New South Wales Aboriginal Education Consultative Group Office facts for kids

The New South Wales Aboriginal Education Consultative Group Office, also known as NSW AECG Office, is a special building in Stanmore, New South Wales, Australia. It was built between 1887 and 1888. This building used to be an Aboriginal land, a farm, and a house. Today, it is an important education center and a place where teachers get training.

The office is heritage-listed, meaning it's a protected historical site. It was added to the New South Wales State Heritage Register on January 19, 2018.

Understanding Its Past

Traditional Land and Early Changes

The land where the NSW Aboriginal Education Consultative Group (AECG) office stands belongs to the traditional lands of the Cadigal Wangal people. These groups are part of the larger Eora nation. The Cadigal people lived around Sydney Harbour and the Cooks River. The Wangal people lived west along the Parramatta River.

These Aboriginal people were very skilled at living off the land and water. They fished from canoes and gathered food from the coast and rivers. They also hunted animals like kangaroos and birds in the woodlands. Their knowledge was passed down through generations.

In 1788, Governor Arthur Phillip arrived and started the penal colony of NSW. This arrival changed the lives of the Cadigal Wangal people forever. Their traditional food sources were taken over by new settlers. Sadly, diseases like smallpox, brought by Europeans, greatly reduced the Aboriginal population.

Land Ownership Changes Over Time

After 1788, European settlers began taking over Aboriginal lands. In 1792, Governor Phillip was allowed to grant land for churches and schools. Later, land was also given to British officers. One such grant was made to Lieutenant Thomas Rowley in 1793. His estate, called Kingston, included the area where the NSW AECG office is now located.

By the late 1800s, the area around Stanmore grew. A railway station opened, making it easy for people to travel to Sydney. Wealthy business people and city workers moved there. John Bardsley, a merchant, built the house at 37 Cavendish Street in 1888. This is the building that now houses the NSW AECG.

The property changed hands several times in the 1900s. In 1974, the Inner City Education Centre Cooperative Ltd bought it. This was the start of the building's connection to education. In 1990, the Aboriginal Education Consultative Group (AECG) began sharing the building. By 1997, the AECG took full ownership of the building.

Aboriginal Education: A Long Journey

Learning Before European Settlement

Before Europeans arrived, young Aboriginal people learned everything they needed to know from their elders. They learned by watching and doing. This included hunting, building shelters, and healing. They also learned about their connection to the land and their spiritual values. Knowledge was shared through dance, ceremonies, songs, and storytelling.

Early European Education Attempts

When Europeans settled, these traditional ways of learning were disrupted. Early attempts were made to teach Aboriginal people English language and culture. Some Aboriginal children, who had lost their parents, were adopted and given a European education. For many years, Aboriginal children often had a "double education." They attended white schools during the day and learned Aboriginal ways from their families the rest of the time.

The first formal school for Aboriginal children was the "Native Institution" in Parramatta, started in 1815. Its goal was to train Aboriginal children for jobs like domestic service or farming. In 1819, a student named Maria Locke was the top achiever in school exams.

Later, some Aboriginal children were sent to the Liverpool Orphan School. The idea was to see if mixed schooling would help Aboriginal children fit into white society. However, classes were often separated.

Challenges and Changes in Education

From 1925, Christian missionary groups also provided education. These mission schools were only for Aboriginal children. Even though some received government money, the general attitude towards educating Aboriginal children was often negative. A review in 1849 even said that "Aboriginal people could not be changed by European education."

A big change happened in 1866 with the Public Schools Act. This allowed government schools to be set up in areas with enough students. In the 1870s, Aboriginal families started enrolling their children in public schools, hoping for a better life. The 1880 Public Instruction Act made education free and compulsory for all children in NSW. By 1882, about 200 Aboriginal children were attending school.

Despite this, many Aboriginal children faced challenges. White parents sometimes protested against mixed classes, leading to Aboriginal children being excluded. For example, Aboriginal students were expelled from Yass Public School. The Minister for Education at the time even said:

'No child whatever its creed ought to be excluded from a public school. But cases may arise, especially among the Aboriginal tribes, where the admission of a child or children may be prejudicial to the whole school'.

—Cindy Berwick, CEO, NSW AECG, 2015.

Often, separate Aboriginal schools were set up on Aboriginal Stations or Reserves. These were managed by the 1883 Aborigines Protection Board. Teachers at these schools were often untrained, and the lessons were different from those in government schools.

In 1909, the Aboriginal Protection Act was passed. This law gave the Aboriginal Protection Board power to take Aboriginal children from their families if they were deemed "neglected." These children were sent to special training facilities. Girls went to places like Cootamundra Aboriginal Girls Home for domestic skills. Boys went to places like Kinchela Aboriginal Boys Home for farming skills. Younger children were sent to Bomaderry Children's Home.

This situation continued until the late 1950s and early 1960s. Education for Aboriginal children was limited. They might attend a local government school only if they were considered "clean, decently clad" and polite. Cindy Berwick shared a story about a bright Aboriginal boy in the 1930s who was Dux (top student) of his school, but his award was taken away because he was Aboriginal.

Steps Towards Better Education

Small changes began in the late 1940s and 1950s:

• In 1949, Aboriginal children no longer needed a medical certificate to attend government schools.
• Complaints about the poor education at Reserve schools were finally heard.
• In 1956, NSW schools welcomed their first Aboriginal teachers who had graduated from university.
• In 1957, Tranby College Cooperative was set up to train and educate Aboriginal people.
• From 1958 to 1965, the NSW Teachers Federation supported Aboriginal education. They opposed segregated schooling and studied conditions in Aboriginal schools. Their findings showed a great need for teacher training in Aboriginal education.

The 1960s saw the Aboriginal Rights Movement gain strength. A famous event was the Freedom Rides of 1965. Led by Charles Perkins, students traveled through NSW. They aimed to raise awareness about racism and discrimination faced by Aboriginal people, including in education.

The biggest boost for Aboriginal education came from the 1967 referendum. After this, Aboriginal people were recognized as Australian Citizens. The Australian government then had a bigger role in providing education for Aboriginal people. In the 1970s, Aboriginal people became more involved in education. New roles like Aboriginal teachers' aides were created, and scholarships helped Aboriginal students.

The NSW Aboriginal Education Consultative Group (AECG)

Starting Up in the 1970s

In 1975, a group called the Aboriginal Consultative Group (ACG) was formed to advise on Aboriginal education. In 1976, state-based Aboriginal Education Consultative Groups were set up. They would advise their state education departments.

The NSW AECG officially started in 1977. Bob Morgan, who had already worked hard for better Aboriginal education, led the group. The NSW AECG's main job was to give advice and recommendations on all Aboriginal education issues to the NSW Department of Education. They worked closely with the Department's Aboriginal Education Unit.

Bob Morgan wanted the NSW AECG to be strongly connected to the community. Many pioneers like John Lester and Linda Burney worked to set up local AECGs. These local groups shared their ideas with Regional AECGs, which then reported to the main NSW AECG. This was a very democratic way of working. Today, there are 130 local AECGs and 20 regional AECGs that report to the NSW AECG.

In its early years, the NSW AECG worked from offices in Sydney. By 1982, they created the first NSW Aboriginal Education Policy. This was the first Aboriginal Education Policy in Australia. It said that Aboriginal communities and students must be included in education. It also stressed that Aboriginal children's education should celebrate their Aboriginal identity.

Growing Strong in the 1980s

For several years, the NSW AECG focused on putting the Aboriginal Education Policy into action. They worked with local AECGs to start programs like the Home School Liaison Program and Homework Centres. By 1986, the Department made the Aboriginal Education Policy compulsory in government schools.

The NSW AECG also researched classes that had mostly Aboriginal students. This led to new literacy programs and more literacy teachers in schools. They supported local AECGs by publishing newsletters and guides. They also helped set up Tertiary Preparation Courses at Tranby College.

In 1987, Linda Burney became the NSW AECG President. She was the first Aboriginal person to graduate from Mitchel College of Advanced Education. Linda Burney later became a teacher and worked for the NSW AECG. She has been a Member of Parliament in NSW since 2003.

Big Steps in the 1990s

In 1990, the AECG moved to its current home at 37 Cavendish Street, Stanmore. This move showed their independence and strong connection to the community. In 1990, the NSW AECG also became an official incorporated body. Its rules made sure that local AECGs continued to have a say.

The NSW AECG encouraged the Education Department to make its commitment to Aboriginal education a law. This happened under the Education Reform Act. This law said that students in years 7-10 must learn 100 hours of Australian History and 100 hours of Australian Geography. Aboriginal perspectives were included in these subjects. The NSW AECG helped develop the lessons and resources for these studies.

A major goal for the NSW AECG in the 1990s was to review the Aboriginal Education Policy. They wanted it to focus on teaching all students in NSW schools about Aboriginal history and culture. The updated policy, called "All Students - All Staff - All Schools," was released in 1996. It showed the Department's commitment to Aboriginal education.

Other achievements in the 1990s included leading a national group on Aboriginal and Torres Strait Islander strategic planning. They also played a key role in raising awareness about "Glue Ear." This health issue affected many Aboriginal children and made it hard for them to learn in school.

A significant event for the NSW AECG was when they officially received the title to the building at 37 Cavendish Street. This happened when the Inner City Education Centre Cooperative closed down.

In 1998, Charles Davidson became President. The NSW AECG was deeply involved in creating new lessons for primary school (K–6 HSIE syllabus) and high school (7–10 History and Geography). These lessons included mandatory Aboriginal Studies material. In 1998, the AECG also launched an "Interim Aboriginal Languages and Framework" to help teach Aboriginal languages in schools.

The 2000s and Beyond

The next decade saw new Presidents. David Ella was elected in 2004, and then Cindy Berwick took over in 2008. Since 2000, the AECG has achieved many things. A big one was the 2003 review of Aboriginal Education in NSW. The NSW AECG was a key part of this review. By 2005, the report, "Freeing the Spirit, Dreaming an Equal Future," was published. It was praised as a great example of teamwork between the AECG and the Department of Education.

The NSW AECG has continued to advise the government on improving NAPLAN results for Aboriginal students. They run cultural immersion programs for new teachers. They also plan and put into action ways to teach Aboriginal languages in schools. Their partnership with the Department of Education and TAFE NSW has been renewed. The NSW AECG has also been involved in discussions about the "Australian Curriculum."

About the Building

The Garden

The NSW AECG office is set back from the street. The front garden has several tall cabbage palm trees (Livistona australis). These trees might have been planted when the house was first built. The back garden is a large grassy area, sometimes used for barbecues.

The House Itself

The NSW Aboriginal Education Consultative Group office is in a large, three-story house. It is built in the Italianate Victorian style. Some parts of the outside have been changed. For example, the second-level balcony was enclosed when the house was turned into two apartments. A carport was recently built on the western side.

Inside, the downstairs part of the house is mostly the same as it was originally. There are small changes to the rooms at the back. These rooms now include kitchen facilities, a meeting room, and office space. The front room is used as a reception area. A wooden staircase leads to an office and a bathroom on the first floor. These offices open onto a deck that was added recently.

A short set of stairs leads to the next level. Here, you'll find two more offices and the enclosed balcony, which is used for storage. This level also has a recently changed area with a split-level space for resources and meeting rooms. The resource space holds a library of educational materials created by the NSW AECG over the years.

The building still has many of its original beautiful features. These include Victorian patterned ceilings, architraves, doors, and many original windows. The front door still has its special etched glass and fan-light above it. The stairs are the original Victorian style wooden staircase.

Condition of the Building

As of May 14, 2015, the building was in good condition.

Why It's Special

The Aboriginal Education Consultative Group (AECG) office and its records are very important to the history of New South Wales. It is the main office for the most important Aboriginal Education group in NSW. The NSW AECG has changed how Aboriginal people are included in European education. They created the first NSW Aboriginal Education Policy, which was also the first in Australia. This policy helped make sure Aboriginal students were included and supported in NSW schools.

The building's importance is also linked to the NSW AECG itself. This group is based in the community and works democratically. It has worked tirelessly to make sure the Aboriginal community's voice is heard loudly in the NSW education system. Many important Aboriginal education activists and leaders have been associated with this office.

The NSW AECG office and its records are socially significant because of their special connection to the Aboriginal community across NSW. The way the organization is set up ensures that local Aboriginal people can have a say in their children's education. Their ideas are passed up through local and regional AECGs to the main AECG at the Cavendish Street property. The building has been changed to host meetings for representatives from all over NSW. It also provides access to resources for educators. Being located away from the government education offices shows its independence and community focus.

The NSW AECG office and its records are a rare example of a building that is home to the main organization for Aboriginal Education in NSW. The physical resources, meeting notes, reports, and educational documents kept there are a very important source of information about the history of Aboriginal education in NSW.

The NSW Aboriginal Education Consultative Group Office was listed on the New South Wales State Heritage Register on January 19, 2018, because it meets several important criteria:

• It shows the pattern of cultural history in New South Wales.

The AECG office is important because it's the center of the main Aboriginal Education body in NSW. The NSW AECG has helped change the exclusion of Aboriginal people from European education. They created the first NSW Aboriginal Education Policy in Australia. This policy, updated since 1982, aims to give Aboriginal students an equal chance in education. The work of the NSW AECG, based at 37 Cavendish Street, is still ongoing.

• It has a strong link to important people or groups in NSW history.

The NSW AECG office is important because of its connection to the NSW AECG. This democratic, community-based organization has worked hard to ensure the Aboriginal community's voice is heard in education. Through its inclusive structure, the NSW AECG has given valuable advice on how to include Aboriginal students and improve their results. They also helped lead the way in providing all students with important Aboriginal perspectives in subjects like History, Geography, and Aboriginal Studies. The office at 37 Cavendish Street has helped this work by providing large meeting rooms and resource spaces for people from across NSW. Its location away from government offices shows its independence. It is also linked to many important Aboriginal education activists and community leaders.

• It shows important aesthetic features or creative achievement in NSW.

The building is a good example of a Victorian free-standing house with a garden. It shows how suburban Stanmore developed early on.

• It has a strong link with a particular community or cultural group in NSW for social, cultural, or spiritual reasons.

The NSW AECG office is very important to the Aboriginal Community across NSW. The organization's structure allows local Aboriginal people to have a say in their children's education. Their ideas are shared through local and regional AECGs to the main AECG at the Cavendish property. The building has been changed to host meetings for representatives from all over NSW and provide access to resources.

• It can provide information that helps us understand NSW's cultural or natural history.

The NSW AECG office is important because the resources, meeting minutes, reports, and educational documents kept there are a significant source of information on the history of Aboriginal education in NSW. The building itself, changed to suit the community-based organization, also provides information on how the group has grown and is structured.