SCHOOL IS HOME, HOME AS SCHOOL: YOLNGU 'ON COUNTRY' AND 'THROUGH COUNTRY' PLACE-BASED EDUCATION FROM GäWA HOMELAND

Abstract

In the review of rural, regional and remote education in Australia, Halsey briefly reflected on the old conundrum of how traditional Indigenous culture and -western' knowledge (as represented in mainstream curriculum) might be integrated in remote schooling contexts. The recommendation supplied was for -greater opportunity in the curriculum for learning about and valuing home and Homelands knowledge and life skills' (Halsey, 2018, p. 32). However, what appears a simple recommendation rests upon a complex definition of -homeland' and a long history of Indigenous negotiation with balanda (white) educational policies and practices in north-east Arnhem Land. At the Warramiri Yolŋu homeland of Gäwa, a philosophy of education has developed to encompass a profound place-based prioritisation. Following a critical Indigenous methodological framework designed by Yolŋu Elders, community research from Gäwa will be outlined to elucidate this localised Indigenous -on country' and -through country' pedagogy, and a practical demonstration of the philosophy in terms of the incorporation of a Warramiri -turning' seasonal-cycle curriculum will also be briefly discussed.