’? There’ll be time to consider ‘what else is possible’ and move beyond cultural awareness and tokenism on an ongoing basis with children, colleagues and centres.

We aim to have you walking away saying:

  • I am a changed person
  • I am a knowledgeable person 
  • I looked into the mirror and I saw with clarity for the first time
  • I have a renewed commitment to social justice and equity
  • I am a more balanced person
  • ​I am a more connected person.

Karen and Anthony welcome you - Bring your 'mirror', bring your stories. Be ready to share, and to listen; to pause and to observe; to think deeply and to consolidate your ideas and experiences an individual and as a group. We'll start as individuals but we'll leave in relatedness.

Upon completion of this workshop, you will be able to:

  • Discuss the complexities of identity and how this shapes our worldviews
  • Identify the importance of building cultural knowledge
  • Map out successful processes in engaging in authentic and meaningful ways with Aboriginal communities
  • Articulate change processes and actions which will make an impact with respect to pedagogical changes

 

The Australian Professional Teaching Standards

NSW: Completing this course – ‘Yura’ – the Mirror Always has Two Faces will contribute 6 hours of NESA Registered PD addressing: APTS 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Other States: Completing this course – ‘Yura’ – the Mirror Always has Two Faces (6 hours) may be used as Teacher Identified Professional Development/Learning addressing: APTS 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation.

  • APTS 6.3.2: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice

The National Quality Standard

This course aligns with:

  • QA 4.2.1: Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills
  • QA 5: Relationships with children
  • QA 6: Collaborative partnerships with families and communities