Whose voice? The power of narrative in change.

Fluckiger, Diamond and Jones (2012) use narrative as research to explore the outcomes of changing a school power base from hierarchical to partnership. Family expectations, values and attitudes are crucial to the success of children’s skill development (Hattie, 2003). In aiming to increase parent engagement and raise student literacy levels, a yarning space was created.

Aboriginal and Torres Strait Islanders use yarning circles (spaces) to communicate collaboratively. The process may be verbal or silent, but at all times it is respectful and involves the sharing of storys, knowledge and/or skills (QCAA, 2017).

In actively pursuing this ancient way of communicating, members of the circle are given ‘voice’. Respect and trust are byproducts (McGovern, 2017). A powerful image is provided - it’s not a ‘fly in, fly out’ way of doing things. A mother comments:’

‘It wasn’t somebody, some white person outside saying “you need to be doing this because it will be good for your kids”. It was Napranum parents saying “this is what we want for our kids”.’

(Fluckiger, Diamond, & Jones, 2012, p. 58)

Reflecting the success of Napranum in engaging and empowering Indigenous families, yarning circles and spaces have been incorporated into many Australian schools. So too has the Indigenous pedagogy of the eight ways of learning framework (Yunkaporta, n.d.). This framework starts with community, storytelling and experiential learning. After reflection, the new knowledge and skills are returned to the community - in the school setting, to the family.

Yunkaporta (2009) 8 Aboriginal Ways of Learning

Using a yarning circle to support the eight way framework is a powerful strategy to engage and encourage student-family-community participation, to build capacity and to give agency to all members of the learning community.

In this instance the aim is to use narrative based pedagogy as a means to navigate cultural interface as explored in Two Way Teaching and Learning and on the 8way wikispace. By incorporating Indigenous ways of learning, cultural perspectives are embedded rather than added on.

A meeting place for yarning. This 2015 service project brings students, family, community and school together...

References

Fluckiger, B., Diamond, P., & Jones, W. (2012). Yarning space: leading literacy learning through family-school partnerships. Australasian Journal of Early Childhood, 37(3), 53-59. Retrieved from https://research-repository.griffith.edu.au/bitstream/handle/10072/48472/80828_1.pdf?sequence=1

Hattie, J. (2003). Teachers make a difference: What is the research evidence? Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1003&context=research_conference_2003.

McGovern, M. (2017). High-Expectations Relationships at Casino Public School. Retrieved from http://strongersmarter.com.au/high-expectations-relationships-casino-public-school/

QCAA. (2017). Yarning circles. Retrieved from https://www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait-islander-perspectives/support-materials/yarning-circles

Yunkaporta, T. (2009). 8 Aboriginal Ways of Learning. Retrieved from http://8ways.wikispaces.com/

Yunkaporta, T. (n.d.). Draft report for DET on Indigenous research project conducted by Tyson Yunkaporta, Aboriginal Education Consultant, in Western NSW Region Schools, 2007-2009: Aboriginal pedagogies at the cultural interface. Retrieved from http://8ways.wikispaces.com/file/view/draft+report.doc