Narragunnawali: Reconciliation in Education

Prospective users

Aims & approach

Narragunnawali is a Ngunnawal word, used with permission of the United Ngunnawal Elders Council, meaning alive, wellbeing, coming together and peace.

The Narragunnawali platform is free to access and provides practical ways to introduce meaningful reconciliation initiatives in the classroom, around the school or service, and with the community. Through the Narragunnawali platform, schools and early learning services can develop a Reconciliation Action Plan (RAP) and teachers and educators can access professional learning and curriculum resources to support the implementation of reconciliation initiatives.

The program vision is for Aboriginal and Torres Strait Islander self-determination to be at the centre of Australian education systems, which actively engage the hearts and minds of future generations to contribute to the reconciliation process. This vision is underpinned by four key goals which articulate the impact the program seeks to have on reconciliation in and through education:

• Teachers, educators and school communities champion reconciliation
• Schools and early learning services are holistically and actively committed to reconciliation
• Education institutions actively collaborate with local communities and broader reconciliation networks
• The education sector has optimal measures and policy commitments to drive effective reconciliation practice

The Narragunnawali online platform is free to sign up to, with the bulk of the resources being available to access and interact with at no cost. Select Narragunnawali webinars and workshops involve a registration fee.

Implementation support

• Implementation training webinars or modules
• Ongoing helpdesk, email or phone support
• Regular webinars or access to community of professional practice

Evidence

The Narragunnawali program responds to known evidence about the importance of anti-racism and reconciliation in education, in its connection to supporting young people's education, health and wellbeing outcomes (ANU, 2019).

The program uses a comprehensive whole-school RAP framework, development process, and accompanying professional learning resources. It aligns with the evidence-based need for wellbeing initiatives to be integrated into a systemic whole-school approach. This approach ensures shared responsibility for fostering wellbeing and acknowledges the critical role of professional learning in supporting both program implementation and wellbeing outcomes (AITSL, 2022).

The efficacy of the program is demonstrated by positive outcomes from students, teachers and parents/carers found in external evaluations (see here). A research summary by AITSL further highlights both the benefits of reconciliation activities for students, teachers and other staff, school communities, and the broader community, as well as the significant role early learning services, schools and the education sector more broadly will continue to play in progressing reconciliation. The article can be found here. The positive impact of a RAP with a whole-school approach is also supported by an AITSL report that can be found here.