Batchelor Institute logo
Acknowledgement of country

Batchelor Institute would like to acknowledge and pay respect to the Aboriginal and Torres Strait Islander sovereign people of the lands on which our campuses are located. As we share our knowledge, teaching and learning and engage in research practices within this Institution and/or conduct business with a variety of external agencies and organisations, we must always pay respect to the sovereign status of our hosts. May their Ancestors always be remembered and honoured, their Elders listened to and respected, all members treated with dignity and fairness — in the present and well into the future.

We also acknowledge and pay respect to the knowledge embedded forever with our hosts, custodianship of country and the binding relationship they have with the land. Batchelor Institute extends this acknowledgment and expression of respect to all sovereign custodians — past, present and emerging. By expressing Acknowledgement of Country we encourage all to extend and practice respect to all First Nations people wherever their lands are located.

Please read this important information
It is a condition of use of the Batchelor Institute of Indigenous Tertiary Education website that users ensure that any disclosure of the information contained in the website is consistent with the views and sensitivities of the Aboriginal and Torres Strait Islander peoples.
This includes:
Language
Users are warned that there may be words and descriptions which may be culturally sensitive and which might not normally be used in certain public or community contexts. Terms and annotations, which reflect the author’s attitude or that of the period in which the item was written, may be considered inappropriate today in some circumstances.
Deceased persons
Users of the website should be aware that, in some Aboriginal and Torres Strait Islander Communities, seeing images of deceased persons in photographs, film and books or hearing them in recordings may cause sadness or distress and in some cases, offend against strongly held cultural prohibitions.
Access conditions
Materials included in this website may be subject to access conditions imposed by Indigenous communities and/or depositors. Users are advised that access to some materials may be subject to these terms and conditions which the Institute is required to maintain
Application details
Position No.

.pdf, .doc, .docx maxiumum file size 8mb

Thank you for your application

Our Batchelor Institute team will get back to you shortly.

Inter-Library loan form
4 characters left

Item

Single article/chapter

Single article/chapter

I hereby request you to make and supply me with a copy of the article or extract listed on this application, which I require for the purpose of research or study. I have not previously been supplied with a copy of the said article or extract by a librarian. I have undertaken that is a copy is supplied to me, I will not use it except for the purposes of research or study.

Thank you for your application

Our Batchelor Institute team will get back to you shortly.

Send your enquiry and a Batchelor team member will get back to you shortly
Thank you for contacting us

Our Batchelor Institute team will get back to you shortly.

Search
We Always Stay
Home We Always Stay
11 April 2018
2 minute read

Seven Aboriginal teachers from remote central Australian communities have documented their education journeys in We Always Stay, which was launched by CLC director David Ross, an early champion of the WETT, on the 22nd March at the Central Land Council.

The teachers, all women, have all worked in their community schools for more than 30 years and beat significant odds in order to qualify in their profession.

They co-wrote the book with Lisa Hall from the Batchelor Institute to raise awareness of the achievements of Aboriginal teachers, the barriers they face and to encourage aspiring teachers to follow in their footsteps.

“I hope people can hear my story and how people helped me, all the community people… how my family helped me,” said Fiona Gibson who has taught at Nyirrpi, a small community five hours northwest of Alice Springs.

“Then community people can see it for themselves and start thinking ‘we might ask to study’ because our community needs more Yapa [Aboriginal] teachers.”

Linda Anderson, from Papunya, said “I think it is really important to have Anangu [Aboriginal] teachers in our classrooms because they know the culture from the inside”.

Ms Anderson’s career exemplifies how, with the right support, bi-lingual and bi-cultural local teachers can make an enormous contribution to both their communities and their non-Aboriginal colleagues, who rarely stay long out bush.

“Kardiya [non-Aboriginal] teachers are just visitors. We are the ones who will always be here, teaching our kids,” said Barbara Martin from Yuendumu.

Ms Martin and three of her co-authors are members of the CLC’s Warlpiri Education and Training Trust (WETT), a community development program which funded the book from gold mining royalties.

We Always Stay is available from www.batchelorpress.com for $35

Lisa Hall has been busy on the promotional trail, below are links to all media interviews.