KU Quarterly October 2017 | Page 2

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... Development Tool . As KU centres review their current practices and explore opportunities to build on their strengths , it becomes apparent that connection with members of local Aboriginal communities is a fundamental factor in developing trusting relationships .
The recent invitation of Aboriginal Elders to work with educators and children in a small number of KU centres has helped educators find meaningful and respectful ways to embed an Aboriginal perspective in their contemporary early learning program .
‘ The basis for successful and sustained outcomes is to build on the social and cultural capital and the resilience of community .’ June Oscar 1
Choosing an area of the educational program they each wanted to explore with the Elder , staff set goals and had clear ideas of what they wanted to achieve . As the process evolved , many unintended outcomes became true learning moments for all .
The following two articles tell the stories of how Kira Child Care Centre and KU Concord Children ’ s Centre have increased their understanding and awareness of how Aboriginal peoples continue caring for the land and its inhabitants . They also demonstrate an awareness of the spiritual and cultural responsibilities of Aboriginal people and of the importance of ensuring all living things are nurtured , protected and sustained .
1 June Oscar AO , Aboriginal and Torres Strait Islander Social Justice Commissioner , Keynote Address at the Chief Women ’ s Annual Dinner , September 2017 .
ABORIGINAL WAYS OF BEING TRANSFORMING AN OUTDOOR ENVIRONMENT
This story begins with Uncle Laurie 2 respectfully sitting with staff and children at Kira Child Care Centre in Paddington , Sydney . He listened to their thoughts and ideas and offered some insight into what he thought would work in an underutilised space in the outdoor area . As an Aboriginal Elder , Uncle Laurie was tasked with recreating some aspects of traditional Aboriginal culture living outdoors .
Collaboratively , a decision was made to build a Gunyah ( humpy ), along with a Yarning Circle with sandstone features . From here the learning journey began .
Uncle Laurie and his Aboriginal apprentice Connor visited the centre a number of times , often staying much longer than they originally planned . Over a six week period , Uncle Laurie and Connor constructed the Gunyah and carved totems into the sandstone , representing the land of the Gadigal people on which the centre is located . They spent hours sitting , talking , listening and creating , rethinking and considering how to include the ideas of the children and staff .
Many families joined the children and staff in a celebration of the creation of their Gunyah and Yarning Circle . During the celebration , Uncle Laurie formally cleansed the area with a traditional smoking ceremony to protect the space and keep it strong .
The learning of Aboriginal culture continues at Kira , with the creation of a bush tucker garden and stories that are shared as children sit in the Gunyah or around the Yarning Circle . Uncle Laurie is a regular visitor and enjoys the opportunity to share his innovative ideas of cooking with bush ingredients .
2 Uncle Laurie is a traditional Guringai Elder , descendant of Bungaree and connected to the Gadigal people .
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