Shalom Christian Indigenous College
One of the country's most inspiring success stories in Indigenous education is taking place in the Northern Territory under the auspices of the Uniting Church's Uniting Aboriginal and Islander Christian Congress. It was established in 1989 and, being a "good news" story it probably does not get the amount of publicity it deserves.
Elizabeth Perkins has written about the Shalom Christian Indigenous College in the current edition of the University of Queensland magazine "Social Alternatives". Dr Perkins, a retired academic, spent some time at the College getting to see how it operates, both in the formal teaching and the residential facilities run by predominantly Indigenous "aunties" and "uncles".
The head of the College is the Rev Shane Blackman, a Uniting Church minister. The 31-hectare site was donated by Hank Young, a Melbourne businessperson and philanthropist, and a member of the Reformed Dutch Church. "Shalom" derives from a word meaning "Peace", and is used by Jews and Christians to signify a sense of wellbeing, safety and wholeness. The College has about 200 students in residence drawn from approximately 37 Queensland and Northern Territory towns and communities. Some students stay only one term and may never return. But the number of continuing students increases every year.
Shalom's success in retaining and educating students needs to be seen in the context of Indigenous education. About 25 per cent of Indigenous people are aged under 25, and of those only 50 per cent who are of school age are receiving formal education.
The classes are conducted in English as parents and teachers agree that fluency in speaking, reading and writing English is essential if the students are to take effective roles in mainstream society.
Dr Perkins has a background in Christian boarding schools and so was particularly interested in the boarding house arrangements. The house parents - "aunties" and "uncles" - are trained in a Duty of Care course beforehand (the course being written by a headmaster of an elite Sydney boarding school). She admits to being pleasantly surprised just how well the course works for the houseparents.
The residential experience is crucial for the College's formal educational success. Many Shalom students come from communities who endure violence, disintegration and abuse. Formal academic education and personal growth are impossible until students find themselves in an environment free from harmful distractions that are part of so much community life.
Dr Perkins reports that a mature-aged volunteer from Britain, who had worked for most of his life with young people, told her that Shalom students as a whole seemed happier, more co-operative and stable than many groups he had worked with in England and Wales. He attributed this chiefly to the innate qualities of Australian Indigenous peoples, with whom he developed considerable rapport. Above all, he admired the dedication of the teaching staff and houseparents.
Overall, an inspiring story of what can be achieved.
Keith Suter, Consultant for Social Policy
Broadcast Friday 9th April 2004 on Radio 2GB's "Brian Wilshire Programme" at 9pm.
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