The new University of Sydney course is aimed at educating educators who will share their new knowledge with students of all backgrounds.
“I really enjoyed getting back into academic reading and starting to get my head around big ideas,” said Head of Indigenous Education and Stage 6 Aboriginal Studies Teacher Jade Carr.
“Lucy and I studied for two years part time, completing two units per semester and finishing with a special project of our own choosing.”
Jade focused on The importance of continuous and sustainable professional learning in Aboriginal Education for teachers, to support the success of Aboriginal and Torres Strait Islander students and ALL students in the Australian education system.
“It was good to be a student again and put myself under the same pressure that my students were under in completing assignments and staying on top of current research in my field. It really benefited the way that I taught my subject area and informed my pedagogy a lot.
“The most challenging parts were balancing completing the readings and assignments while working full time and running the household.
“The most rewarding aspect was stepping up to the challenge and actually getting it done. Lucy was very encouraging and we often coaxed each other over the line for assessment tasks checking in regularly with each other and setting small goals to achieve what we needed to, 500 words at a time.
“I feel very privileged to have been able to complete this course with Lucy and in its first intake. I am also grateful to IGS for supporting me financially as part of my professional learning. It has been an invaluable experience.”
The IGS Aboriginal Studies course, the celebration of our Indigenous scholars, and the incorporation of First Nations information in IGS classes grows from strength to strength.
“It was without doubt the most rewarding and interesting study I have undertaken,” said IGS teacher Lucy Howard-Shibuya.
“Incorporating Aboriginal and Torres Strait Islander perspectives into our classrooms and beyond is the key to educating all our children, Indigenous and non-Indigenous, about our shared history and the way to move forward.
“I feel very humbled as a non-Indigenous woman to be able to be a part of what I believe is, for us as Australians, a crucial time for change.
“With Jade and I working as a team and consulting with the local community as well as our community partnerships we have developed in remote communities, we are in a position to have IGS as a leader in the field of Aboriginal Education.
“Jade has already demonstrated this with her excellent results in Aboriginal Studies. I am currently undertaking a project to develop our curriculum across all stages to ensure Aboriginal Perspectives are incorporated. I am very excited to be working alongside my wonderful colleagues who are all very keen to develop in this area.
“I am currently coordinating 88 students from Years 9 and 10 to travel to Aboriginal communities in the APY Lands and Arnhem Land in July. We have also added a First Nations strand to the Tasmania SAGE program for 2021.”
Lucy’s final university project was about intercultural learning and friendship between Aboriginal and non-Aboriginal, rural and urban communities.
“Our High School Tutor groups have been learning about Aboriginal and Torres Strait Islander Family Kinship and Totems, all having their own Tutor Group totems given in the Dharug Language.
“This Masters degree allowed me to see as an educator and a learner how much is possible! Not only do we need to have all our programs incorporating the amazingly rich and sophisticated knowledge systems of First Nations People into our lessons, we must defer to First Nations people for On-Country Learning opportunities that allow us to see their incredible connection to and love of country. We have so much to learn from them.”