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Keynote Speakers 2018

Jade Kennedy

INDIGENISING STEM CURRICULUM: AN EXAMPLE FROM YUIN COUNTRY ...

To date, the embedding of Indigenous knowledges and perspectives has traditionally followed non-Indigenous approaches to the process. This story however presents an alternate approach... an Aboriginal approach... that privileges traditional Aboriginal knowledges and knowledge systems to engage students in a STEM learning journey. Utilising Country as the knowledge holder, STEM concepts, knowledges and perspectives are shared through the building of knowledge-based relationships and cultural experiences.
This Keynote is the sharing of the personal journey of co-designing curriculum with community, delivering knowledge with knowledge holders, and evaluating this walk with Elders.

Jade Kennedy is a Yuin man from the Illawarra and South Coast of NSW. He has been privileged with the intimate knowledges of his peoples customs, culture and Country and for the past 17 years Jade has worked with in various roles at the University of Wollongong and the Department of Education. The coming together of these two worlds for Jade has resulted in his focusing on incorporating and embedding of Aboriginal knowledges and perspectives within tertiary education curriculum. Jade is also currently undertaking a PhD exploring the Aboriginal approaches to situating knowledges and perspectives in Country.

 

Dr Kaye Price

HOW DID WE GET TO WHERE WE ARE?

In order to understand how we arrived at an ATSIMA conference, it’s important to acknowledge the history of Aboriginal and Torres Strait Islander education in this country and how we came to be in today’s position, how the movement was created and has remained resilient. This paper will refer to particular events and personalities involved in the movement that contributed to our journey, from personal experience and a personal point of view.

Please note: I would like Aboriginal and Torres Strait Islander people to be aware that photographs accompanying the presentation will contain images of deceased persons who were very much involved in the journey.

Dr Kaye Price During her school years Dr Price (KP) was told that she could never be a teacher, however when her five children were quite small she was offered a “mature-age” scholarship and gained teaching qualifications. After leaving an abusive husband, she became a member and treasurer of the Tasmanian Aboriginal Centre and was nominated by the TAC to the National Aboriginal Education Committee. Subsequently, KP studied for a B Ed (ECU), M Ed (UniSA) and a PhD (ANU).

KP has worked extensively with State and Federal governments, with teachers and community organisations to advocate for and advance Aboriginal and Torres Strait Islander education and has edited three undergraduate texts for Cambridge University Press. She has worked as a primary school teacher and principal, a lecturer, an Indigenous education consultant, a curriculum writer and a policy maker. Most recently, KP worked with Professor Peter Buckskin to manage the More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI) and the 3Rs Project. As such, she holds a store of knowledge in relation to the history of Aboriginal and Torres Strait Islander education in Australia. (Professor Mark Rose refers to her as a “National Treasure”.)

Although she and her partner of 38 years, Dr John Williams-Mozley, have retired, KP stays involved in Aboriginal and Torres Strait Islander education through membership of ACARA’s Aboriginal and Torres Strait Islander Advisory Group, AITSL’s Teacher Education Expert Standing Committee, the ACT Teacher Quality Institute, La Trobe University Indigenous Advisory Committee, the CSIRO I2 S2 program and STEM Awards and the Museum of Applied Arts and Sciences curriculum committee.

 

 

Dr Cass Hunter

REALITY CHECKING OF NUMBERS - PACKAGING INFORMATION FOR INDIGENOUS LEADERS

The usefulness of mathematical models requires more than the provision of model outputs and visualising of data. Creating the right environment for the interpretation of results means key elements must come together before research is actually translated into benefits.  Translation of research is about getting the right information, to the right people, and in the right format.  By working with communities and stakeholders, we can start to go about developing an improved information system as tailored to the priorities and preferences of local leaders and decision makers.  

This keynote will explore the twists and turns of a personal story behind a marine scientist developing skills of mathematical prediction and then landing upon the “so what” for helping to strengthen community benefits.  

Dr Cass Hunter is a Kuku Yalanji and Torres Strait Islander woman.  Her research interests are interdisciplinary and broadly focused on the development of participatory tools to support sustainable livelihoods and ecosystems.  She is an Indigenous social ecological research scientist with CSIRO Oceans and Atmosphere.  She commenced a PhD in Hobart based on ecosystem based fisheries modelling. Upon completion of her PhD, she helped develop a participatory tool for visualising future impact to wellbeing.  Part of this research involved developing predictive and participatory tools for linking human-ecology systems based on the nexus between ecosystem services modelling and participatory adaptation planning.  Her current research focuses on improving Torres Strait Islander access to, and interpretation of the vast amount of environmental information collected in the region.  The central focus of the research is to increase learning about how science outputs can be collated, designed, communicated, stored and retrived in ways that are useful to communities. She is interested in making research more inclusive, accessible, and relevant for our communities.  Sharing her experiences and lessons learnt is an important part of her engagement role.

 

 

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