The Garma Experience - Connecting to Community and Country

Lucy Pitkin Dean of Indigenous Education

A Abstract

At the heart of this article are student reflections on attending the Garma Festival, an annual festival held in Gulkula, North-East Arnhem Land. Widely recognised as Australia’s premier Indigenous Festival, this event is hosted by the Yothu Yindi Foundation, with whom Barker College has a lasting partnership through the establishment of Dhupuma Barker in Gunyangara in the Northern Territory. The article provides an informative insight into student responses to celebrating and learning about Yolŋu Culture through cultural immersion. It considers the purpose of cultural immersion programs as means for students, pre-service teachers, and teaching staff to connect with Aboriginal Culture. In particular, it focuses on the how listening to, amplifying and acting on student voice in the context of responses to Garma can set the foundation for a student-informed approach to Reconciliation.

Introduction

In the warm, calm evening air on Yolŋu Country at Gulkula, NT, as the fire flickered, 16 students, seven staff and six members of the Barker College School Council sat quietly staring at the flames, taking a few minutes to reflect on their experience of the previous few days at the Garma Festival.

Sitting in circle, they shared their thoughts one by one. The reflections were varied, echoing each person’s individual experience. From what was shared, four key ideas emerged: Gratitude, Connection, Inspiration, Action.

The word Garma is a Yolŋu word meaning two-way learning, and it could not have been more apt for the event. The Garma Festival is an annual festival held in Gulkula, North-East Arnhem Land that is widely recognised as Australia’s premier Indigenous Festival. The festival is hosted by the Yothu Yindi Foundation, with whom Barker College has a lasting partnership in the establishment of our Dhupuma Barker school in Gunyangara, Northern Territory. In recognition of this connection, the Yothu Yindi Foundation invited Barker students and staff to attend the festival, and to assist with the coordination of the youth forum, a key component of the event. So, a delegation of school council, staff and students made the journey (approximately 2,800km as the crow flies) to Gunyangara, then on to Gulkula to the site of the festival.

Over four days, the three key components of Garma run concurrently – the Key Forum, The Youth Forum, and Cultural Events and Activities. It is a coming together of Yolŋu, other Aboriginal and Torres Strait Islander and Balanda (non-Indigenous) peoples to discuss key issues, learn together and celebrate Yolŋu Culture, miny’tji (art), manikay (song) and buŋgul (dance). The theme for 2022 was Nhaŋa Ŋathilyurra, a Yolŋu phrase meaning to look ahead towards the future.

Before the festival, a historic first visit of Hornsby students to Dhupuma took place. This was a wonderful opportunity for the Hornsby students to see the school and begin to understand the impact of the wonderful work being done by staff, Community members and of course the students first-hand and to develop these connections. During the Garma Festival, staff and students participated in the Youth Forum and attended Key Forum and Cultural Events. Upon return, the students and staff were asked to share a photograph and write a reflection of their experience of the festival. The purpose of this was to share their experience with the broader Barker Community as well as convey a message of the impact of the experience on each of the students and staff in attendance.

The purpose of cultural immersion programs Cultural connection or immersion programs have been increasing in popularity in recent years as a means for students, pre-service teachers, and teaching staff to connect with Aboriginal Culture. In the context of teaching staff and pre-service teachers, the purpose of such programs is to improve the teacher’s awareness of and appreciation for students’ Aboriginal Culture and background as a response to the continuing gap in achievement and outcomes for First Nations students when compared with their Non-Indigenous classmates. Most recent data shows promising improvements in many areas, however the target set to halve the gap in reading, writing and numeracy by 2018 was not achieved. The percentage of First Nations students at or above national minimum levels of achievement in reading and numeracy has only improved by between 3 and 11 percentage points in the decade leading to 2018. First Nations students are still overrepresented in the cohort of students that performs below the national minimum standard for reading and numeracy (Australian Government, 2020). Entwined with this is the concerning problem that First Nations students are often viewed through a lens of deficit, where the student themselves, or their families and culture can be seen as the cause of their educational failure (Sarra, 2012 & 2018, Burgess & Canvanagh, 2015). This in turn causes teachers to lower their expectations of these students and see them as lacking, which unfortunately can be then reflected in teaching practice. This is particularly troubling in light of all of the evidence supporting the importance of teachers holding high expectations for their students and the value of strong teacher-student relationships (for example: Hattie & Zierer, 2019; Hattie, 2012; Hattie, 2008; Bernstein-Yamashiro, 2004; Berstein-Yamashiro & Noam, 2013). So, it seems the effort to improve educational outcomes for First Nations students in Australia is somewhat hamstrung without increased cultural understanding and respect within the teaching community, as outlined in the Report of the Review of Aboriginal Education completed in 2004 by the NSW Aboriginal Educational Consultative Group and the NSW Department of Education & Training (NSW AECG & NSW DET, 2004).

As a means of improving the relationships between teachers and First Nations Australian students and community, many pre-service teaching qualifications and programs have looked towards a cultural immersion experience. Burgess and Cavanagh (2012, 2015) explored the impact that cultural immersion had on pre-service teachers who had participated in an Aboriginal Community led and developed program. The results were more than clear, showing that the program “had a dramatic impact on the attitudes of teachers to Aboriginal students, on their ability to establish relationships with the local Aboriginal Community and on their willingness to adapt curriculum and pedagogy to better meet the needs of their students”. Similarly, Lavery, Cain & Hampton (2014) found that preservice teachers reported improved professional knowledge in regard to better meeting the needs of Aboriginal students, increased cultural awareness and a deeper understanding of the importance of relationships with community and with students.

However, there is far less literature available that explores the impact of cultural immersion on participating students. Yet, many schools are undertaking such experiences with a view to improving the cultural awareness of Non-Indigenous students and supporting First Nations Australian students to increase the connection to Culture. A noble cause indeed, and we suspect such an experience to be of great benefit. That is a conclusion reached, however, by those that are not directly involved in the cultural immersion experience; the unique and valuable insights of the students themselves need to be heard.

Listening to, amplifying, and acting upon Student Voice The term “Voice” has received increasing attention in recent years, with the campaign for the First Nations Voice to parliament gaining momentum and a referendum soon to be conducted. The word itself has a very simple meaning, however it has come to mean far greater than the sound we make or the words we use when we speak. In the education arena, “Student Voice” is a concept that has gained momentum in guiding educational reform. Hadfield and Haw (2001, p.488) describe the different types of voice “for some, it is synonymous with people simply expressing their point of view on a subject; for others it is a much more involved act of participation where people engage with the organisations, structures and communities that shape their lives”. Cook-Sather (2006) and Holdsworth (2000) also delve deeper into the definition of “Student Voice” as it is used in Education reform and action research. Both describe student voice as far more than hearing from students, but as a deeper participation, providing the students with the opportunity and power to influence decisions and practices within their school community.

Listening, amplifying and acting upon Student Voice can provide important insights and relevant suggestions that can make schools more effective. It has the power to enact significant change as a powerful tool for school improvement that can provide the impetus to enact change in culture and practices within a school environment (DeFur & Korinek, 2012; Pekrul & Levin, 2005). Clearly, when students are being heard and their voice holds the power to make change, they feel validated and respected as active participants in their education. This respect builds stronger relationships between student and teacher, beneficial not only in enacting change within a school, but for students’ sense of self and

academic achievement (Bernstein-Yamashiro, 2004; Bernstein-Yamashiro & Noam, 2013; Sarra et al., 2020).

Student Reflections on their Garma Experience Attending the Garma Festival is a transformative experience for many. Even well-travelled adults with broad experience and a strong understanding of Aboriginal Culture find the experience inspiring, challenging and enriching. This leads to the question of what a group of 16 young people, a combination of First Nations Australian and Non-Indigenous students would take away from their experience.

Upon return from the festival, students and staff were asked to provide some reflections on their experience to share with the Barker Community in the form of a photography exhibition. Each student selected a photograph that represented their experience and a written reflection to outline why they had chosen the photograph and what impact the time on Country, participating in two-way learning with the Yolŋu Community had on their ambitions, hope for the future and for the school. Some recurring themes quickly became clear: Gratitude. Connection. Inspiration. Action.

There was no doubt from the reflections that students and staff were grateful for the opportunity they had to travel to such a beautiful, remote part of Australia. But the gratitude ran deeper than that. The Yolŋu Community so generously shared their Culture, Traditions and Ceremony and the students reflected upon the impact this had on their experience and outlook:

“It made me realise that even though the Indigenous peoples of Australia have had so much taken from them they still find an incredible capacity to give – give their knowledge, their love and care for the land and people” Sass, Year 12

“It was an experience I will never forget, and never not be grateful for” Nick, Year 12

“I was constantly in awe of the willingness of the Yolŋu people to share their Culture” Zoe, Year 11

“The children were a good example of the openness and generosity of the festival’s Yolŋu hosts. Their willingness not only to welcome thousands of guests onto their lands, but to teach us about their Culture and even invite us to participate in their customs, left a strong impression on me.” Charlie, Year 12

“The richness of a Culture whose people welcomed us with open arms, the experiences and Community that we got to be a part, the incredible people that we were lucky enough to spend time with in such an unbelievable place. I can’t even begin to describe how grateful I am.” Zali, Year 11

A second emerging theme from the student reflections was a deeper sense of connection to Culture and a better understanding of the depth of Yolŋu Culture in particular. Additionally, students reported increased connection and stronger relationships with both

students from Barker and from other schools in attendance, and the Barker staff that attended the trip.

“It was great to share each other’s stories and gain insight into their perspective on life, especially coming from very diverse backgrounds, and it certainly broadened my horizons, giving me a greater appreciation of life” Nick, Year 11

“There were so many unforgettable moments that we were all able to experience, that helped provide us with such a rich understanding of Yolŋu Culture and amazing friendship and connections” Lucy, Year 11

“The experience has also demonstrated the vast difference between learning about Indigenous Cultures in the classroom compared to learning about Indigenous Cultures on Country through practical participation, with the latter illustrating the importance of cultural festivals such as Garma to introduce the wider Australian population to this enriching heritage” Yue Hun, Year 12

It was always so fun to discover that some of them were from Dhupuma Barker and see them get so excited about their school”. Zoe, Year 11

“Being able to walk on country alongside the Yolŋu people, to hear stories about the land, the stars, the dreaming – it was so beautiful to share space with a people so honest and open with their knowledge and beliefs.” Zali, Year 11

During the Youth Forum at Garma, students heard from Yolŋu Elders about the need for change, and lit the word CHANGE on fire, in an effort to ignite symbolically the fire within the students, seeking to inspire them to create change in themselves and to support change in Australia in the context of Reconciliation. This inspiration was evident in their reflections, but perhaps came more from the immersive experience and willingness of Yolŋu Community to share their knowledge and Culture than from any specific activity.

“Attending this festival was an opportunity that no words can satisfy or begin to explain – it was truly, by far the most humbling, inspiring and emotive experience.” Imogen, Year 11

“Ideas such as identity, values, and change have been ignited into our hearts and minds and is something I will never forget” Jamison, Year 11

“There’s this magical connection you start to form between the land and the people as soon as you’ve arrived. Meeting the Elders, who are the knowledge holders of our past and present and being a part of some of the ceremonies were and are some of the most special things to do in a lifetime.” Jaiden, Year 11

Throughout the experience, students were encouraged to think of action that they can take and how they can carry this experience in their hearts in future. The students reflected on the action they wish to take and how they see change being enacted through their generation.

“In the future, I hope to lead a generation not of empty talk, or mere speech – but one of genuine and authentic action causing real change in an area which must be addressed” Yue Hun, Year 12

“We can learn so much from their Culture, but what does that mean if it remains within us and doesn’t change anything within us?” Sophie, Year 11

“Garma is such an important event because it shows what is possible, and it is my hope that this spirit of collaboration and two-way learning between indigenous and non-indigenous peoples can be a defining part of the future across our nation.“ Charlie, Year 12

“I aim to use my voice and the resources available to me to awaken the ideas of the Youth Forum by discussing them with people in my community. I believe that only when we work together can we reach better outcomes for all whilst recognising the strength and resilience of Indigenous Australians and their sacred connection to Culture. “ Jess, Year 12

“It’s extremely important to have the knowledge of the good, bad and the ugly as having awareness of the past assures it doesn’t happen in the future. Working alongside each other, not under, not over, but together in harmony is the only way Australia as a country and as a nation will truly come together in reconciliation.” Jaiden, Year 11

Conclusion: Gratitude, Connection, Inspiration, Action. Towards a student developed framework for cultural immersion? Cultural immersion programs for students seek to create leaders of the future with a closer connection to and deeper understanding of Aboriginal Culture. Presently, there is limited literature detailing the impact of cultural immersion experiences on students. Listening to what students have to say about cultural immersion experiences, noting the insights or perspectives they have and considering how that might inform meaningful and authentic connections to Aboriginal Culture, is one way to start addressing such a knowledge gap. And this is what has been observed in the reflections from those students who participated in the Garma Festival. Provided with an opportunity to experience and celebrate Yolŋu Culture, and to discuss and understand more fully key issues and concerns, the reflections tell us that the participating students left the Garma Festival inspired. They felt a greater connection to Yolŋu Culture, and a responsibility to carry their experience forward by sharing it with the Barker Community more broadly. The emergent themes of Gratitude, Connection, Inspiration and Action that their comments convey establish a possible framework for student developed cultural immersion programs for the future that will raise up leaders inspired to create and support change in the context of Reconciliation, a hopeful response to the 2022 Garma Festival theme of Nhaŋa Ŋathilyurra.

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