It has set up linguistic and cultural resources, sustainable Anangu jobs and a center dedicated to community support.
The APY Hub partners with indigenous organizations on APY lands and provides translation and interpretation services to businesses and government, with support from Iwiri.
The hub also serves as a home of language and culture for Anangu living in Adelaide, which helps reduce the feeling of disconnection for children in foster care and for people who have moved to Adelaide for medical support or for other reasons.
Focused on helping the development of a trans knowledge culture rather than offering more simplistic translation services, Dr Osborne teaches the Pitjantjatjara and Yankunytjatjara language and culture in postgraduate and undergraduate courses, and runs summer schools for professional development which he says have attracted politicians, lawyers, doctors, teachers, nurses and social workers.
The APY Hub also provided significant support to 51 Anangu people the government relocated to a campsite in the Adelaide Hills when COVID struck. In collaboration with Iwiri, a first language school has been created so that the residents of the campsite can teach the language to their children.
UniSA APY Hub is the winner of the Community Engagement Award.
University of Melbourne
The Street Finance program teaches financial literacy to high school students in low SES neighborhoods in Victoria.
In 2020, Street Finance students also developed a set of online resources on financial management and financial emergencies for young Australians, which were distributed through the university’s virtual campus site and social media.
Professor Carsten Murawski, Department of Finance and Co-Director of Brain, Mind & Markets Laboratory is a decision-maker interested in how people make financial decisions.
For more than a decade, he taught students of the Bachelor of Commerce finance course – many of whom, he says, are keen to undertake community and outreach work and apply their new knowledge.
Street Finance is a course for final year students. “In eight weeks, they get a crash course in financial literacy as well as pedagogy and other aspects of teaching. The pupils develop a set of lessons for the pupils of the 9th or the 10th year of secondary which they deliver later in a high school in Melbourne, explains Murawski. In a year without COVID, the program typically reaches 300 students.
This allows students in the school to develop important financial literacy in budgeting and understand how credit cards or buy it now and pay after programs work.
Engagement with college students also acts as a form of outreach program, encouraging many schoolchildren to consider graduate school for the first time, he says.
The Yapatjarrathati Research and Health team
Children with Fetal Alcohol Spectrum Disorder (FASD) often do not get the help they need, and there may be a three-year wait list for some services.
In collaboration with Gidgee Health in Mount Isa, Griffith University has co-designed an innovative and culturally appropriate way to identify and support children with neurodevelopmental problems, including FASD, in institutions of distant health.
Associate Professor Dianne Shanley is working closely with Dr. Marjad Page, Chief Medical Officer at Gidgee on the culturally sensitive initiative that enables children to be assessed for neurodevelopmental development.
With the support of community Elders, the team developed a ‘tracking cube’ that uses a Dreamtime story to help practitioners engage with the community to tell them what they’re doing and assess neurodevelopment. ‘a child, thus laying the groundwork for access to so-required NDIS support.
Shanley says, “Over the past year, the story has been used as part of normal practice to obtain informed consent from families to understand the assessment process.
Practitioners use Dreamtime’s story and illustrations to explain the assessment process and we use it to teach practitioners.
According to Page, this is of major importance: “Being a black man born and raised in Mount Isa, I see so many of our children going to court. So many loved ones are locked up, going to jail – treatment is important – but in some cases, for many of our people, diagnosis is crucial because it changes the way the court sees our beautiful children. If they know there is a 14 year old child working out of a seven year thought process, that is important.
University of Adelaide
Open Music Academy Community Engagement Project
The Open Music Academy Community Engagement Project began in 2018 to provide access to music education for children who would otherwise have difficulty accessing instruments or lessons.
Professor Jennie Shaw, Assistant Vice-Chancellor and Vice-President (Academic), plays the piano and oboe and has a background in music and law. She wanted to find a way to help children learn to play instruments from an early age. Supported by generous donors and the University, the project “pushes the boundaries of music lessons which tend to be geography and cost,” says Shaw.
Over the past three years, the program has expanded to regions – starting with Kangaroo Island, the Eyre Peninsula and Mount Gambier offering musical activities to Kindergarten to Grade 12 students for three to five days. It is aimed at students “from absolute beginners who have never seen a trumpet to those who are quite advanced and may be considering entering a college program for graduate study,” adds Shaw.
Students from the University’s Elder Conservatorium of Music and highly qualified music teachers lead the programs. According to Shaw, this is a revelation for college and school students.
“It’s life that changes both ways. We went to Carlton School – it’s 97% Native. Their manager said it was truly transformative for the kids, ”whose attendance records improved because they wanted to play music with their friends.
The University of South Australia’s winning strategy
Dr Sam Osborne’s wife and children are Anangu. Her stepfather was born under a tree in Ernabella in the remote northwest of South Australia in 1947. It is a family that nurtured Osborne’s deep appreciation of the need for “trans knowledge” – a step forward. beyond translation, “cross-knowledge” involves the sharing of language and understanding with indigenous communities.
Osborne has been working in the field of indigenous education since 1995. He has taught Pitjantjatjara in schools in Adelaide and was principal of the Ernabella Anangu school. Today, he is also one of the leaders of the APY Center at the University of South Australia.
The organization works closely with the Iwiri Aboriginal Corporation, which has become a well-established translation and language authority, says Osborne. The APY Hub also helps develop important partnerships with Anangu communities in South Australia and the Northern Territory.
Osborne himself is often called upon to provide support at important meetings on government or governance matters. “If you add” fiscal responsibility “,” budget surplus “or” incremental steps “and if you do not speak English and have a discipline-specific understanding of English, you will not be able to put that in an Indigenous language under any circumstances. where concepts and language do not exist.
“On the other hand, I don’t do any translation without a First Nation member speaking Pitjantjatjara with me – I can’t do it myself, it sounds wonky. You can’t do this job without a power-sensitive reciprocal relationship, ”he says.
It is this mixture of language and understanding that provides vitally important “trans knowledge”, according to Osborne.
While much of APY Hub’s efforts focus on the needs of people living in the country, it also supports Anangu living outside the country and in Adelaide, whether they are children with families or families. reception or elderly people on dialysis.
Together with Iwiri, the Hub supports these people through a range of activities. “There are a lot of other kids here who are growing up without their language or family ties, we bring them together by doing traditional dance and choir,” says Osborne.
He personally divides his time between the responsibilities of the University and the APY Hub, each informing the other.
“Next week, I’m on the land to work with five schools on our culturally appropriate pedagogy projects,” he says. This is the focus of Osborne’s research, and he works closely with Anangu educators who advocate for the role of voice, language, and culture in remote schools.
“We are creating a space for Anangu to have a voice,” he says.
“Because of family relationships, I understand that there is an ethical responsibility not only to be fair, but to center Anangu in the work we do. It is not my language, my knowledge or my intellectual property (intellectual property). It’s not up to the university to build an empire and make billions of dollars; it is a shared resource.