“In our traditional (First Nations) educational system, we could guarantee our children they would not fail … Taking an Aboriginal and Torres Strait Islander child out of our traditional educational context and system and placing them in a foreign educational system has resulted in far too many of our children being seen as failures.”
Co-Founder, Uncle Ray Minniecon
Australian education systems were not designed for First Nations peoples, and historically, schools have not always been safe spaces for First Nations students and their families. Some parents and carers at Gawura School are survivors of the Stolen Generations. Unequal structures and systems have created enduring issues for First Nations peoples, over many generations.
Much of Gawura School’s success comes from a deep commitment to strong relationships with First Nations Elders, families, mentors, and the broader community, grounded in respect, humility, and genuine partnership. In our commitment to truth-telling, we embrace ongoing and honest conversations about the past and present, facing challenging histories with humility, deep listening, and a genuine desire for restoration and healing.
First Nations families and carers are an essential part of both Schools. Families, carers, mentors and Elders are involved in supporting the cultural knowledge of students, helping to strengthen connection to identity and community. Gawura School parents also meet regularly at the Gawura Parents Advisory Committee (GPAC) and at yarning sessions.
The Gawura School community has had a transformational impact on the whole school community, which learns and benefits from First Nations ways of knowing, being and doing.
“The legacy of colonisation has undermined Aboriginal and Torres Strait Islander students’ access to their cultures, identities, histories, and languages. Aboriginal and Torres Strait Islander students have not had access to a complete, relevant, and responsive education … Consequently, inequitable education outcomes have often been viewed as deficiencies or failures on the part of the student, rather than a failure of our systems.”
AITSL – Building a culturally responsive Australian teaching workforce
Gawura Parents Advisory Committee
The Gawura Parents Advisory Committee (GPAC) was established to ensure First Nations family voice in school decisions.
All Gawura School parents are invited to participate in GPAC and meetings are held twice a term. GPAC members play a key role in discussing current learning and events at Gawura School, as well as collaborating with St Andrew’s Cathedral School.
The group was heavily involved in the development of the 2025-2034 First Nations K-12 Strategic Plan and the Schools’ Restoration Action Plan.
“With GPAC I’ve had some amazing opportunities to help out and get involved. I was the parent rep on a couple of panels to interview a new teacher for Gawura School. It was the best experience and I love being involved with NAIDOC and all the events.”
GPAC member, Year 1 and Year 2 parent
Yarning sessions
Valuing the knowledge, histories, and languages of First Nations communities, Gawura School hosts yarning sessions for parents and carers once a term.
These are designed to strengthen partnerships with the school by encouraging sharing in a culturally sensitive environment. For example, one yarning session was held at the La Perouse Community where Aunty Barbara Simms led Gawura School parents on a tour around the local area, pointing out significant sites including a Woman’s Only Business area, a traditional birthing place.
