One Sydney, Many People Strategy That Have Clear Accountability and Professor Philippa Pattison AO, 2021-2024 and Our Commitment to Transparent Reporting Mechanisms

The University of Sydney sydney.edu.au

One Sydney, Many People

Strategy 2021-2024 _8_X2122.jpg _8_X2124.jpg

We meet meet We on the together very beautiful Gadi Country Ngyini ngalawangun mari budjari Gadinurada* *The language of the Gadigal people is *The language of the Gadigal people is used in our acknowledgement of Country in recognition that the University’s first campus at Camperdown sits on Gadigal land. When speaking of matters regarding the lands of New South Wales, we refer to Aboriginal people. When referring to our staff and students, we refer to Aboriginal and Torres Strait Islander peoples. Aboriginal and Torres Strait Islander people should be aware that this document contains images and names of deceased persons. For theFor complete cover captions please see the inside back cover. Commissioned artwork:Commissioned Burambabirra Yanhambabirra and Share (Come, Yalbailinya Learn) 2020 Luke Penrith by artwork complete story the For please see page 28. Page B Page

_8_X2127.jpg _8_X2128.jpg Acknowledgement of Country

The University of Sydney’s Camperdown Campus sits on the lands of the Gadigal people with campuses, teaching and research facilities on the lands of the Gamaraygal, Dharug, Wangal, Darkinyung, Burramadagal, Dharawal, Gandangara, Gamilaraay, Barkindji, Bundjalung, Wiradjuri, Ngunawal, Gureng Gureng, and Gagadju peoples.

We recognise and pay respect to the Elders and communities of these lands, past, present and emerging, who for thousands of years have shared and Ngyini ngalawangun mari budjari Gadinurada exchanged knowledges across innumerable generations, for the benefit of all.

We respect and value the knowledges, cultures and traditions of Aboriginal and Torres Strait Islander peoples.

There is no place in Australia – water, land or air – that has not been known, nurtured and loved by Aboriginal and Torres Strait Islander peoples.

We acknowledge that many people identify themselves by their Clan, Mob and/or Country. For the purposes of this document, we respectfully refer to Aboriginal and Torres Strait Islander peoples as Aboriginal and Torres Strait Islander throughout, First Peoples as a

collective and Indigenous in reference Acknowledgement of Country to programs or data only.

Smoking Ceremony for Reconciliation

Week on Gadigal Green. 2019. Page 1 A whole-of-University commitment to journey together, valuing, respecting and celebrating Aboriginal and Torres Strait Islander people’s knowledges and cultures. sydney.edu.au One Sydney, Many People The University of Sydney

Smoking Ceremony for Reconciliation Week on Gadigal Green. 2019. Page 2 One Sydney, Many People

Strategy 2021-2024

Acknowledgement of Country ��1 Foreword – Journeying together ��4 Statement of intent ��6 Our vision �� 7 Our approach ��8 Strategic focus areas ��10 Our strategic initiatives Nguragainun – Culture and community ��12 Eora – People – our staff and students �� 14 Ngara – Education and research �� 16 Pemulian – Environment – a sense of place �� 18 Our priorities �� 20 Implementation ��24 Acknowledgements ��26 Artwork ��28 Cover credits ��29 Contact ��29 Foreword – Journeying together Professor Lisa Jackson Pulver AM Deputy Vice-Chancellor (Indigenous Strategy and Services) sydney.edu.au

One Sydney, Many People recognises Aboriginal and Torres Strait Islander peoples and communities for what they are – the custodians of Country, who are knowledgeable, strong, proud and spiritually connected to place. One Sydney, Many People

We acknowledge the shared history, graduates since its first ceremony of Aboriginal and Torres Strait strength, resilience and cultures of in 1859. Since 1971 – when data on Islander people and place, setting Aboriginal and Torres Strait Islander student’s background was collected up – for example – the National peoples as traditional custodians – at least 1734 Aboriginal or Centre for Cultural Competence, of the lands upon which we work Torres Strait Islander people have complete with learning programs, and live. The vibrant cultures of graduated from the University.1 modules and and Massive Open Aboriginal and Torres Strait Islander Online Courses (MOOCs). The work peoples are living, dynamic and But it was only in relatively recent of Wingara Mura Bunga Barrabugu central to the landscape, identity times, in 2012, when the University was extended and continued until and character of our nation. A introduced its first Indigenous the end of 2019. widely expressed commitment People’s strategy – Wingara Mura to strengthening our knowledge, Bunga Barrabugu. The translated In developing the subsequent appreciation and practice of this meaning of this 2012-2016 strategy one-year program of work, the identity and character lies at was “thinking path to make Unfinished Business Action Plan the heart of the work outlined in tomorrow” and committed to 2020, we spoke to our colleagues One Sydney, Many People. creating more higher education across multiple round-tables, and leadership opportunities for consultation sessions, surveys and The University of Sydney The University of Sydney is a Aboriginal and Torres Strait Islander meetings to evaluate, complete, world-class education provider and peoples. At the same time, Wingara refresh or retire the 87 objectives research leader. It has provisioned Mura Bunga Barrabugu committed of Wingara Mura Bunga Barrabugu. educational opportunities for members of the University to Unfinished Business has given us students with over half a million understand more of the history a wide-view of how the University

Page 4 1 As of the end of 2020. Foreword – Journeying together Foreword – Journeying together

community sees the work of and commitment that it needs to Wingara Mura Bunga Barrabugu succeed from the University and and of what needs to be done in those we serve. the new incoming strategy over the next four years to deliver As an institution we must inspire real, sustainable and measurable new generations of culturally change. One Sydney, Many People engaged students and staff is the result of this process. and equip them with the skills, knowledge and capabilities

One Sydney, Many People is required to navigate and lead in Professor Lisa Jackson Pulver AM designed to be aspirational, bold a rapidly changing world. This and courageous – to redefine the whole-of-University approach is the role we want and need to play, as foundation of long-term, achievable a university and as a community and sustained change. of practice. It has been developed with the support of every portfolio, I am excited about the next chapter professional service unit, faculty in the history of the University, and school, as well as with and welcome you on our journey stakeholders from community, together over the next four years. government and business. It is truly a strategy that has the buy-in Page 5 Statement of intent Message from the University Executive

As Australia’s first university, this University has a tradition of developing leadership for good – shaping change to improve the lives of those on our campus community and neighbours, as well sydney.edu.au as the local, national and international communities we serve.

We celebrate the increasing voice Today, every one of us and our Dr Michael Spence AC, Vice-Chancellor and Principal and influence of Aboriginal and faculties, schools and professional Torres Strait Islander peoples service units have contributed to Professor Stephen Garton AM, Vice Chancellor Designate and on our campuses and in how the development of One Sydney, Senior Deputy Vice-Chancellor we contribute to the social and Many People. It is through this Professor Duncan Ivison, Deputy physical environment that makes work and this shared statement of Vice-Chancellor (Research) our University special. intent, the University will continue Professor Lisa Jackson Pulver AM, to work using this same approach Deputy Vice-Chancellor (Indigenous We are pleased to present the in developing local work-plans Strategy and Services) One Sydney, Many People Strategy that have clear accountability and Professor Philippa Pattison AO, 2021-2024 and our commitment to transparent reporting mechanisms. Deputy Vice-Chancellor (Education) a stronger and more accountable The result is a strategy that is both Rebecca Murray, Vice-Principal partnership with Aboriginal and achievable and ambitious, bold and (Strategy) Torres Strait Islander peoples and courageous. Rosalind Ogilvie, Vice-Principal One Sydney, Many People our broader community. (Advancement) One Sydney, Many People sets Stephen Phillips, Vice-Principal Enduring foundations for this a tangible and actionable path (Operations) strategy were initiated in the forward with key metrics to ensure Tania Rhodes-Taylor, Vice-Principal Wingara Mura Bunga Barrabugu we stay accountable and on course. (External Relations) Strategy 2012-2016 which expressed Associate Professor Anthony Masters, the aim to support the best We will be brave and embrace the Chair Academic Board researchers and most promising notion of being community-led and Professor Annamarie Jagose, Executive students to achieve their full enhance the legacy of Australia’s Dean and Pro Vice-Chancellor, Faculty potential. This aim has not changed, first and most prestigious university, of Arts and Social Sciences and through our portfolios, celebrating and empowering Professor Robyn Ward AM, Executive Dean and Pro Vice-Chancellor, Faculty faculties, schools and professional Aboriginal and Torres Strait Islander of Medicine and Health service units we have supported students, staff and communities. Professor Gregory Whitwell, Dean, this as we worked through University of Sydney Business School completing the inaugural strategy We look forward to continuing our work together. Professor Iain Young, Dean, Faculty in the Unfinished Business Action of Science Plan 2020. Professor Willy Zwaenpoel, Dean,

The University of Sydney Faculty of Engineering Kirsten Andrews, Chief of Staff Richard Fisher AM, General Counsel

December 2020. Page 6 Our vision

OUR VISION OUR COMMITMENT “I am excited by One Sydney, Through our shared responsibilities To achieve population parity (and Many People. It is a big idea to the Aboriginal Lands upon which beyond2) with Aboriginal and Torres and now the time has come the University stands, we create Strait Islander students and staff to embrace it. I hope that a genuine sense of belonging by embracing ways of thinking that among all students and staff. As respects Indigenous knowledges in addition to outcomes for one of Australia’s most eminent and appropriate incorporation of students, that this strategy universities, we demonstrate culture across University life. changes the relationship visible leadership by fulfilling our of learning to one that social contract with Australia’s One Sydney, Many People outlines First Peoples. our strategic focus areas, priority acknowledges that First projects and initiatives which Nations science, thinking Our vision will drive a whole-of-University and knowledges are just as approach to a stronger, more inclusive and culturally embodied important as the things that University of Sydney. are written in books. And of course, it’s always good Our vision and commitment honours and supports Aboriginal for deadly places to have and Torres Strait Islander peoples deadly people in them.” by ensuring that we acknowledge Wesley Enoch AM, Artistic and respect cultural connection Director, Sydney Festival to place and country. We will do this by continuing to build and Member, External Advisory Group appropriately embed Aboriginal and Torres Strait Islander peoples’ cultural identity, knowledge and world views into our work, research and education. We will embed Aboriginal and Torres Strait Islander peoples’ voices appropriately in our institution and the University’s core business of teaching and research. We will source culturally appropriate attribution of Aboriginal language for our naming conventions and signage. We will provide a dedicated physical space where Aboriginal and Torres Strait Islander students, staff and community visitors can meet, embrace and exchange knowledge.

2 Department of Education, Skills and Employment data, 2018, ABS (Estimates of Aboriginal

and Torres Strait Islander Australians 201608, Table 1,2,3; June 2016 Estimates) Page 7 PEOPLE-CENTRIC We hear the voice of Aboriginal and Torres Strait Islander peoples and support the learning and understanding of our University community – as a community of practice – to belong on Country that hosts the longest, continuing ASPIRATIONAL COMMUNITY-FIRST culture in the world. We acknowledge the We embrace strengths- importance and diversity based communication sydney.edu.au of the community and the and are proudly visionary, role the University must play aspirational and responsive to in supporting Aboriginal the strengths of Aboriginal and and Torres Strait Islander Torres Strait Islander peoples and community and of the communities excellence. we serve.

Our guiding principles

COURAGEOUS One Sydney, Many People AND ACCOUNTABLE Our approach is big, bold and strong, backed by UNIVERSITY-WIDE consultation and inclusion, We are University- solid metrics and review, wide in our thinking, and with meaningful and collaboration and achievable measures throughout the of success. implementation of this strategy.

EQUITY We leverage the LEADERSHIP University of Sydney’s role The University of Sydney as a large procurer and We ensure any and all employer with a significant programs and programs of capacity to drive change are communicated workplace equity. and appropriately led across the University and our community. Page 8 Our approach

One Sydney, Many People is guided by respect for Aboriginal and Torres Strait Islander peoples and acknowledges the many cultures, knowledges and traditions of this place we call Australia. Our approach Our approach

One Sydney, Many People has Many People to be successful, the “Designing the future of been developed through an need to embed this work into the one of Australia’s oldest daily business of all is paramount. extensive co-design process where tertiary institutions with Aboriginal and Torres Strait Islander community leaders, University staff We drew from a number of Australia’s oldest peoples is and students, senior leadership, guiding principles to inform One exciting. The University of Sydney, Many People and its alumni, donors, government, Sydney is synonymous with implementation. We recognise business and other stakeholders excellence and boldness. were invited to participate in the work of the past decade, surveys, workshops and smaller specifically the Wingara Mura Bunga It is also synonymous with group meetings to ensure that Barrabugu strategy (2012-2016), privilege and power. I want Storylines (2018), the Unfinished everyone who wanted to say the University community Business Action Plan (2020) and something about the work of the to boldly acknowledge the portfolio and this incoming strategy the Walanga Wingara Mura Design had the opportunity to do so. Principles (2020) amongst others. privilege it has of working, living and learning on We were also asked to use Through this process of yarning and Aboriginal land and with listening, we collected extensive appropriate language to describe feedback on what actions must the pillars of One Sydney, Many Aboriginal people; and the be initiated, continued, reviewed People. Gadigal language holders power a culturally engaged suggest we use of the words or ceased from the Wingara Mura University community Nguragaingun, Eora, Ngara and Bunga Barrabugu strategy. We can have on ultimate Our guiding principles examined critical issues, sought Pemulian to name the pillars (in new opportunities and through our order): Culture and Community, educational excellence.” People, Education and Research engagement process, identified Kristy Masella, CEO Aboriginal and Environment. We have more than 600 actions across four Employment Strategy focus areas for One Sydney, Many incorporated this suggestion People. These four areas, Culture and will continue to expand our Member, External Advisory Group and Community, People, Education collaborative work across the and Research, and Environment University and community and will be host to the many actions continue to refine this strategy identified and be driven by to make sure it remains ‘fit for local implementation plans. The purpose’ throughout its life. University community and those who participated in our co-design process agrees that for One Sydney, Page 9 Strategic focus areas

The focus areas and priorities of One Sydney, Many People are designed to embed a strengths-based approach towards initiatives; achieved through a combination of cross-University collaboration and local implementation plans for each department, school, faculty, professional service unit and portfolio. Importantly, these sydney.edu.au focus areas are intrinsically connected with each other and enable a holistic University-wide approach.

NGURAGAINGUN EORA NGARA PEMULIAN CULTURE AND COMMUNITY PEOPLE – OUR STAFF EDUCATION AND RESEARCH ENVIRONMENT The University will create AND STUDENTS Embedding Aboriginal – A SENSE OF PLACE more opportunities for Our University is nothing and Torres Strait We have listened continued engagement without its people. As Islander knowledges, and understand the with communities, part of our commitment histories and cultures in importance of creating celebrate culture on and to increased levels of University practice is an a sense of place and off campus and ensure participation in higher important characteristic belonging for our we have an environment education, research and of this strategy. This University community. where conversations leadership opportunities, will be supported by We will continue to about our identity and it’s vital to achieve enhanced Aboriginal and implement the successes who we are can occur population parity both Torres Strait Islander of the Walanga Wingara One Sydney, Many People easily. Critical to this in student and staffing Peoples’ engagement, Mura Design Principles, will be the University’s numbers for Aboriginal participation and conclude the revision ability to connect and and Torres Strait Islander leadership in teaching, and launch of Storylines engage with Aboriginal people. We recognise learning and research, and continue to embed and Torres Strait Islander that we have a ways and support more Aboriginal and Torres communities locally and to go to keep pace productive and reflective Strait Islander narratives regionally, in authentic with non-Indigenous relationships between into the infrastructure, and mutually beneficial enrolments and staffing. educators, researchers, design and fabric of our ways. We commit to reviewing, universities, governments campuses. reforming and improving and policymakers. Using the knowledge policies, procedures and This will be assisted by The continuation of these and resources available opportunities concerning furthering the work of principles, storylines, to the University, we Aboriginal and Torres Ngarangun: Indigenous narratives and others as will find further ways to Strait Islander students Research Strategy appropriate will create embed Aboriginal and and staff. and helping grow our opportunities to explore, Torres Strait Islander academy from the not only distinctions knowledges, histories inside through support or differences, but the and cultures throughout The University of Sydney programs for those who elements that bind and University policies, desire a research or connect our many One behaviours, structure, academic career. Sydney, Many People programs and curriculum. communities. Page 10 NGURAGAINGUN CULTURE AND COMMUNITY Reflect Aboriginal and Torres Strait Islander peoples’ cultural EORA values throughout University PEOPLE policies, practices and Empower our University, our relationships. practices and every member of our University community to engage in culturally responsive ways. Strategic focus areas

Strategic focus areas

NGARA EDUCATION AND RESEARCH PEMULIAN Embed Aboriginal and Torres ENVIRONMENT Strait Islander peoples’ knowledges, skills, concepts Enhance the environments and ways of life in teaching in which we learn and work to and research. embody Aboriginal and Torres Strait Islander cultural values and to ensure exchanges of knowledge can occur easily. Page 11 1 Tribal Warrior Dancers at the Charles Perkins Oration. 12 November 2020. 2 Aunty Pat Turner, Charles Perkins Oration. 12 November 2020 3 Service Learning in Indigenous Communities – Tribal Warrior. 2020. 4 Service Learning in Indigenous Communities – Tribal Warrior. 2020. sydney.edu.au

Nguragaingun Culture and community

FROM LITTLE THINGS BIG THINGS GROW AUTHENTIC ENGAGEMENT We are strengthening our resolve to continue We acknowledge that there remains more to do the consistent and many steps necessary to to achieve parity in Australian education and that listen to and engage with our community. We are the participation of Aboriginal and Torres Strait determined to develop realistic targets which are Islander students in higher education remains embedded in authentic engagement and respect unacceptably low. We are well placed to work with One Sydney, Many People and ensure these are included in every area of our communities to address these inequities and University life. take the necessary steps to redress the current rates of student and staff participation.

PHILANTHROPIC AND PARTNERSHIP OPPORTUNITIES We recognise that many non-Indigenous students To achieve our vision, we continue to explore are wanting to know more about Aboriginal and strategic partnerships and alignments with Torres Strait Islander peoples and communities. philanthropists and external organisations. This In addressing this, we also commit to the review will be guided by a new Aboriginal and Torres and expansion of opportunities and pathways for Strait Islander Philanthropy Strategy that will all students to participate in dedicated offerings address agreed priorities with the University, especially those that provide access points to community and our partners. Aboriginal and Torres Strait Islander communities.

We aim to review existing and establish new Our commitment to authentic engagement with policies and procurement processes to enhance community will be enhanced through educational participation in University life by Indigenous opportunities, mobility programs such as Service organisations, communities and businesses. Learning in Indigenous Communities (SLIC) and This will be enhanced by developing an external programs for staff, the Cultural Competence The University of Sydney engagement framework in concert with existing Leadership Program (CCLP), Massive Online practices. Open Courses (MOOCs) and dedicated modules, including micro-credentials, to enhance our ability to be authentic, inclusive and proactive. Page 12 Nguragaingun

IT TAKES A COMMUNITY “I think One Sydney, Many Now more than ever, we are living in an People will set a benchmark interdependent community. One Sydney, and guide for the University Many People will be measured by its ability in the way that it conducts to bring together the many parts of the University community and ensure availability business – not just in of academic staff to lead student/community academic teaching and Culture and community and researcher/community joint projects. We research but in engagement are committed to help provision this capability with the University as well – to ensure faculties, schools and professional service units deliver support and are genuinely connecting the community engaged with Aboriginal and Torres Strait to the University and the Islander communities. University to the community.”

Professor Tom Calma, AO, Chancellor, University of Canberra

Member, External Advisory Group Page 13 sydney.edu.au

Eora People – our staff and students

AN EQUAL PLAYING FIELD FOR OUR STUDENTS where education disruption has affected their Australian Tertiary Admission Rank (ATAR), or Despite the significant achievements of Wingara for older students who have not either acquired Mura Bunga Barrabugu, the University of Sydney vocational qualifications in the course of their has a lower proportion of Aboriginal and Torres work, or not achieved an ATAR during their Strait Islander students (0.9%)3 than the Australian schooling. Further enhancements to engage with sector (average 1.72%)4. The University is currently One Sydney, Many People these cohorts will include the initiation of three placed 7th amongst its Group of Eight (Go8) peers new extended bachelor degrees, specifically a in Aboriginal and Torres Strait Islander student Bachelor of Arts (Extended), Bachelor of Liberal participation4. Arts and Science (Extended) and Bachelor of While the number of Aboriginal and Torres Strait Science (Extended). These are on target for Islander students enrolling at our University has commencement in 2022. increased modestly it has still not kept pace with We will also continue to enhance high school those enrolments of non-Indigenous students4. outreach and transition programs through Despite some growth in participation over the past community collaboration as well as redesigning ten years, degree completions for Aboriginal and scholarship and support opportunities for Torres Strait Islander students at the University Aboriginal and Torres Strait Islander students. have not increased. We are committed to changing Central to this work will be the continuation of these statistics during the life of this strategy. the Gadigal Early Offer Program, the University’s To ensure this change is realised we have dedicated admission pathway program for committed to achieving population parity in Aboriginal and Torres Strait Islander students, Aboriginal and Torres Strait Islander student as well as the bespoke suite of college participation by 2030. The outcome will be accommodation scholarships. The University of Sydney supported by a number of admission pathways for Aboriginal and Torres Strait Islander students

3 National Indigenous Australians Agency (NIAA), IAP Insights, University of Sydney, 2019 data drawn 12 August 2020 4 Department of Education, Skills and Employment data, 2019 Page 14 1 Staff participating in the CCLP Program. 2017. 2 Three students at the 2019 Wingara Mura Bunga Barrabugu Summer Program Eora faculty experience.

EMBRACING INDIGENOUS EDUCATORS AND are recognised, and how this helps facilitate PROFESSIONALS promotion and progression of staff throughout the University. We also need to expand initiatives such While recognition of culture in our academic as the Culturally Competent Leadership Program community may be seen to be welcoming, we must (CCLP) and our Open Learning Environment also recognise that Aboriginal and Torres Strait (OLE) modules to develop and further enhance Islander staff, both professional and academic, the cultural responsiveness of our University are under-represented at the University, with only community. 1.2 percent of staff identifying as Aboriginal and/or Torres Strait Islander4. If we are to become known as the leading university for Aboriginal and Torres Strait We strive to be the University of choice for Islander students and staff this must be reflected Aboriginal and Torres Strait Islander students through policies and innovative programs that and staff and must be brave enough to take a empower students and staff to make respectful, multifaceted approach to meet the expectations ethical choices in intercultural settings which of the communities that we serve. We need to prioritise culturally competent leadership. An remain committed to becoming a community of

essential component of this is in the support and People – our staff and students practice in which all staff and students embrace a continuation of the National Centre for Cultural shared understanding of what it is to belong to an Competence (NCCC) and its work in designing and Australian university such as ours. facilitating programs that promote ethical and effective choices in intercultural settings. To do this, we must achieve population parity in Aboriginal and Torres Strait Islander staff participation by 2030. We need to also reform programs such as the Merit Appointment Scheme (MAS), review and improve how Aboriginal and Torres Strait Islander staff achievements Page 15 sydney.edu.au

Ngara Education and research

ABORIGINAL AND TORRES STRAIT ISLANDER the successful delivery of these knowledges

One Sydney, Many People KNOWLEDGE FIRST AND FOREMOST we will support development opportunities for teaching and research staff to be equipped to We recognise that the exchange of knowledge, deliver Indigenous content appropriately and teaching and learning occurred on the Countries with an understanding of the ethical and other and places across the nation predating that of requirements of working with Aboriginal and higher education institutions anywhere in the Torres Strait Islander communities and students. world. By expanding upon the representation We will commence this work with the Faculty of of Aboriginal and Torres Strait Islander Peoples’ Science, The University of Sydney Law School and knowledges, skills and understanding we honour Sydney Conservatorium of Music. the founding knowledge of the custodians of the land upon which the University’s campuses are situated. ATTRACTING INNOVATORS The University will continue to attract and A COMPLETE EDUCATION retain Aboriginal and Torres Strait Islander students and staff who foreground the priorities As part of One Sydney, Many People, we will and aspirations of the many communities we support curriculum owners to embed Aboriginal serve. The University will refine and implement and Torres Strait Islander values, culture and recruitment initiatives to attract more students

The University of Sydney teachings across all faculties and schools. A range into all disciplines – those leading into Higher of models will be employed to facilitate innovative Degree Research (HDR) programs and those and culturally quality-assured representation of pursuing postgraduate coursework. We will Aboriginal and Torres Strait Islander knowledges continue to refine and implement initiatives to in curriculum, programs and courses. To ensure retain and graduate students while supporting Page 16 Ngara

discipline-specific education and research 1 Behind the scenes, during the Bruce Pascoe: Perennial Soil Lecture, programs. A critical priority in this work is to Sydney Ideas, October 2020. 2 Dhuwarr bread display and research embed the work of Ngarangun: Indigenous on Gomeroi grains. 2020. Research Strategy across our institution. 3 Students presenting in the Moot Court, The University of Sydney Law School. 2019. BE THE CHANGE We are setting achievable and sustainable goals to help address education inequity for Aboriginal and Torres Strait Islander peoples. Our goal is to become renowned as a leader in Indigenous innovation, building upon the strong foundations Education and research already existing with institutions such as The Poche Centre for Indigenous Health and the Sydney Policy Lab. These are important targets to aspire to and can be achieved through meaningful engagement with Aboriginal and Torres Strait Islander researchers, educators and community. Page 17 1 Dale Harding. Spine 3 (radiance). 2018. 2 Dale Harding. Spine 2. 2018 3 The Gadi welcoming visitors on the City Road entrance of the University’s Camperdown Campus. 4 Totem poles, Regiment Building, Newtown, NSW. 2020. sydney.edu.au

Pemulian Environment – a sense of place

A SENSE OF BELONGING REFLECTING CULTURE BACK TO OUR STUDENTS One Sydney, Many People will succeed by AND STAFF developing policies and procedures to increase As part of our ongoing commitment to One the number of Aboriginal and Torres Strait Sydney, Many People our students and staff want Islander students and staff on campus and that to consistently see the depth of Aboriginal and they feel included, feel like they belong and

One Sydney, Many People Torres Strait Islander knowledges reflected back are able to go about their studies and work to them in every aspect of University life. Whether with respect. We understand that enrolling at that is through bilingual signage and storytelling university is only the first step in the important in lecture halls or through culturally significant process of lifelong learning and how one can displays in shared spaces, this respect for culture recognise that they are not alone. Establishing a through physical acknowledgements will be sense of belonging from the moment a student embedded across all campuses. engages with the University to the day they become alumni is essential to ensure Aboriginal At the heart of One Sydney, Many People and Torres Strait Islander students feel at home is our commitment to creating a dedicated and thus reach their full potential as a part of our physical space for our Aboriginal and Torres University community. Strait Islander students to come together as a community in a space that provides support and opportunities. This space will be available for both undergraduate and postgraduate students to work together and to meet with community Elders for cultural support.

The University of Sydney Over the course of the next five years, we will also create additional dedicated spaces across our campuses where all members of the University can learn about Indigenous culture, have culturally engaged discussions and understand how they can support initiatives across this strategy. Page 18 Pemulian

CARING FOR COUNTRY CARES FOR OUR PEOPLE FROM THE GROUND-UP We recognise the deep connection Aboriginal To create a dedicated student space for and Torres Strait Islander peoples have to Aboriginal and Torres Strait Islander students, we Country. As part of the One Sydney, Many People utilise Indigenous design principles to develop strategy, we ensure Caring for Country initiatives culturally appropriate digital and physical and University-wide strategies are embedded infrastructure. The 2020 Walanga Wingara throughout the whole of the University. Mura Design Principles have been successfully implemented in the innovative design and We are committed to delivering sustainability construction of the Chau Chak Wing Museum and research and education activities as part of the will continue to be utilised in the design of this University’s 2020 Sustainability Strategy. project. A space such as this will provide fit- for-purpose facilities for academic and student We understand that environmental wellbeing is support staff to provide the best support possible paramount to the wellbeing of our community to our Aboriginal and Torres Strait Islander and will coordinate initiatives with relevant students. schools and portfolios to support this. Together we will develop activities that enable students Environment – a sense of place and staff to walk, talk and work together with LEARNING BOTH WAYS Aboriginal and Torres Strait Islander peoples to We are committed to graduates who understand protect natural and cultural heritage. Students the diversity and richness of Aboriginal and Torres will go beyond the classroom to learn about Strait Islander cultures. It is our aim to support all Indigenous Australians’ history of connection to students to develop a greater understanding of Country, teaching practices that will continue to Aboriginal and Torres Strait Islander cultures and build long-term sustainability such as stewardship provide interactive experiences to embed culture of land and water, awareness of cultural heritage, into all the University does. policy, advocacy and other aspects co-designed with Aboriginal and Torres Strait Islander communities. Page 19 Our priorities

Establish procurement processes to facilitate engagement with Aboriginal and Torres Strait Islander organisations and businesses. − Develop an Indigenous procurement policy with associated KPIs and procedures. − Develop an implementation guide and annualised sydney.edu.au NGURAGAINGUN reporting. CULTURE AND COMMUNITY Review and align Indigenous philanthropic Reflect Aboriginal and Torres Strait Islander opportunities and business cases with strategic peoples’ cultural values throughout University Aboriginal and Torres Strait Islander priorities. policies, practices and relationships. − Develop an Aboriginal and Torres Strait Islander Philanthropy Strategy. The University will create more opportunities for continued engagement with communities, − Develop an action plan that enhances financial celebrate culture on and off campus and ensure support for Aboriginal and Torres Strait Islander we have an environment where conversations students, staff, research and other activities about our identity and who we are can occur through philanthropy. easily. Critical to this will be the University’s ability Embed co-design in educational mobility programs to connect and engage with Aboriginal and Torres to engage with Aboriginal and Torres Strait Islander Strait Islander communities locally and regionally, peoples and communities. in authentic and mutually beneficial ways. − Review and expand opportunities for students to Using the knowledges and resources available to participate in community-based mobility programs. the University, we will find further ways to embed − Ensure Australian-based mobility programs for Aboriginal and Torres Strait Islander knowledge, students to include Aboriginal and Torres Strait histories and cultures throughout University policies,

One Sydney, Many People Islander communities and perspectives. behaviours, structure, programs and curriculum.

Review, update and, where necessary, create OUR COMMITTMENT policies and procedures to ensure consistency − Strengthen relationships and build new ones with with Aboriginal and Torres Strait Islander peoples’ Aboriginal and Torres Strait Islander cultural values. communities throughout Australia. − Develop a policy regarding the appropriate use − All students will have opportunities to develop of Welcome to Country, Acknowledgment of their cultural competence to meet the Country and other recognition – including a University’s commitment to the Cultural standardised signature block for all staff. Competence Graduate Quality. − Develop procedures to ensure institutional − All faculties and schools offering mobility programs, involvement with and embracing of Aboriginal such as as Service Learning in Indigenous and Torres Strait Islander cultural events, Communities (SLIC), to undergraduate students. milestones and ceremonies. − Minimum 3 percent philanthropic funding − Audit and review existing policies and received by the University to be allocated to procedures that refer to Aboriginal and Torres Indigenous projects and initiatives.

The University of Sydney Strait Islander people and or community. − Develop an Indigenous procurement policy − Map policies that should be reviewed against across the University. this strategy. − Develop a policy regarding the appropriate use of Welcome to Country and Acknowledgment of Country and other recognition including a standardised signature block for all staff. Page 20 Achieve staff and leadership population parity by 2030. − Review and reform Aboriginal and Torres Strait Islander staff opportunities for employment, promotion and progression. − Develop Aboriginal and Torres Strait Islander inclusion at all levels of the University, including EORA Senate and its subcommittees, Academic Board PEOPLE – OUR STAFF AND STUDENTS and other high-level governance structures.

Empower our University, our practices and every Be known as the leading University for Indigenous member of our University community to engage staff and students through policies and programs in culturally responsive ways. that enable culturally competent leadership at Our University is nothing without its people. all levels. As part of our commitment to increased levels − Expand initiatives such as the Culturally Our priorities of participation in higher education, research Competent Leadership Program (CCLP). and leadership opportunities, it’s vital to achieve − Continue to offer Open Learning Environment population parity both in student and staffing and other opportunities to staff and students. numbers for Aboriginal and Torres Strait Islander Be known as the leading University for innovative peoples. We recognise that we have a ways to go programs that encourage staff and students to to keep pace with non-Indigenous enrolments and make respectful, ethical and effective choices in staffing. We commit to reviewing, reforming and intercultural settings. improving policies, procedures and opportunities − Enhance and support the role of the National concerning Aboriginal and Torres Strait Islander Centre for Cultural Competence (NCCC) to students and staff. design and facilitate programs that promote We commit to ensuring all students and staff are ethical and effective choices in intercultural given the opportunity to know and learn what it settings. is to be on a land that hosts the world’s oldest continuous culture and what it is to learn with these perspectives. Achieving population parity across our OUR COMMITTMENT University population of students and staff is key to − Achieve population parity in our Aboriginal and One Sydney, Many People. Torres Strait Islander student and staff participation by 2030. Achieve student population parity by 2030 − Pursue collaborative partnerships with − Continue and enhance high school outreach and community and other organisations to enhance transition programs. transition capability and support for Aboriginal − Implement the Extended Bachelor Programs. and Torres Strait Islander students. − Provide opportunities for students to participate − Develop Aboriginal and Torres Strait Islander in sub-degree, micro-credential and other inclusion at all levels of the University, including professional development programs. Senate and its subcommittees, Academic Board − Enhance scholarship offerings across the and other high-level governance structures. University. − Ensure that programs to recruit staff are − Enhance further the Gadigal programs of entry. reviewed, updated or implemented. − Ensure programs such as the CCLP, NCCC modules, MOOC’s and other resources are available to all staff and students. Page 21 Our priorities

Become the University of choice for emerging and prospective Aboriginal and Torres Strait Islander students. − Refine recruitment initiatives to attract Aboriginal and Torres Strait Islander students. − Create progression pathways from sydney.edu.au NGARA undergraduate degrees for those wanting to pursue postgraduate qualifications. EDUCATION AND RESEARCH Embed Aboriginal and Torres Strait Islander Become the University of choice for emerging and peoples’ knowledges, skills, concepts and ways prospective Aboriginal and Torres Strait Islander of life in teaching and research. researchers. − Refine and implement research initiatives to Embedding Aboriginal and Torres Strait Islander attract Aboriginal and Torres Strait Islander knowledges, histories and cultures in University researchers. practice is an important characteristic of this strategy. This will be supported by enhanced − Refine and implement recruitment initiatives to Aboriginal and Torres Strait Islander peoples’ attract Higher Degree by Research (HDR) engagement, participation and leadership in students. teaching, learning and research, and support more − Support the embedding of Ngarangun: productive and reflective relationships between Indigenous Research Strategy. educators, researchers, universities, governments and policymakers. This will be assisted by furthering Become domestically and globally renowned as the work of Ngarangun: Indigenous Research a leader in Indigenous public policy reform and Strategy and helping grow our academy from the innovation. inside through support programs for those who − Conduct a feasibility study into the

One Sydney, Many People desire a research or academic career. establishment of a centre for Indigenous innovation and excellence. These and other related initiatives will guide and become the catalyst for sustainable educational and research agendas in partnership with communities, OUR COMMITTMENT government and industry. − Commencing with the Faculty of Science, the University of Sydney Law School and Sydney Support Aboriginal and Torres Strait Islander Conservatorium of Music, we will support knowledges, histories and cultures in every area of faculties and schools with their Indigenisation of the University and its practice. curriculum commitments and programs. − Provide enhanced support to faculties and − Set targets for Aboriginal and Torres Strait schools in their efforts to Indigenise the Islander participation in HDR study. curriculum commencing with collaborations with the Faculty of Science, the University of Sydney − Support the Ngarangun: Indigenous Research Law School and Sydney Conservatorium of Music. Strategy and its inclusion in all faculties and schools. − Ensure teaching staff are able to participate in appropriate programs of learning so they can − Support teaching and research staff to deliver Indigenised content appropriately. understand the requirement of working with The University of Sydney Aboriginal and Torres Strait Islander − Ensure research staff understand the ethical and communities and students. other requirements of working with Aboriginal and Torres Strait Islander communities, − Investigate the feasibility of establishing a researchers and students. national centre for Indigenous innovation and excellence in public policy and reform. Page 22 PEMULIAN ENVIRONMENT – A SENSE OF PLACE Enhance the environments in which we learn Connect with other University-wide strategies and and work to embody Aboriginal and Torres Strait initiatives to embed a culture of Caring for Country Islander cultural values and to ensure exchanges of across all campuses. knowledge and learning can occur easily. − Deliver sustainability research and education

We have listened and understand the importance activities in coordination with the Sustainability Our priorities of creating a sense of place and belonging for our Strategy. University community. We will continue to implement − Coordinate environmental wellbeing initiatives with the successes of the Walanga Wingara Mura Design relevant faculties, schools and portfolios. Principles, conclude the revision and launch of Storylines and continue to embed Aboriginal and Torres Strait Islander narratives into the infrastructure, design OUR COMMITTMENT and fabric of our campuses. − Deliver a dedicated physical space for Aboriginal and Torres Strait Islander students on the The continuation of these principles, storylines, Camperdown Campus housing academic and narratives and others as appropriate will create student support services. opportunities to explore, not only distinctions or differences, but the elements that bind and connect − Embed cross-institution strategies into our work our many One Sydney, Many People communities. Caring for Country. − Install bilingual signage and displays of cultural Promote Indigenous cultures through physical displays significance across our campuses. of acknowledgement across the campuses. − Create an enhanced naming policy for precincts, − Create an enhanced naming policy for precincts, buildings and rooms. buildings, and rooms. − Produce bilingual signage and storytelling for lecture halls and allocated teaching spaces at prominent sites across the University. − Install displays of cultural significance in shared places.

Create a dedicated physical space for Aboriginal and Torres Strait Islander students to foster a community and provide support and opportunities to learn. − Deliver a dedicated space for Aboriginal and Torres Strait Islander students at the Camperdown Campus housing Indigenous-specific academic and student support services. Page 23 Implementation

We are committed to acting on as many of the ideas generated through our co-design discussions as our resources will allow. To do this we will continue to work with faculties, schools and portfolios as well as external sydney.edu.au organisations and individuals to implement One Sydney, Many People. We greatly respect the valuable suggestions and ideas and are basing our commitments on this input.

KEY STRATEGIC PRIORITIES − With other portfolios, develop an Indigenous philanthropy strategy with a target of minimum The strategies we have described are the priority 3 percent of philanthropic funds directed deliverables for 2021-2024. Faculties, schools and towards Indigenous projects by 2023.

One Sydney, Many People portfolios will lead the delivery of many of these − Install bilingual signage on buildings and/or initiatives with support and direction provided precincts on all campuses and other University by the Office of the Deputy Vice-Chancellor sites by 2024. (Indigenous Strategy and Services). We are determined to be accountable and transparent, − Achieve population parity for Aboriginal and and make the following commitments as priorities Torres Strait Islander staff and students by 2030. for our work: LOCAL IMPLEMENTATION – EXPECTATIONS − Create a dedicated space for Aboriginal and The co-design process brought forth a strong Torres Strait Islander students on the foundation of ideas and opportunities under Camperdown Campus by 2022. each strategic focus area. Faculties, schools − Commence the Extended Bachelor Program and portfolios will implement a broad range (with Foundation Year) by 2022. of initiatives that are designed to deepen the − Implement a new procurement policy by 2022, impact of One Sydney, Many People and allow with a target of minimum 3 percent of the University community to develop initiatives University Approved Suppliers to be that respond to their own priorities, needs and Indigenous-owned businesses. resources availability. These local initiatives will evolve over the life of the strategy. The University of Sydney − Commence the process to support curriculum inclusion to embed Aboriginal and Torres Strait Islander knowledges, histories and cultures within the Faculty of Science, the University of Sydney Law School and Sydney Conservatorium of Music by 2023. Page 24 Some examples include: BRINGING ONE SYDNEY, MANY PEOPLE TO LIFE Nguragaingun – Culture and community Funding for local implementation projects will − Promote cultural competence by including a come from a variety of places including strategic demonstration of Aboriginal and Torres Strait funding, resources from within faculties, schools, Islander values as KPIs in Academic and professional service units and portfolios as well Professional Performance Development as donors, external funding and government. plans (APD and PPD). − Build relationships with Local Government To ensure we stay on track and accountable to Areas in the University’s wider footprint. the communities we serve and who have worked so hard with us to develop this strategy, we will − Support Aboriginal and Torres Strait Islander supply each portfolio, faculty, school, business businesses and communities. units and others toolkits that include workbooks Eora – People – our students and staff and templates to help with the development

− Improve the experience for Aboriginal and of agreed work plans, annual reporting and Implementation Torres Strait Islander students at the University. accountability milestones. All applications − Embed and promote Aboriginal and Torres for strategic local funding will be against the Strait Islander cultures, opportunities and agreed One Sydney, Many People work plans issues in communications to students and the and will demonstrate how their project or University community as a whole. initiative strengthens and enables the delivery of One Sydney, Many People. − Leadership KPIs to achieve population parity in staffing at all levels. − In-person and digital networking spaces and A COMMITMENT TO CONTINUOUS REVIEW opportunities for Aboriginal and Torres Strait We commit to providing a mid-cycle report on Islander staff. our progress in addition to regular updates to the communities we serve. This milestone will Ngara – Education and research allow the Office of the Deputy Vice-Chancellor − Increase opportunities to communicate (Indigenous Strategy and Services) to review research success across the institution and One Sydney, Many People to ensure it is internationally. consistent with the vision shared with us over − Continue to foster communication between many consultations, and remains fit-for-purpose Education and Research teams. throughout its life. − The National Centre for Cultural Competence (NCCC) to guide and improve cultural competence and understanding within portfolios, professional service units, faculties and schools.

Pemulian – Environment – A sense of place − Celebrate Indigenous cultures by engaging the University community in interactive experiences and embedding culture into University events. − Create dedicated spaces across campus where the University can learn about Indigenous culture, have engaged and thoughtful discussions. − Support the initiatives across the strategy to progress dual naming of precincts and buildings. Page 25 Acknowledgements

The University of Sydney thanks all those who have contributed their voice to the One Sydney,

sydney.edu.au Many People strategy.

We thank the 590 identified ONE SYDNEY, MANY PEOPLE − Dr John Waldon, Researcher, contributors to the co-design EXTERNAL ADVISORY GROUP 2Tama Limited, New Zealand process in addition to the − Ann Weldon, Senior thousands of de-identified − Professor Lisa Jackson Pulver Aboriginal Case Manager, contributors along the AM, Deputy Vice-Chancellor Department of Family and continuum of strategy (Indigenous Strategy and Community Services development. To make this a Services) truly meaningful document, it − Liam Harte, Chair (Director, INDIGENOUS STRATEGY ACADEMIC was vital that our staff, students Indigenous External and stakeholders were able to Relationship Development), BOARD WORKING GROUP talk openly and honestly about Deputy Vice-Chancellor, − Professor Jane Hanrahan, our successes and also our Indigenous Strategy and Chair (Deputy Chair of failures. We thank them for the Services Academic Board), Sydney trust they have shown to us in Pharmacy School, Faculty − Professor Tom Calma AO, sharing their experiences and of Medicine and Health valuable insights as to how we Chancellor, University of

One Sydney, Many People can all move forward with this Canberra − Professor Jennifer Barrett, Director, National Centre important strategy together. − Professor Aunty Kerry Doyle, for Cultural Competence, Associate Dean Indigenous We extend our gratitude to the Deputy Vice-Chancellor, Health, School of Medicine, Gadigal language group who Indigenous Strategy and Western Sydney University provided advice regarding the Services translation of the strategic − Wesley Enoch AM, Artistic − Professor Simon Bronitt, focus areas: Ray Davison Snr, Director, Sydney Festival Cameron Davison, Joel Davison Head of School and Dean, and Professor Jakelin Troy. − Professor Bronwyn Fredericks, The University of Sydney Pro Vice-Chancellor Law School Pemulian which translates to (Indigenous Engagement), − Liam Donohoe, “Things of this Earth”. The University of Queensland Undergraduate student Nguragaingun which means “of − Kristy Masella, CEO, representative of the this country, all of us belong”. Aboriginal Employment Academic Board, The Eora which translates to Strategy University of Sydney “People”. − Rachel Perkins, Managing − Associate Professor Christine

The University of Sydney Ngara which means “to sit, Director, Blackfella Films Evans, Associate Professor of Practice, National Centre for to learn”. − Shane Phillips, CEO, Tribal Cultural Competence, Warrior Aboriginal Deputy Vice-Chancellor, Corporation Indigenous Strategy and − Leila Smith, CEO, Aurora Services Education Foundation Page 26 − Shervin Jivani, Postgraduate − Annie Fenwicke, Program − Jen McCarthy, Executive Officer, student representative of the Manager, SAGE Program, Office of National Centre for Cultural Academic Board, The University the Vice-Chancellor and Principal Competence, Deputy Vice- of Sydney Chancellor, Indigenous Strategy − Karen Haywood, Chief Human and Services − Professor Cheryl Jones, Head Resources Officer, Vice-Principal of School and Dean, Sydney Operations − Alison Medhurst, Head, Medical School, Faculty of Customer Experience and − Associate Professor Peter Medicine and Health Service Improvement, Malouf, Head of Indigenous Student Administration Services, − Associate Professor Sandra Health, Sydney Medical School, Vice-Principal Operations Loschke, Associate Dean Faculty of Medicine and Health Indigenous, The University of − Mark Moeller, Landscape − Greg Robinson, Chief University Sydney School of Architecture, and Grounds Manager, Infrastructure Officer, Vice- Design and Planning Central Operations Services, Principal Operations Vice-Principal Operations − Associate Professor Peter − Marian Theobold, Principal McCallum (attendee), Registrar − Belinda Norman, Advisor, Adviser, Vice-Principal Strategy and Academic Director Vice-Principal Strategy (Education), Deputy Vice- − Julie Parsons, Community Chancellor (Education) ONE SYDNEY, MANY PEOPLE Acknowledgements WORKING GROUP Engagement Manager, University − Associate Professor Lenka Infrastructure, Vice-Principal Munoz, Chair of Undergraduate − Michelle Stanhope, Chair (Senior Operations Studies Committee, School of Manager Strategy), Deputy − Joana Richter, Manager, Medical Sciences, Faculty of Vice-Chancellor, Indigenous Engagement and Partnerships, Medicine and Health Strategy and Services Widening Participation and − Fernanda Penaloza, Senior − Sarah Abbott, Senior Manager, Outreach, Vice-Principal Lecturer, Department of Spanish Diversity Leadership and External Relations and Latin American Studies, Inclusion, Human Resources, − Associate Professor Myfany Faculty of Arts and Social Sciences Vice-Principal Operations Turpin, Associate Dean − Associate Professor Linda Tsung, − Melanie Assadi, Indigenous Indigenous, Sydney Associate Dean Indigenous, Student Support Officer, Conservatorium of Music Faculty of Arts and Social Yooroang Garang Indigenous Sciences, Faculty of Arts and Student Support Unit, Faculty of Medicine and Health Social Sciences We thank all other members of our − Associate Professor Megan − Juliette Churchill, Divisional community who have contributed Williams, Assistant Director and Manager of Design, Engineering, to the co-design of this strategy Research Lead, National Centre Planning and Sustainability, in particular the dedicated team for Cultural Competence, Deputy Vice-Principal Operations at the National Centre for Cultural Competence including Vice-Chancellor, Indigenous − Tamsin Clarke, Head of Business Gabrielle Russell, Amy Cole and Strategy and Services Operations, University of Sydney Demelza Marlin. Business School ONE SYDNEY, MANY PEOPLE The University thanks Joe Hedger, − Simone-Cherie Holt, Manager, ADVISORY GROUP Director of EY Indigenous Sector Indigenous Student Support Practice and his team for their − Rebecca Halliday, Chair Yooroang Garang Indigenous work in helping us collect, analyse (Executive Director), Deputy Student Support Unit, Faculty and synthesise the many points of Vice-Chancellor, Indigenous of Medicine and Health data, and 33 Creative who helped Strategy and Services − Wendy Huang, Technology translate this into the design and − Wayne Andrews, Chief Financial Partner, Information and layout of this strategy. A special Officer, Vice-Principal Operations Communication Technology, thank you to Luke Penrith for Vice-Principal Operations his interpretation of this strategy − Bonnie Cousins, Director into the stunning art that adorns Domestic, Sydney Future Students, − Mark Kay, Project Manager, these pages. Vice-Principal External Relations Central Operations Services,

Vice-Principal Operations Page 27 Artwork sydney.edu.au

Title: ‘Yanhambabirra Burambabirra The heartbeat continues on to form The symmetry of the design and Yalbailinya’ (Come, Share and Learn), four fire circles, each signifying a numerical repetition tells the story of 2020. Artist: Luke Penrith season of the year, and further to investing in people, creating balance create two waves of knowledge corners and harmony through perseverance The University thanks artist Luke (top right and base left). The fire and and determination. You may have to Penrith for the creation of his artwork One Sydney, Many People flame motif links to the desire to share complete the same task multiple times ‘Yanhambabirra Burambabirra knowledge and to prosper along the before the balance is achieved. Yalbailinya (Come, Share and Learn). journey. The four coolamons support This work has been created to this journey through nurturing, sharing Artist’s biography represent the One Sydney, Many People and nourishing that is required along Luke Penrith’s ancestry is connected strategy and celebrates our collective the way. through the Wiradjuri, Wotjobaluk, the vision for the future. Yuin and the Gumbaynggirr Nation. On two of the coolamons are clapsticks, His passion is mentoring and nurturing About the artwork representing welcoming with song, Aboriginal and Torres Strait Islander ‘Yanhambabirra Burambabirra finding food with digging sticks, job seekers and supporting Aboriginal Yalbailinya’ depicts a rich grinding grains and preparing food. businesses. Lore, culture and heritage interconnected story of knowledge, The other two coolamons feature are paramount to Luke. His art reflects community and growth, reflecting the progressively growing triangle shapes, what he sees, hears and can smell and history and future aspiration of the reflecting growth. touch; he is a modern contemporary University. At the centre of the artwork Aboriginal artist living in Brungle NSW. is the Gadi (of the Xanthorrea genus), We know that everyone’s journey is Luke’s bloodlines are connected found on the grounds of the University not always direct. Our visitors’ circle, through the rivers, the mountains, campus and acknowledges our location at the base right corner, tells the the coastline and the plains. in the heart of Gadigal country. The story of people on a journey, not lost, central flowering bud reaches out

The University of Sydney but still discovering along the way. with its orange ochre heartbeat and Our visitors, at the top left corner, travels to the four pillars present in our are on a clear path, and shown with strategy: Nguragaingun – Culture and considered balance. Community (base); Eora – People (top); Ngara – Education and Research (right) Throughout there is representation and Pemulian – Environment (left). of water, sky, sea, sand and river, all speaking of Country where the journey began. Page 28 Cover captions Contact

Indigenous Strategy and Services [email protected] sydney.edu.au One Sydney, Sydney, One People Many Strategy2021-2024 sydney.edu.au The University of Sydney

Images on cover: From top left by row. 1. Associate Professor Megan Williams, Assistant Director and Research Lead, National Centre for Cultural Competence, holding a Coolamon from Angas Downs, NT. 2. Close up of Dr Lynette Riley’s Kangaroo Cloaks. ‘Bungaree’ Tribute Cloak (2012) and ‘Connections to Country’ (2010). 3. Dr Lynette Riley, Senior Lecturer and Leader Indigenous Education & Studies, Sydney School of Education and Social Work, holds ‘Bera’ fishhook from Kurnell, Sydney, NSW. 4. Liam Harte, Director Indigenous External Relationship Development holding a Boomerang from Coraki, NSW. 5. Cornel Ozies, Videographer, Deputy Vice-Chancellor, Indigenous Strategy and Services, holding ngurti, (coolamon) from Nyikina Mangala country, Derby, Kimberley, WA. 6. Cornel Ozies holding Riji, (decorated pearl shell), from Nyikina Mangala country, Derby, Kimberley, WA. 7. Curator Matt Poll meets with Larrakia Community member Tina Baum (Gulumirrgin /Wardaman/ Karajarri) Curator, Aboriginal and Torres Strait Islander Art at the National Gallery of Australia to have a look at one of her selected objects for Ambassadors, the unique community curated showcase for the Chau Chak Wing Museum. Connecting community with the University’s collections. 8. All images sit on a beautiful close detail of string basket acquired from Yuin country crossing the NSW and VIC regions.

All photographs taken at the Chau Chak Wing Museum, October 2020. Page 29 The University of Sydney