Day Twenty Five

Day 25 - Dr Neil Harrison, Dr Joanne Jamie and Dr Subramanyam Vemulpad


Dr Neil Harrison
Senior Lecturer
School of Education
Macquarie Uni


I met with Dr Neil Harrison at Macquarie University to discuss Indigenous perspective through the Science curriculum and culturally responsive pedagogy. In teaching his preservice Science teachers Neil ensures that he does not reinforce stereotypes when bringing Aboriginal perspectives to his lessons. He does this by becoming familiar with local communities wherever he is placed and becoming familiar with peoples areas of expertise. He then enables these people to share their expertise with his students. In this way these individuals are able to have informal conversations with his students whilst also sharing their expertise and in this way stereotypes are broken down as students become familiar with an individual rather than the idea of a group of people. Neil studies place-based pedagogy.

One such example was when he had a local artist work with his students on a mural at the university. Whilst working and painting the students were able to speak with the artist and get to know her as a person, understanding and appreciating her background, history and culture.

I found this explanation from Neil hugely valuable. Again the crucial need for links and positive relationships and input from the community was emphasised.

Neil also talked about breaking down the barriers within the school environment. It can be difficult and confronting for many parents to access the school, passing through the office can be overwhelming. So meeting off school grounds for informal activities, such as BBQ's to get to know everyone, can be best completed in a local park for example. One school found it necessary to create an access point directly to the Aboriginal Education Assistants office, such that parents did not need to pass through the school front office. When this was done far more parents accessed the AEA as it was not as intimidating.

Dr Joanne Jamie and Dr Subramanyam Vemulpad
Directors of Indigenous Bioresources Research Group and the Indigenous Science Education Program
Faculty of Science
Macquarie University

http://biolinfo.org/cmkb

Joanne and Subra shared with me the development of the Indigenous plants database and the Indigenous Science Education Program. Through previous connections at the university the Indigenous Bioresources Research Group (IBRG) sought the traditional knowledge of the Yaegl people. They wanted to use this knowledge to be directed to plants that had healing qualities and to then conduct research on these plants to interpret what biochemical properties of the plant gave it the qualities necessary for it's traditional use. The Yaegl group were assured that if there was success and a pharmaceutical was developed as a result of the research that they would be provided with compensation. The IBRG warned the community that the likelihood of the development of a new medicine as a result of the development of the database and biochemical research was very unlikely and asked the community how they might be able to assist in another way. The community Elders voiced considerable concern of the education of their children and IBRG completed some simple, but engaging Science experiments, like a Science show, with the children. It was these activities that helped with the development of the Indigenous Science Education Program. The program involves training Aboriginal students in years 9 and/or 10 to be leaders who then have the responsibility of teaching the simple Science activities to year 7 students. Macquarie University has worked on bringing other universities into the program such that other universities are able to involve their pre-service Science teachers in working with students in training the leading students.

I see a great deal of value in these programs and I am aware of similar programs that operate within schools and universities across Australia. In some schools Year 8 students teach primary school children simple experiments or involve younger students in their open-ended investigation projects. There is a lot of value in having all students take on a leadership and/or teaching role.
Members of the Yaegl group have travelled with the IBRG to different communities and schools to share with these communities the success of the Indigenous Science Education Program and the benefits of involvement in the Indigenous Plants Database. Not all of the plant information is available to everyone, if information that was shared is sensitive and should only be seen by specific community members then these plants cannot be viewed openly in the database (link above).

Would there be a place for introducing these plants, their healing qualities and talking about their molecular properties?

I am in 2 minds about involvement in the programs. I like giving students at a variety of levels the opportunity to be the experts and to be leaders and teachers. This is culturally responsive teaching. I am unsure about how hard IBRG would need to push their own agenda. Funding is available for this program only this year and I would encourage universities and schools who do not have outreach programs to become involved. At UNE we have Science in the Bush for years 5-9 which would include many similar simple experiments. I know that a few local schools already do lots of leadership-based fun Science days between secondary and local primary schools. I guess I am thinking in my mind that there could be a better way to engage Aboriginal students in leadership positions? UNE also has Science Booster Days, HSC Science Meet the Markers through STANSW and Science Investigation Awards for students in Years 7-10. A program to bring the university pre-service teachers into the classroom and practice simple experiments would be very valuable provided they have the time.... something to think about I guess?