Can you tell me about your experience working as an Early Childhood Teacher in Fitzroy Crossing?

From April 2019 – October 2019, I was employed at Baya Gawiy Early Learning Centre in Fitzroy
Crossing as a team leader in the Jambila room (3-year-old kinder). Fitzroy Crossing is a remote
Aboriginal community, he Fitzroy Valley is home to more than 40 Aboriginal Communities,
combining five different language groups Bunuba, Gooniyandi, Nyikina, Wangkatjunka
and Walmajarri. I worked closely with children effected by trauma and FASD.

From your experiences, how important is culture and cultural identity to Aboriginal and Torres
Strait islander peoples? Can you tell me a little bit about your experiences?

I believe that amongst the people I loved and worked with, cultural identity is imperative in keeping
their culture alive. This was typically done through passing down traditions, learning language and
storytelling.

How did the cultural identity of the students affect your educational program?

The educational program was based on the Bunuba seasonal calendar – Experiences were typically
life lessons in how children can live and survive throughout the seasons. Excursion on country (out to
traditional lands) happened twice a week where local elders would teach the children (and myself)
about hunting, gathering, bush medicine and language.

How did you support the culture and cultural identity of the children and families? How important
was this to do?

I supported the cultural and cultural identity of the children and families by being open, responsive,
and respectful. Some of the experiences I came across as an educator, I had never come across
before – Such as teaching children how to make spears. This was something in western culture I
would question and did question at the beginning – But came to understand this is their way, and
they are the teachers. It was important for me to listen to and be guided by the Aboriginal women I
worked with, allow them to teach their way first, then support their knowledge with western culture
education, for example the EYLF.
Can you tell me about strategies you implemented to develop relationships with the children and
their families? Were they successful? Why/Why not?

Developing relationships with the children evolved through language, I learnt a lot of Bunuba
language through local mob and transferred that into the educational setting. This built a sense of
trust and respect with the children. This also applied to building relationships with the families.
Throughout my time in Fitzroy, I found that relationships were mostly built through story time.
Sitting on country with local mob and listening to their stories, paying respect to what they’ve gone
through and offering support.

What is something that you learnt during your time in Fitzroy Crossing?

The main learnings I took from my time in Fitzroy Crossing was the understanding of trauma,
especially generational trauma. Children that I worked with were still being heavily impacted by the
trauma their ancestors went through many years ago. I learnt ways to respond and support children
and adults who have been affected by trauma through practice.

Personally, I learnt the importance of slowing down – Local mob called their time ‘Kimberly time’
there was never a rush for anything to be done, people took the time to be present in the moment
and I have taken this skill with me back to Melbourne.

Have your experiences changed your philosophies as a teacher and the way your approach
education?
Completely. Teachings of Aboriginal and Torres Straight Islander culture is at the frontline of my
everyday work. This isn’t always done through big projects with the children, art work etc – Moreso
educating children, educators and families about the stories I learnt, how they can learn more and
what more they can do to celebrate the Aboriginal and Torres Strait Islander culture. I have found
that stepping back into a director role in Melbourne, I spend a lot more time getting to know the
children, educators, and families on a deeper level. Understanding their cultural importance and
home lives. This has built some of the strongest relationships I have had within my career.

I have also built a sound understanding on how to support children’s behaviours – understanding
that there is a much deeper reasoning as to why certain behaviours are apparent in children, thus
being trauma. I have taken up further formal studies focusing on trauma informed practice and
counselling in response to my time in Fitzroy.