Yarn, vol. 4, no. 2

YARN

VOL. 4, NO.2, OCTOBER 2011

ISSN 1836-8549

NATIONAL TERTIARY EDUCATION UNION − INDIGENOUS MEMBERS’ MAGAZINE

The Pathway to Action

Respecting Culture, Respecting Staff

Pathway to Action: NTEU Indigenous Forum 2011 Indigenous delegates from universities around the country participated in NTEU’s annual Indigenous Forum on 6–7 May at the NTEU National Office in Melbourne under the theme of ‘The Pathway to Action: Respecting Culture, Respecting Staff.’

First held in 1999, Indigenous Forum is a core annual conference of the NTEU, informing the Union of the current priorities Indigenous Forum 2011 1 of Indigenous members, as well as enabling delegates to exchange experiences, Welcome from IPC Chair 1 network and gain strength from one another auspiced through the Union.

EI Congress in South Africa 3 In this year’s theme 2011 for Forum, a particuNTEU National Indigenous Forum 6-7 May Working together across the Ditch 4 lar emphasis was given to cultural respect, racism, discrimination and lateral violence Māori education should be embedded, within the higher education sector. Forum not traded 4 also discussed the recently announced Review of Indigenous Higher Education (The Indigenous Higher Education Review 5 Review, see report, p. 5)

Inside this issue:

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Delegates were welcomed to country by respected Boonerwrung Elder, Aunty Carolyn Briggs. Aunty Carolyn reminded delegates of the need to continue the important work in the areas of education, employment and social justice.

NTEU National President, Jeannie Rea and General Secretary, Grahame McCulloch spoke to the Forum theme and the work undertaken by the Union, particularly the member survey examining racial discrimination, cultural respect and lateral violence in the workplace and the framing of continued on page 2...

Welcome Welcome to the 8th edition of Yarn. It has been great getting back to full strength after my illness earlier in the year especially as the Indigenous Forum happened in the week of my return to work.

Postal..........................NTEU National Office PO Box 1323, South Melbourne VIC 3205 Ph..........................................03 9254 1910 Fax.........................................03 9254 1915

Indigenous forum is a real boost to feelings of solidarity with Indigenous university colleagues across the nation, certainly worth applying for if you have yet to experience it. This year Steve Larkin addressed the forum regarding the Review into Indigenous Higher Education. It is really important that we supply evidence regarding our experience to this review which is due to release a report within twelve months. It is also important that we support current students to have their voices heard. The Review will consider new strategies to address current inequalities. More information is available on the DEEWR website.

I have recently attended the international network of teacher and education trade unions; Education International Congress in Cape Town South Africa and a short report is included in this issue. By the time this issue goes to press our Indigenous members’ survey into Cultural Respect, Discrimination, Racism & Lateral Violence will have closed. Thank you for involvement in this survey as it will provide evidence to support union intervention in these areas that affect our working lives.

Web............... www.nteu.org.au/indigenous

Yours in solidarity, Jillian Miller, IPC Chair

Contact details National Indigenous Officer Adam Frogley.............afrogley@nteu.org.au National Indigenous Organiser Celeste Liddle.............. cliddle@nteu.org.au

Authorised by Grahame McCulloch, General Secretary, National Tertiary Education Union, PO Box 1323, South Melbourne VIC 3205

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Indigenous Forum 2011– The Pathway to Action continued from page 1...

our collective response to the Indigenous Higher Education Review.

Indigenous Policy Committee (IPC) Chair, Jillian Miller and Deputy Chair, Terry Mason gave an overview of the work undertaken by the union over the previous twelve month period and discussed the work to be completed in the lead up to the National Council meeting in October.

Delegates participated in a yarn session, where they introduced themselves and discussed the issues of importance at their institution as well as sharing stories with the focus on seeking appropriate ways to address issues raised.

International guests Forum warmly welcomed our international guests from the Māori caucus of the Tertiary Education Union in New Zealand. Te Pou Tuarā (Māori Officer), Lee Cooper and Te tumu arataki (Māori Vice-President), Cheri ‘Panda’ Waititi. They gave Forum delegates an overview of the current political climate and issues for Māori higher education staff in Aotearoa.

Retention and racial prejudice The key note address was delivered by Professor Steve Larkin, Pro Vice-Chancellor (Indigenous Leadership) at Charles Darwin University and Chair of the Indigenous

Higher Education Advisory Committee (IHEAC). Professor Larkin discussed the topic of unexamined racial prejudice in the higher education sector and how this ‘insidious form of exclusion’ was working against the goals of university-wide employment strategies to attract and retain Aboriginal and Torres Strait Islander academic and general staff.

Findings from the NTEU Branch and member surveys were discussed in this context. Initial findings from the members’ survey came as no surprise to the delegates, and gave some concrete data that proved correct the anecdotal comments from Aboriginal and Torres Strait Islander staff about experiences of racism within the sector. Findings from the Branch and members survey will be complied into a paper to be delivered at the National Council meeting in October.

Review of Indigenous Higher Education Professor Larkin, in his capacity as a panel member on the Review of Indigenous Higher Education, gave delegates an overview of The Review and took questions on the process, panel members and terms of reference.

The Review was discussed in further detail, with the IPC keen to gain member’s input to this important review. Delegates were asked to consider issues of impor-

YARN – NTEU INDIGENOUS MEMBERS’ MAGAZINE

tance for the NTEU submission to The Review, with the National Office formalising a response once the call for formal submissions is made.

Birrarung Walk and workshops At the end of day one, Forum participants were treated to a little of the Kulin Nation’s culture with delegates invited to walk the Birrarung (Yarra River). The Koorie Heritage Trust conducted the walking tour of the Birrarung that details the impact of colonisation on the Kulin Nation people’s culture and land.

On the second day, delegates participated in a group workshop discussing strategies to overcome bullying and harassment in the workplace.

Implementing Agreements To finalise business at Forum 2011, discussion on mechanisms to work with your local Branch were canvassed, with members asked to consider how best to inform their Branches about local issues of importance.

A review of bargaining outcomes was also discussed, with delegates instructing the National Office, Divisions and Branches to monitor the implementation of Indigenous employment and related clauses in current Collective Agreements, with a view to take action and enforce breaches if they arise.

Adam Frogley, Indigenous Officer

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EI Congress in South Africa In 1995, as a member of the Australian Education Union, I proposed the Rights of Indigenous Peoples at the first Education International (EI) Congress in Harare and presented the Australian Aboriginal Flag to EI president, Mary Frutrell. I also chaired the first Indigenous caucus of EI in Washington at the 2nd World Congress in 1998. At this year’s 6th World Congress, as a delegate from the NTEU, I made comment on the progress I have witnessed over this period.

Most evident on Indigenous issues, at both the Indigenous caucus and on the floor of Congress, was the presence of Latin American voices. I commented on the progress of Latin American Teacher Unions during this period to recognise their Indigenous peoples, listen to their voices and ensure a strong Indigenous presence at this year’s Indigenous caucus. This progress was facilitated by the EI regional office and strongly encouraged by the General Secretary, Fred van Leeuwen who visited the region and engaged with this dialogue.

The Aboriginal Canadian delegate spoke passionately at the Indigenous caucus about the need for Aboriginal content to be included every day in classrooms.

She told us about the Heartspeak project that is raising awareness of the need for change in Canadian schools because of the persistence of inequality in the education of Canadian Aboriginal children.

Shannen’s Dream highlights issues Aboriginal youth face regarding education and support (see www.heartspeak.ca/ Hear tspeak/Hear tspeak_About_Shannens_Dream.html). This project and the presence of an Aboriginal representative at this year’s Congress were both strongly supported by the Canadian unions.

The Indigenous representative from Fiji spoke passionately about the need for the

preservation of Fijian cultural practices through education.

The non-Indigenous union representative of the Sami reported that in Norway the rights of Sami are protected within law. She also reported of the strong networks and research partnerships that have developed with EI’s Latin American regional office.

While noting this progress, however, my overwhelming impression of the 6th World Congress was of non-Indigenous supporters without Indigenous representatives. If

EI is to truly represent Indigenous issues and remain relevant as a forum for Indigenous peoples to speak on Indigenous issues, member organisations’ leaders must look at their delegations and ensure Indigenous representation! It seems many member organisations are leaving this work to EI and its regional offices.

Progress occurs when Indigenous members are encouraged and supported by union leadership. When this does not happen it is an indication that for those member organisations Indigenous education is still only a marginal issue and not a core priority.

The fact that the EI Indigenous ad-hoc committee, proposed at the 5th Congress in Berlin, did not meet is also an indication of this.

EI believes that United Nations bodies, governments and education trade unions must review, transform and improve policies and practices in Indigenous education, in order to achieve the Education For All (EFA) objective. This requires member organisation to resource, support and work with Indigenous members. I believe NTEU already sets an example in this area and could and should show leadership in the region.

Jillian Miller IPC Chair and NTEU delegate to EI 6th World Congress Images © Bea Uhart, EI flickr photostream, www.flickr.com/photos/30593921@N03

YARN – NTEU INDIGENOUS MEMBERS’ MAGAZINE

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Working together across the Ditch In May, on the weekend immediately following Indigenous Forum, Terry Mason and I were extremely privileged to attend the Hui of the NZ Tertiary Education Union (TEU) in Hamilton, New Zealand. This was on the invitation of the Te Pou Tuarā (Māori Officer), Lee Cooper and Te tumu arataki (Māori Vice-President), Cheri ‘Panda’ Waititi, both of whom attended 2011 Indigenous Forum, and is part of an ongoing commitment of the NTEU and the NZTEU to work together ‘Across the Ditch’ ensuring the best possible conditions and opportunities for our people within the sector.

The Hui was held at the beautiful Kirikiriroa Marae, and as such it was a real pleasure to be included in an official greeting by the host community. All official business conducted within the Hui was done in a community way, where the Māori representatives from the various TEU committees would debate the issue whilst sitting around like family within the meeting room. Music featured throughout the proceedings so we had to do our best to sing in Māori. It was truly inspiring to see other ways to do work that are more culturallyengaging and appropriate and therefore any suggestions about how future Forums can be ‘decolonised’ from the caucus would be greatly appreciated.

A common theme seemed to be that when it came to working within the institutions themselves, Indigenous knowledges and practices are greatly undervalued, and, as with similar situations in Australia, a lot of Māori support centres and educational programmes are constantly under threat.

There are a lot of valuable things that these programmes bring to universities, but because they don’t operate in the exact same

way (e.g. universities don’t necessarily see the point of engaging the entire community in educational centres in order to create a more supportive environment) they are frequently subjected to the three Rs: Review, Restructure and Redeployment. Whilst it was comforting to know that we are not alone in our struggle in this country against the limitations of the higher education sector when it comes to embracing Indigenous peoples and knowledges, it was also distressing to hear just how similar and widespread those struggles are, and what the ramifications have been for our cousins in Aotearoa.

We presented the results of the Indigenous members’ survey on racism, discrimination and lateral violence to the Māori caucus, and the reaction from the delegates present was that same recognition of shared struggle. There is much that we can do together to eradicate these things

Māori education should be embedded, not traded New Zealand’s Tertiary Education Union (TEU) is concerned that a proposed Trans Pacific Partnership Agreement (TPPA) with eight other countries, including Australia and the US, could give private US tertiary education companies the right to sue New Zealanders over tertiary education quality assurance measures, public funding or other restrictions.

The TPPA has been called a ‘free trade agreement’ by its proponents. But in reality, the main function of the agreement would be to establish an array of new investor rights and privileges that would bind our governments into the indefinite future.

The US is effectively setting the terms for the current negotiations, using a model that empowers foreign investors and corporations to enforce privately their new ‘trade’ pact privileges.

Under the TPPA foreign companies could sue governments and seek monetary compensation for government actions they con-

YARN – NTEU INDIGENOUS MEMBERS’ MAGAZINE

on both sides of the Tasman.

The Māori Caucus are impeccable hosts, and whilst we were there we were absolutely spoilt rotten! After such a wonderful, uplifting, cultural and educational experience, neither of us wanted to come home.

The Indigenous Unit, and the Indigenous Policy Committee, would like to thank the Māori caucus of the NZTEU their kind invitation, and we are looking forward to seeing you all again soon.

Celeste Liddle, National Indigenous Organiser. Image courtesy TEU, www.flickr.com/photos/teu

sider would undermine their expected future profits.

The New Zealand public has many concerns about the effects of the proposed agreement, including on the cost of health care and public health such as tobacco control, development of wellpaid jobs through use of government buying power to favour local firms, and the powers it gives to overseas investors to sue the government. However, for Māori, the concerns are particularly acute.

One concern for Māori and other indigenous people working in tertiary education is that the TPPA could allow private foreign tertiary institutions to claim that requirements to incorporate indigenous culture into courses and programmes is an unfair trade barrier for them if they wished to compete here in New Zealand. Education providers would have either to give up Māori content or compensate foreign private providers for the trade barrier.

Māori and other indigenous communities deserve some control over our tertiary education systems so we can protect and promote our cultures. Education and culture are public goods not tradable goods.

Te tumu arataki (Māori Vice-President), Cheri ‘Panda’ Waititi

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Indigenous Higher Education Review On 14 April 2011, the Minister for Tertiary Education, Skills, Jobs and Workplace Relations, Senator Chris Evans and the Minister for Innovation, Industry, Science and Research, Senator Kim Carr announced a review into Indigenous Higher Education, now referred to as ‘The Review’.

The Review, based on Recommendation 30 of the Bradley Review and directly related to the Council of Australian Government’s (COAG) goal to close the gap, will have a particular focus on four areas of importance for Aboriginal and Torres Strait Islander student, staff and communities.

These areas include: ●● Achieving parity for Aboriginal and Torres Strait Islander students, researchers, academic and general staff. ●● Identifying areas of best practice and opportunities for change, within universities and other higher education providers. ●● Examining the effectiveness of existing Commonwealth Government funding programs. ●● Recognising and valuing Indigenous knowledge across the higher education sector.

In detailing the need for the review of Indigenous higher education, the Government emphasised the urgent need to transform participation and outcomes for Aboriginal and Torres Strait Islander students and staff.

At the launch of the review, Minister Evans stated that ‘for too long, Indigenous Australians have been under-represented in our universities both as students and staff.’ The 2010 statistical data collection

released by the Department of Education, Employment and Workplace Relations (DEEWR) supports this statement.

Currently, Aboriginal and Torres Strait Islander academic and general staff comprise only 0.96% of the total university staff cohort and commencing Indigenous students (in the first half of 2010) comprised 1.11% of the total commencing student cohort.

Based on the current 2010 datasets, and on the proviso that no additional non-Indigenous staff members were employed and no additional non-Indigenous students were enrolled, there would need to be a minimum immediate increase of 1,628 Aboriginal and Torres Strait Islander academic and general staff employed, along with a minimum immediate increase of 16,538 Aboriginal and Torres Strait Islander students enrolled to reach the acknowledged population parity figure of 2.5%.

Additional employment opportunities and student enrolments by themselves will not resolve the many and varied issues for Aboriginal and Torres Strait Islander staff and students. If the Australian Government and universities are to achieve a population parity figure, there will be a number of related initiatives instituted across the board.

These initiatives include, but are not limited to: ●● Appropriate funding programmes and opportunities for Indigenous researchers. ●● Development of appropriate and localised cultural competency training mandated across all levels of the university. ●● Indigenous knowledge and input when developing curriculum and course content. ●● Strengthened academic and pastoral support programmes. ●● Greater levels of financial assistance and support for Aboriginal and Torres Strait Islander students.

NTEU Indigenous Policy Committee (IPC) welcomes the opportunity to provide a submission to the Review. The IPC has already begun the conversation on this important review with Indigenous Forum delegates providing initial guidance on the Union’s official response.

NTEU congratulates Professor Steve Larkin and Professor Larissa Behrendt on their selection to the review panel. The Union looks forward to working with the panel and the Commonwealth Government to achieve the Bradley Review recommendation and the wider COAG targets for Indigenous Australians.

Read YARN as an online e-book or download a PDF at www.nteu.org.au/yarn Be our friend on Facebook!

NTEU Indigenous Caucus Facebook site is now up and running, with a brand new, easy to remember, web address: www.facebook.com/IndigNTEU Facebook provides a wonderful opportunity for members to interact in an informal way across a great distance, as well as keep the National Indigenous Unit up-to-date regarding campus-based activities and campaigns. It also provides a quick way for the NTEU Indigenous Unit to get timely information out about events (e.g. campus visits, Indigenous Forum), publications and campaigns, so that there is an alternate way for all to access information regarding the Unit’s activities.

The National Indigenous Unit encourages all members, Branches and Divisions to join us on Facebook. To join, log into Facebook, go to https://www.facebook.com/IndigNTEU and “Like” the page.

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