First Nations Consultations For the Australian Human Rights Commission There have been several state and national resources developed that seek to link greater valuing of First Nations cultures into organisational processes, professional practice and educational activities (NSW Education, 2020; ACECQA, 2020a; ACECQA, 2020b; SA Education, 2013). These resources include clear guidance as to how non-Indigenous staff can build relationships with local First Nations Communities and seek to employ First Nations people to assist in the process wherever possible. A case study from Early Childhood Australia on the Baya Gawiy Buga yani u Centre (Fitzroy Crossing Children and Family Centre) in Western Australia notes that their program also benefits non-Indigenous children by providing them a rich experience of Aboriginal culture and its context in Australian history (ACECQA, 2020b). The case study also notes that nonIndigenous educators and those with informal qualifications are all valued equally with other employees. The program at Fitzroy Crossing also embeds local community engagement on an ongoing basis and ensures strong relationships are maintained and strengthened on a regular basis. A resource from the Australian Children’s Education Care Quality Authority directly links Element 1.1.2 of the National Quality Framework to reconciliation (ACECQA, 2018b). It notes that “all educators have the potential to make a significant and positive difference in National Reconciliation” (ACECQA, 2018b). The resource also provides a practice case study that observes that some non-Indigenous educators are worried about ‘getting it wrong’ or being ‘tokenistic’ (ACECQA, 2018b). Thus, it’s important that embedding Aboriginal history and culture needs to also occur in the wider programs, policies and practices and not in one-off lessons or events. While cultures and histories of First Nations people should be embedded into everyday practices and children’s learning experiences this is not technically mandatory when there are no First Nations children attending the centre. It’s acknowledged that exploring Aboriginal culture and learning about ways of belonging, being and becoming is beneficial to all children but the current Standard doesn’t clearly mandate this. Efforts to address this are often opposed quite vehemently which means current education in the early years about the cultures and histories of First Nations people is patchy. Educators’ practice should be reflective and inclusive so that children are not disadvantaged by an educator’s bias or views (ACECQA, 2018b) and they are a crucial link between the rhetoric of Reconciliation and the reality of the vision fulfilled (Burridge, N. 1999). As noted in this case study and earlier in the report there are good resources available online, but this needs to be complemented by effective partnering with local traditional owners. This would be further strengthened by the implementation of greater mandatory accreditation standards accompanied by First Nations Advisory Education bodies in each state and territory. References • ACECQA, 2018a Quality Area 1 – Educational program and practice | ACECQA • ACECQA, 2018b QA1_BeParOfReconciliation_0.pdf (acecqa.gov.au) • NSW Education Department (2020) Embedding Indigenous perspectives in Early Childhood Education and Care services (nsw.gov.au) • Persepctives_on_Aboriginal.pdf (earlychildhoodaustralia.org.au) • ACECQA, 2020a Aboriginal and Torres Strait Islander cultures in early childhood education and care - Case Study 1 (acecqa.gov.au) An Anti-Racism Framework: Voices of First Nations Peoples Page 63