Gawura: a diverse community
Gawura: a diverse community
Now in its 17th year, Gawura makes a real difference in closing the gap between educational outcomes of First Nations and non-Indigenous students.
Gawura is a highly regarded model for First Nations education, offering students a supportive, nurturing space where they feel secure, are surrounded by culture and language, and have access to some wonderful educational opportunities. In 2020, Gawura was named the Australian School of the Year at the Australian Education Awards.
By Gavin Hanbridge
Surrounding Gawura is a strong network of support for students to succeed, including from parents to corporate supporters and many from across the community.
Mr. John Ralph, Head of Gawura, says community is at the heart of Gawura.
“We’re a relational school, especially when to comes to our parents,” he says. “Without that relationship we can’t build the trust at home so necessary for the deep engagement and ongoing success of our students.”
This is shown in the Gawura Parent Advisory Committee (GPAC) which is an opportunity twice a term for parents to come into the School and be updated on all things “Gawura” – and also give advice on matters relating to school, community and culture.
Mr Ralph (right) says a really good example of this is the review of the School’s Acknowledgement of Country.
“Parents reflected that while it acknowledged the traditional owners of the coastal lands on which the School sits, they wondered if it could also reflect the inland areas from where many of our families are from,” he says. “It was changed accordingly, which has made an already good Acknowledgement, even better.”
The introduction of Yarning Sessions with Friends in Week 5 of each term extended that connection even further. The sessions are offsite where First Nations parents can either share their knowledge of culture, or learn more about it.
In a recent Yarning Session, parents visited La Perouse to have a tour of the significant site from a local Elder and learn about the bush food in that area.
Mr Ralph says the timing of GPAC and Yarning Sessions with Friends are deliberate so that the School and parents are meeting every three weeks throughout each term of the school year.
“It’s the regularity that builds the relationship.”
Aunty Sharon Minniecon (pictured below) is the Co-Founder of Gawura with her husband, Pastor Ray Minniecon. She speaks of an even wider community engagement with both extended family groups and community service providers.
Gawura students and families are mostly from inner Sydney where Aunty Sharon and Pastor Ray have been long term residents and community workers, and so have existing community trust and knowledge.
Aunty Sharon says that the relationship with, and understanding of, families is key.
“Once you know what’s happening with families, you can approach with care and assist in a culturally appropriate and flexible way – and work at each families pace,” she says.
“When we engage with families, we also need to understand their previous experiences, including around Christian education or trauma, and to be able to build trust.”
For Aunty Sharon providing support can mean anything from connecting families with specialist advice on a minor matter to bringing in multiple service providers to assist with larger matters.
Gawura Donor Relationship Manager Ms Marita Cranwell says that community also extends out to corporate donors and volunteers.
Ms Cranwell (below on left) says that when people see what Gawura does and the community it represents, they want to actively get involved.
“People who know Gawura best are passionate about ensuring we succeed as a school and elevating our impact, by contributing any way they can,” Marita says. “This is such an endorsement of what we do.
“A great example of that was the strong turnout of non-Indigenous St Andrew’s Cathedral School parents to the recent Gawura Cocktail party fundraiser. It really was about people showing up to stand with Gawura in support.
“An important element is also knowledge sharing, consulting and inspiring learning. Recently, a group of non-Indigenous parents organised a cultural tour of Berry Island as a way of taking responsibility for educating themselves about First Nations history and culture. It was another moment of showing up, leading with action.”
