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Annual Report 2015 THE WOLLOTUKA INSTITUTE ANNUAL REPORT 2015 Cover images - all courtesy of Bernadette Drabsch Top left: illustration of Hand Shield held in the Percy Haslam Collection, Cultural Collections, University of Newcastle, graphite on Stonehenge paper Top right: illustration of Hunting Boomerang held in same collection, graphite on Stonehenge paper Bottom left: illustration of Ceremonial Spears held in same collection, graphite on Stonehenge paper Bottom right: illustration of Digging Stick held in same collection, graphite on Stonehenge paper This collection hangs in The Wollotuka1 Institute, Birabahn Building, University of Newcastle 1In the language of the Awabakal meaning “eating and meeting place” ANNUAL REPORT 2015 | CONTENTS Our Space 02 Australian-first ... 03 Introduction 04 Bunggai2 05 Governance and Leadership 06 Our Staff 07 Highlights and Achievements 09 Teaching Quality and Development 13 Research and Innovation 20 Student Engagement and Experience 24 Community Engagement 32 Indigenous Employment 36 New Futures.... 2016 40 The Wollotuka Institute (Wollotuka) acknowledges the traditional Aboriginal owners of the lands within our footprint areas: • Awabakal Nation • Darkinung Nation • Biripai Nation • Worimi Nation • Wonnarua Nation We also pay respect to our Nguraki3 past and present. 2In the language of the Awabakal meaning “now, today, present time” 3In the language of the Awabakal meaning “wise person, elder” 02 | THE WOLLOTUKA INSTITUTE STANDARDS DIAGRAM Each year our journey follows our rivers which flow from our mountains, through our valleys and plains, towards our beaches, to the sea. The stories from our great creator Baiame handed down to our Nguraki are told throughout this journey. Each of these stories being interpreted to form and advise our Cultural Standards which, in turn, define and guide our operations within Wollotuka. DEFINING OUR SPACE WITHIN THE ACADEMY Our story is one from the perspective of an Indigenous Institute within a dominant western higher education institution. Although we operate within this space we understand that the true essence and measure of Wollotuka’s existence is not simply about the numbers (the University can boast that we have one of the highest number of Aboriginal and Torres Strait Islander students and staff numbers nationally), it is more about the quality of the relationships that our ‘community’ enjoys with the University and how we create a space that is culturally safe and welcoming for our mob and visitors who seek to engage with us. We define Wollotuka as a ‘community’ as opposed to a centre or unit, as we together share our successes and challenges with the values and principles of a strong Aboriginal community. Our community (Nguraki, knowledge holders, students, staff, and visitors) relate to Wollotuka as a home, a family, a place they feel grounded and safe. Wollotuka plays two significant roles on informing a western knowledge system and should not distract full attention away 4 within the University firstly, one in Ngarralin Marrung allows which we share our knowledges to from claiming our space within the academy, us to respect and honour enable the enhancement of the to discuss, debate and critique within our through knowing our western environment and secondly, own knowledge system. histories, honouring building on the foundations of our Reclaiming, respecting and building on our contributions, respecting ancestors to further grow our knowledges is integral to the knowledge traditions and valuing knowledges for future generations. space we hold within the academy. It is our culturally responsive responsibility to create a space that can be We are positioned within the wider academy informed by our own epistemologies (way practices which underpins as a body of expertise, for providing advice of knowing) and ontologies (way of doing) 5 our operations. and guidance to embedding Indigenous within our whole community, inclusive of curriculum, university policy, research research, learning and teaching, student, practice, contributing to providing a diverse, staff and community engagement. This safe environment and strategies supporting strongly relates to our mantra ‘knowledge… a ‘whole of university’ approach to Aboriginal our way’ and Torres Strait Islander education and research. This is a vital role, however focuses 4In the language of the Awabakal meaning “listening/learning well” 5The Wollotuka Institute Cultural Standards 2013, p9 ANNUAL REPORT 2015 | 03 WINHEC Accreditation Team with Wollotuka Nguraki – back: Peter Hanohano, Hohaia Collier, Bob Morgan, Delbert Horton, front: Aunty Lorraine Lilly, Aunty Colleen Perry, Aunty June Rose, Deirdre Heitmeyer, Laura Horton, Aunty Bronwyn Chambers ACCREDITATION Wollotuka Institute recognised with global higher education agendas. This instrument for our WINHEC Site Visit review, Australian-first accreditation made recognition and validation of an educational we are pleased to report that these standards headlines for a media release in August 2015 system grounded in Indigenous worldviews, are embraced and embedded in the fabric, acknowledging that we received Australia’s knowledge systems and ways of knowing is an relationships and experience that is the first World Indigenous Nations Higher important step forward for Australia’s Wollotuka Institute, so much so that an overall Education Consortium (WINHEC) Indigenous Higher Education system. sentiment expressed by students, faculty, staff, accreditation, recognising our strong and administration was the sense that Receiving this accreditation was the outcomes within Australian Indigenous Higher Wollotuka provided “the Way Home.” That culmination of four years of preparation, Education. upon entering the Birabahn Center, the commencing with a letter of intent presented overwhelming sense of those encountering in 2012 in Taiwan, a presentation of Wollotuka WINHEC provides an international forum and Wollotuka, whether for the first time or many Cultural Standards in 2013 in Albuquerque support for Indigenous people to attain times over the years, was a deep and familiar USA, a Self Study presented in 2014 in Hawaii common goals through higher education, and connection to home. That sense of home, for and ending with an Accreditation Site visit by a this accreditation ensures that we can work Aboriginal/Indigenous people, has to be the WINHEC Accreditation team (pictured on this with Indigenous leaders across the world to truest measure and expression of LIVING page) at University of Newcastle in May 2015. highlight the importance of higher education cultural standards.” while enhancing and protecting Indigenous This final stage site visit to the University of beliefs. “ …it is the intent of this site review to uplift Newcastle took place from Sunday 3 May to Wollotuka as an Exemplar for the world to see Saturday 9 May 2015 and included meetings We ensure that our cultural integrity and and appreciate, and to invite the world to come with Nguraki, Wollotuka and University staff, values are at the forefront of all our and learn more about what they have done students and community as well as the endeavours and for this reason chose to test and how they have done it …” ourselves against a proven Indigenous Vice-Chancellor and Deputy Vice-Chancellor. accreditation process by a well-respected The team also participated in a number of The report also provided a number of international Indigenous body. cultural events and attended cultural sites in recommendations to ensure our: Newcastle, Port Stephens, Wollombi, Leanne Holt, Director of Wollotuka Ourimbah and Karuah. continuity and on-going connection to commented: “We are extremely excited about Country the accreditation and that our leadership in In August 2015 a team from Wollotuka, led by . continuity and on-going strengthening and Indigenous higher education is being Leanne Holt, attended the annual WINHEC reinforcement of Aboriginal identity recognised internationally. The opportunities for Meeting held at Seven Generations Education . continuity and on-going connection to cultural academic and research exchange as Institute, Fort Frances, Canada where it was Culture well as the building of networks and announced that we had successfully gained relationships with Indigenous nations globally 10 years accreditation (with 5 year review). continuity and on-going connection are endless.” to Creator and Ceremonies We were provided with a glowing final report . continuity and on-going The Commonwealth Department of Education from the Accreditation team which they connection to Community followed the progress and it is hoped that our summed up as “our story of the way home for success through this process of accreditation our people, our communities and our nations.” will highlight the capacity of Indigenous higher “Applying the Wollotuka Cultural Standards as education in Australia as a contributor to the framework, approach, and measuring 04 | THE WOLLOTUKA INSTITUTE Directors (l-r) Prof John Maynard, Assoc/Prof Peter O’Mara, Prof Peter Radoll, Leanne Holt INTRODUCTION Receiving WINHEC accreditation was a Our four Directors continue to work in in 2020 “to achieve parity of participation of fantastic milestone to engage with the collaboration making decisions that students from Indigenous backgrounds with University’s 50th anniversary celebrations and complement our culturally affirming and the proportion of these populations in our what a celebration it was with many of our intellectually enriching environment ensuring
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