Augusto Boal’s words, and fierce intent, ring especially true after the past two years.

Since the Hart Theatre Company’s (HTC) inception in 2012, it has been led with unwavering enthusiasm and dedication by Kim Anderson, engaging with the talents of over 300 students and proudly presenting five productions each year.

With deep appreciation and pride, for all that the HTC has achieved, we are delighted to share with you our 2022 10th anniversary season.

Supported by the ethos and culture of St Leonard’s College, the HTC insists upon the highest production values and standards, to inspire our students and help build an environment that is enriching, affirming, and inclusive for all members of our casts, crews, company, and community. Our aim, as always, is to be the preeminent destination for students of the performing arts.

The HTC is also a beacon for creativity, connection, and the pursuit of excellence.

Our team of Directors have been busy developing production designs, and together with the talents of our Costume Designer, Jillian Wilson, and Theatre Technician, Carl McKinnon, we have a season that is sure to delight and transport audiences, while reminding us of the vital importance that theatre holds in our collective lives. Our season this year offers a broad range of stories and experiences, from classic Broadway musicals to Shakespeare. We have a nod to our past seasons with Middle School students performing The Wizard of Oz and a recognition of the past two years of interrupted seasons with the 5/6 students presenting Dr Dolittle Jr. which was to be part of last year’s season.

We are so excited to share our 10th anniversary season with the St Leonard’s College community. To view the program for the upcoming season, please clickĚýhere.

We thank you for your support and patronage over the past ten years – and we look forward to seeing you at each of our amazing productions in 2022.

Nathan Armstrong
Head of Hart Theatre

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As Hugh Mackay articulates in his book The Art of Belonging: “We are, by nature, social creatures who congregate; it’s in our cultural DNA. We are not good at surviving in isolation. We rely on communities to support and sustain us, and if those communities are to survive and prosper, we must engage with them and nurture them. That’s the beautiful symmetry of human society: we need communities and they need us.”

The past decade has seen a remarkable change to the diversity of families who form the College community. As Bayside has been enriched by the relocation of people from a multiplicity of national backgrounds, so has our College community. We have further broadened our cultural diversity and created greater equity through the development of fully funded Indigenous and Global Citizen Scholarships, which have only been made possible through the generosity of members of our community. These opportunities have greatly enhanced the life of opportunities of the recipients and thoroughly enriched the lives of all members of our community.

In an article last year, I shared Martha Nussbaum’s three capacities for developing humanity which are essential components for developing global citizens in today’s world:Ěý

1. A critical examination of oneself and one’s traditions

2. The ability to see oneself as bound to all other human beings by ties of recognition and concern

3. Concern and ability to think what it might be like to be in the shoes of a different personĚý

– Cultivating Humanity, Martha Nussbaum

Whilst I endorse each of these capacities, they fail to acknowledge the importance of offering the hand of friendship to those with whom we commune. In declaring that: “Friendship is a strong and habitual inclination in two persons to promote the good and happiness of one another,”Ěýthe English writer Eustace Budgell makes evident the actions required if we are to build friendships and thereby increase our capacity to embrace diversity, strive for equity and demonstrate a deeper respect for all people.Ěý

I am sure we all find it deeply disappointing when contemplating the issues reported daily in the global media of community division, personal hurt and the deprivation of people’s fundamental rights. Waiting for our world leaders, especially politicians, to role model and legislate for a fairer and more equitable world will not, as history has demonstrated, deliver the outcomes we desire at the pace we should expect, for as Einstein declared:

“We cannot solve our problems with the same thinking we used when we created them.”

Another of the immortals, Mother Teresa, provided an insight into the most effective way to address inequity and bring respect to diverse peoples in her call to action:Ěý

“Don’tĚýwaitĚýforĚýleaders; do it alone, person to person.”

Our role as parents and educators is to encourage our children – person to person – to engage in modelling the behaviours that will promote healthy, positive, respectful and inclusive communities. We know that they are not without a natural understanding, appreciation or capacity, as demonstrated by our youngest students in ELC who are most adept at making friends, a skill that is captured by the American humourist, Josh Billings in making the observation that: “A puppy plays with every pup he meets, but an old dog has few associates.” It is a personal joy to observe our youngest children (pups) display their remarkable ability to form friendships, one which explains why ELC remains my favourite destination for ‘escape’!Ěý

If we are to nurture in our young people a greater capacity to build on the act of friendship, the ancient Greek love known as Philia, and appreciate more the love known as Xenia and that of Agape, then we must help them to develop an understanding of the attitudes, values and competencies that are most influential in developing a global citizen mindset.Ěý

A helpful insight of these elements was shared by the Global Education and Skills Forum (2017) whose research revealed the values that were most important in developing a global citizen:

•ĚýValue and respect for differences (84%)

•ĚýThe belief that all people are equal, and no one is more superior or inferior than anyone else (80%)Ěý

•ĚýEmpathy towards others (76%)

•ĚýCuriosity and the desire to learn more about the world (75%)Ěý

•ĚýĚýThe belief that people can make a difference (75%)

•ĚýCommitment to social justice and equity (73%)

•ĚýConcern for the environment and commitment to sustainable development (73%)

In the middle-ranking priorities were:

•ĚýThe ability to communicate clearly with others, regardless of language (65%), which led the researchers to indicate: “The global citizen is seen as one with a particular mindset rather than a defined skillset and the ability to speak the same language as others is seen as much less important than the willingness to see the other person’s point of view. In fact, difference, not commonality is what is celebrated and marked out as important, with the only requirement of others being a similar openness and respect for difference.”

The values at the lower end of the scale deemed as less important were:Ěý

•ĚýA sense of identity and self-esteem (50%)

•ĚýBelonging to many communities (47%)

St Leonard’s College is most fortunate to have been invited by the OECD to be actively involved in the Future of Education 2030 project to assist in developing their wellbeing framework; the only Australian school to be invited. This project is focused on developing the knowledge, skills, attitudes, values and competencies that will enhance wellbeing in young people as they navigate an increasingly volatile, uncertain, complex and ambiguous (VUCA) world. Our engagement over the past four years with leading educators, government officials and students of more than thirty nations has been invaluable in enhancing our ability to realise our College Vision: ‘An education for life.’

The values developed in the OECD Global Competency Framework include: valuing human dignity and cultural diversity as guiding principles for attitudes such as openness towards people from other cultures, respect for cultural otherness, global-mindedness and responsibility. We have been excited by the quality of global thinking that underpins the emerging OECD Global Citizenship Education model, which seeks to:
“… foster an attitude that is supported by an understanding of multiple levels of identity including; knowledge of global issues and universal values such as justice, equality, dignity and respect, as well as aptitudes for networking and interacting with people of different backgrounds, origins, cultures and perspectives, and behavioural capacities to act collaboratively and responsibly to find global solutions for global challenges, and to strive for the collective good.”Ěý

The global impact of the COVID-19 pandemic is unlikely to ever be fully comprehended, especially given the current impact on human interconnectivity. What we do know is that the health, education and life expectancy of many millions of global citizens have been adversely and irreversibly impacted upon. The COVID-19 aftermath and the resources of support required to aid recovery will require a more active civic participation of young people globally for many years to come. Balancing the potential impact of the multitude of issues faced by many poorly resourced countries and regions of the world, in conjunction with increasing diversity in our local context, requires us, as parents and educators, to actively nurture in them the competencies necessary to meet the challenges confronting our fellow global citizens.

For a second year we are unable to provide the experiences afforded prior to 2020 to our year 9 students to travel to countries such as Laos, Thailand, Cambodia, China and Vietnam where they would immerse themselves in different cultures. The Big Experience opened their minds and hearts to the richness of diversity and developed in them a deeper respect and understanding that there is a multiplicity of perspectives, lenses and filters through which they might view the world.Ěý

This has been made more difficult during the pandemic, but we must continue in our endeavour to nurture in our young people the concept that they are not only citizens of their country, but citizens of the world, which means taking responsibility as global citizens by embracing diversity, pursuing equity, demonstrating respect through the love known as friendship. There is benefit in them considering the wisdom of Pablo Casals:Ěý

“The love of one’s country is a splendid thing. But why should love stop at the border?”

Stuart Davis
St Leonard’s College Principal

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At the beginning of the recent mini-lockdown, I had an interesting exchange with a local dry-cleaner. We shared our mutual frustration with the lockdown, blamed the government, its protocols, the quarantine system, the slow arrival of a vaccine and finally, the virus itself. Then, we changed tack: we both agreed things could be worse, we would get through it and there were others worse off who we felt for. I left feeling encouraged and buoyed.

Above the Line vs Below the Line
This was an example of moving from below the line to above the line thinking. Below the line thinking is characterised by blaming, hopelessness and negativity. It leads to procrastination, self-doubt and worry. By contrast, above the line thinking is solution-focused and hopeful, building confidence, perspective and compassion.

When feeling disappointed, angry and frustrated, it is easy to engage in below the line thinking. Students who are disappointed in a test result might blame the teacher for not properly preparing them, that it was too hard or that they didn’t have enough time to study. Sometimes, there are genuine reasons for such complaints, but often these excuses protect young people from taking responsibility and using the experience to improve for next time. Below the line thinking can be seen in learned helplessness, in the idea that we can never do well, so there is no point even trying. Moving to above the line thinking helps us to identify practical strategies such as effective time management or trialing different study techniques, as well as using mistakes to promote learning.

We can all benefit from above the line thinking – young people and adults, sporting groups and executive teams.

Above the line thinking can be consciously nurtured by first allowing time for emotions to be acknowledged. It really was disappointing to be back in lockdown and it triggered worries about the future: will 2021 be like 2020 after all, will we ever get back to our ‘normal’ lives? Uncertainty can be challenging. Having plans disrupted and expectations thrown up in the air can be hard. However, when we move to above the line thinking, anxieties can be put in context, priorities re-set and we can focus on possibilities rather than losses.

Optimism
Optimism is a critical element of above the line thinking and has considerable benefits for physical, emotional and social wellbeing. Optimism helps us to not only survive but to thrive. In 2011, Holocaust survivor, 109-year-old Alice Herz-Sommer, was asked about her secret of life. “Optimism”, she replied. “Life is beautiful.

I know about the bad things but I look to the good.
I see beauty everywhere.” Such optimism is inspiring in the face of all Alice had experienced in her lifetime. Optimism sustained her and was the wellspring of her love for life.

Optimism builds resilience, hope and problem solving. Optimists are healthier, live longer and manage stress better. Optimism is positively related to social connectivity and life satisfaction. But being optimistic does not mean being a ‘Pollyanna’ – it is an approach to finding solutions, based on an accurate understanding of the current situation, its challenges and possibilities. Realistic optimism, therefore, seems to be most beneficial as it does not foster expectations for perfection, but is forward looking and practical.

Obstacles to Optimism
Watch out for the triple P’s, described by Martin Seligman (University of Pennsylvania Positive Psychology Centre) as mental habits which undermine resilience and block optimistic thinking.

• Pervasive: a belief that when something goes wrong, everything is ruined.
• Permanent: thinking it will never get better, it never changes.
• Personal: I can’t do anything, I’m not good enough, it’s my fault.

If you recognise these traits in yourself or others, gently but persistently challenge them. They are habits of thinking which limit potential for growth and happiness. Ask “where is the evidence?” to break down the underlying ‘all or nothing’ thinking and encourage self-talk which is Positive, Purposeful and has Perspective.

Building Optimism in a Time of Uncertainty
There are close links between optimism and gratitude. Consciously looking for the positives, the small wins and joys in daily life helps us maintain perspective. Our natural tendency to pay attention to negativity, drama and danger may be hard-wired to protect us from harm, but it is important to balance this tendency with noticing what is good, enjoyable and successful in our everyday lives.

We also need to accept that there are things we cannot control and have the confidence to believe we can adapt to change, even if we would prefer not to have to. Being flexible and responsive to fluctuating circumstances is vital for young people in whatever the future holds for them. Much is learned when we work through challenges together, growing both as individuals and as a community.

It is important to acknowledge that practical, emotional or social difficulties can be experienced in times of change and uncertainty – and that it is OK to feel doubt, frustration and anxiety. These are normal responses which, when shared, can be processed and hopefully, alleviated with support and encouragement.

So, above the line or below the line? Optimism or despair? Let A. A. Milne have the final word.

“It’s snowing still,” said Eeyore gloomily.
“So it is.”
“And freezing.”
“Is it?”
“Yes,” said Eeyore. “However,” he said, brightening up a little, “we haven’t had an earthquake lately.”Ěý

– Winnie the Pooh

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David Hobson is well known to Australian audiences through the world of opera, musical theatre and television.ĚýHis diverse career has included roles such as Rodolfo in La Boheme, the title role of Orphee, Danilo in The Merry Widow, Caractacus Potts in Chitty Chitty Bang Bang and appearances on Carols by Candlelight and Dancing with the Stars.ĚýDavid has performed all around the world including a performance for Her Majesty Queen Elizabeth II. Much in demand as a solo concert performer, David has also toured nationally with Yvonne Kenny, Marina Prior, Teddy Tahu Rhodes, Lisa McCune, and Rachael Beck.

Accompanied by David Cameron on piano, David will take the audience on a musical journey highlighting his career so far. He will perform repertoire from classical favourites to contemporary hits and share some stories from behind the scenes.

St Leonard’s College is very proud to present this intimate concert by one of Australia’s favourite performers at our very own Leonardian Centre.

We invite you to book tickets to this event to experience this outstanding new performance space featuring this renowned and much loved Australia performer.

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We would like to congratulate the students on their remarkable work in what has been a challenging year. Agency, even more so than usual, has become the cornerstone of student success as the visual arts students challenged their own creative and cultural expectations and boundaries. The exhibition is thought-provoking, shows developed analytical skills, problem-solving and divergent thinking. Coupled with technical proficiency, our confident visual art-makers have created work that touches the emotions and tickles the senses in ways that only creative practice can do.

Has COVID brought the world back to a time where guitar amps ruled teenaged bedrooms, where books were the gateway to the outside world, and where the creative arts spoke for a generation – maybe a little, and maybe that is okay.

Megan Hall
Head of Learning – Visual Arts

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The Visual Arts cohort are a vibrant and dedicated group who have celebrated, interrogated, and practiced the Arts.

This year’s exhibition ranges from traditional forms embedded in local communities and cultures, to the varied and divergent practices associated with innovative emerging and contemporary artists.

This includes traditional art forms such as printmaking and painting, environmental and industrial design, illustration, photography and moving image.

Each student curated their own exhibition focussing on the communication of their messages and meanings and concept to the audience.

We would like to congratulate the students for what is a thought-provoking exhibition that demonstrates developed analytical skills in problem-solving and divergent thinking, technical proficiency and a confidence as art-makers in what has been a very challenging year.

Please to review the artists’ curatorial statements.

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Many of us, children and adults alike, are spending more time on screens and devices than ever before. With both learning and much of work online, technology can also be a great way to connect with friends. In thinking about your children’s current online activities, we need to take a few things into account.

Pre-lockdown limits might need to adapt to enable young people to play, talk and share with their friends. Different ages and personalities will do this differently: face time calls, games with mates and group chats are some of the ways that kids can get together with their friends during lockdown. This social connectedness is vital to children and adolescents and an essential part of their need to belong to a peer group. It is also important that they simply have some fun when so many other activities are on hold.

However, there are still some basic principles that shouldn’t change:

• Balancing screen time with physical activity and getting outside;
• Time off screens before going to bed – at least an hour;
• No devices in bedrooms at night;
• Having some screen free time each day and even a screen free day on the weekend;
• Knowing what apps, games and websites your children access.

It is also a good idea to replicate the school day by having phones in a “home locker” to help reduce distractions and remove the temptation to constantly check social media for latest updates. Research shows that even having a phone in your workspace is a distraction as there is an awareness of the potential it carries and notifications disrupt attention, making learning inefficient and reducing motivation.

Risk of addiction

Adolescents also are at greater risk of developing addictions – to anything that hooks them in. We have always tried to protect them from smoking, drinking and drug addictions and now we need to consider technology-based addictions too.

It helps to understand the hormones which underpin our reward system. Three key hormones are at play: dopamine is the driver, it gives us that buzz that comes with a surge of cortisol in a game or when we get attention through social media; seratonin creates the pleasant chilled feeling that follows; GABA is a hormone that acts as a break on the dopamine accelerator, otherwise we would constantly seek out the “dopamine hit” and seek ever greater stimulation and rewards.

However, GABA levels drop in adolescence, for reasons which are not entirely clear – perhaps it is enabling the path to independence and neurodevelopmental maturation. What it means is that adolescents don’t yet have the brakes they need to manage these reward-seeking urges. It remains the job of adults to act as the brakes by setting limits and giving them time away from the reward – pleasure – reward cycle which fuels addiction to as it seeks ever higher dopamine set points.

If you want to read more about this, I recommend David Gillespie’sĚýTeen BrainĚý– as he explores the links between screens, anxiety, depression and addictive behaviours in teenagers.

This means that parents still need to manage the level of their children’s online connections, even if allowances have been made for the current lockdown. There will be a post-COVID world and we don’t want to be battling all night gaming and social media obsessions when it comes.

Finally, as we continue to work through this period of remote learning and social restrictions, with its various challenges, can I encourage you to share any concerns with those staff who are sharing this journey with you and your children. We understand that there will be ups and downs and days when not all goes smoothly. Presenting a hopeful perspective with messages of optimism will help your children find daily positives and give them reassurance that their learning and friendships will come through lockdown intact.

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The helpless infant, the whining schoolchild, the emotional lover, the devoted soldier, the wise judge, the old persons till in control of their faculties, and the extremely aged, returned to a second state of helplessness.

What I have noticed about myself, is an increased need to identify the oracles of knowledge and wisdom capable of guiding my thoughts and my actions on many and varied matters for myself, my family and for those whose lives are impacted by my decisions. ĚýIt has been evident that the official agencies and normal reliable sources of timely and accurate information have been challenged by speedier, and at times, more accurate digital media platforms.Ěý In reflecting on these experiences, I have recognised that it has elevated my levels of scepticism and increased the frequency with which I ask the question, “How do you know that to be true?”

These reflections have also caused me to recall the far too often repeated words of my late boarding Housemaster, “Davis, what has this experience taught you?”Ěý A question that I acknowledge was not asked when I was making sensible and rational decisions, and so it required a moment of reflection on my actions.Ěý Whilst we might all recognise that learning from our experiences is, theoretically, a key to our development, we should acknowledge that we humans have not always demonstrated this to be our strongest trait.

Educators are familiar with Kolb’s Experiential Learning Theory which champions the significance of learning through experience.ĚýIt has gained strong support from the likes of Vygotsky, Piaget and Jung who recognised that it was applicable beyond the realms of the classroom and reached into all arenas of life.Ěý Experiential Learning is a central component of an education at St Leonard’s College and provides the opportunity for our students to share experiences locally, nationally and internationally that will undoubtedly shape their lives.Ěý Only time will tell how our recent experiences will shape the thinking, behaviours and actions of our students and more broadly, our entire College community.ĚýWhat I fear, is that we will pass through this tempest and arrive in a place of relative safety and comfort that will, once again, condemn us to disregard the catalysts of recent events.ĚýIt is, therefore, timely that we refocus in earnest on our College Theme for 2020: Respect •Equity •DiversityĚýand ensure that the impact of our College Theme for 2019: Cultivating Environmental VirtueĚýis not diminished.

This requires that we not only provide our young people with the opportunity to have a voice, but that we encourage in them a moral obligation to use their voice to bring change as and when they deem it appropriate.Ěý One only has to consider the current local and international political landscape to recognise that we are in dire need of leaders with the traits that have formed the ‘four pillars of character’ for thousands of years: Courage, Temperance, Justice and Wisdom.Ěý Our young people will need our guidance and encouragement to develop the tools and the motivation to think outside of the realm of self-interest and to embrace their responsibility to act for the good of all humankind.

I have shared previously that Bob Johansen in his book, ‘Leaders Make the Future’offers some useful guidance when discussing the required leadership qualities in conjunction with the opportunities and threats that will exist in a world characterised by VUCA – an acronym for Volatility, Uncertainty, Complexity and Ambiguity.Ěý To be effective, our young leaders will need to develop the capacity to consider the multitude of variables and interrelationships that place Complexity at the heart of the current challenge, whilst also developing in them the resilience to address the current tensions that create Volatility, and which continue to be fuelled by the Ambiguity and the Uncertainty borne on distrust. Johansen recognises that, “The ultimate dilemma is to take the VUCA world and change it from a threatening thing, which it certainly is, into a world that is not only threatening but also laden with opportunity.” We must also recognise that this is a formidable task.

Johansen suggests that to successfully educate and develop future leaders we should not merely provide a library, but a set of values, instincts and thinking habits that will support them in the many and varied challenging contexts in which they might find themselves, so that they can identify new opportunities for human advancement.Ěý It is helpful that many of these competencies have been a requisite for success during our period of online learning, including respect, empathy, responsibility, digital literacy, problem solving, resilience, hope and critical thinking among many others. It is important that we capitalise on this opportunity and engage with those prepared to reflect on their experiences and who are open to adopting new behaviours and responses to replace age-old practices and conventions.

The recent participation by a selection of our students in an online conference with teachers, government officials and fellow school-aged children from 35 OECD countries has provided the impetus for them to proactively engage in shaping the future.ĚýYear 12 students have recounted their experiences in written form and expressed their opinion of future hybrid models of asynchronous and synchronous learning that they will forward to James Merlino, the Victorian Education Minister.Ěý Our Academic Directorate, that has our 24 educational leaders from ELC to year 12 as its constituents, has been actively engaged in drawing on the wealth of educational wisdom possessed by our teaching staff in conjunction with the professional insights of our non-teaching staff following the recent disruptions.Ěý In my role as Principal, I have provided a submission to the Association of Heads of Independent Schools Australia (AHISA), which has formed a forty-nine-page paper to be submitted to the Australian Curriculum Assessment and Reporting Authority (ACARA) in the hope that it might influence educational change.

Whilst we can all readily address matters of educational philosophy and pedagogical practice, we must also look through the various lenses that make evident the socio-political environment and climate in which we currently live and be prepared to wholeheartedly challenge those elements that do not reflect our values.Ěý It is for this reason that we have extended our focus beyond the academic curriculum and sought to address the urgent need to tackle discrimination head-on in our College, our broader community and within Australia.Ěý If we are to change the hearts and minds of people we must lead by example, demonstrating love and recognition for people of all race, religion, colour, creed and caste.Ěý Angela Davis, the American political activist makes the point that “In a racist society it is not enough to be non-racist, we must be anti-racist.”

We are, through our four Heads of School undertaking a review of our explicit and our implicit curriculum to better understand how we might work towards an eradication of the racist commentary and behaviours that appear very much like COVID-19 to pop up unexpectedly, but invariably in clusters. ĚýWe recognise that if our children are to be successful as the leaders of tomorrow, it is important that they are taught more than a factual, anti-racist curriculum which seeks to make evident the complicated legacies of our nation’s history.ĚýIt must also be supported by the programs and experiences we have adopted to encourage global citizenry and responsibility such asour Global, Indigenous and Leonardian Scholarships, Lennie’s Van, the Big Experience and the provision of the capital and operational costs of running our schools in Bangladesh.

The question I pose to you as a parent, is “What might you do differently to prepare your child(ren) for an increasingly VUCA world?”ĚýBy way of example I encourage you to engage in conversations about the future of democracy and the Australian political landscape; potential economic partnerships Australia might enter into; the representation of First Australians; our treatment of Black Asian Minority Ethnic (BAME) people; the rights of refugees; and not forgetting, how will your children care for you in the future? ĚýI just wanted to make sure you remembered to secure your future!!

In a previous article I shared VáclavHavel’s reflections in his 1995 paper shortly after his time as the President of Czechoslovakia and as the first President of the Czech Republic. He stated, “I have been given to understand how small this world is and how it torments itself with countless things it need not torment itself with if people could find within themselves a little more courage, a little more hope, a little more responsibility and a little more understanding and love.”

I think this reflection, accompanied by the Serenity Prayer, which after 45 years as a teacher I can fully appreciate the reasons why it was my late Housemaster’s favourite prayer, are appropriate final thoughts:

God, grant me the

SERENITY

to accept the things

I cannot change

COURAGE

to change the things I can

And the

WISDOM

to know the difference.

Amen

Stuart Davis
St Leonard’s College Principal

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“From my experiences at Warruwi last year, I have a better understanding of the importance of reconciliation with the original owners of the land. Warruwi is a beautiful community that gave me an insight into indigenous culture and daily life as well as the ongoing challenges caused by colonisation.Ěý It helped me think about how we can all work to make things equal and fair and create opportunities that benefit all Australians.”

St Leonard’s College has developed a strong partnership with the Warruwi Community School. Through immersive programs, including camps, for both St Leonard’s College students and those of the Warruwi Community School, real and lasting connections have been forged. These experiences provide a deep understanding and appreciation of our country’s Indigenous heritage, history and life. Our students are inspired to undertake a range of fundraising and awareness-building activities to support the education of their Warruwi friends. St Leonard’s College was recognised as a finalist in the Reconciliation Victoria and VLGA 2020 HART (Helping Achieve Reconciliation Together) Awards. These awards recognise outstanding reconciliation initiatives such as this Warruwi Community School Partnership.

Inspired by the Warruwi experience, Louie’s Reconciliation submission is featured below. St Leonard’s College is incredibly proud of Louie for his commitment and contribution to reconciliation.

What Reconciliation Means to Me

by Louie Harris-Ure

Warruwi is a small Indigenous community on South Goulburn Island in the Arafura sea.
Approximately four hundred people live there. There is only one grocery shop, a school, a
small clinic, a police station, a footy oval and an arts centre. Last year I was lucky enough
to travel to the beautiful community of Warruwi as part of my school’s Indigenous-non-
Indigenous partnership programme.

We spent four days in Warruwi helping at the school, mud crab hunting, listening and
playing Indigenous music and visiting the picturesque coastline. These four days were
probably some of the happiest days of my life. The people at Warruwi were the most
cheerful I’ve ever met and the funniest.

The best part about the trip was visiting the school every day and helping the kids with their
learning and playing with them at lunch and recess. I made special friendships and
connections with everybody at Warruwi school.

After our trip some of the kids from Warruwi came down to Melbourne to see what it was
like at a school in the city and also what it was like in Victoria. Our family was lucky enough
to be accepted to home stay one of the boys for the weekend, and we had one of the best
weekends I have ever had, spending time biking, swimming, laughing and learning
together.

Going to Warruwi and having kids visit from there taught me a lot of things, including that
we need to appreciate the little things and how lucky we are. It made me realise that
Melbourne compared to Warruwi is very different but it also showed me what the land
would look like in Melbourne if we didn’t invade it. It also made me think about what
reconciliation means to me, and what it means to be living in this land that originally wasn’t
ours but the Indigenous Australians.

So what does reconciliation mean to me? Well from my experiences in South Goulburn
Island, reconciliation is to unite non-Indigenous and Indigenous and embrace each other’s
cultures and traditions in this place where everybody that lives here can call home. Also we
should all accept and welcome all cultures in Australia, which means having equal chances
for jobs, education and health. Furthermore we should celebrate our differences and teach
each other traditions and ideas to create a diverse yet equal Australia.

But to achieve reconciliation we need to do a lot of things. Most importantly, non-
Indigenous people need to respect whose land we are living on and what it means to those
people. We need to understand our history, and address the disregard for the many
Indigenous nations and names of our land. We will only find what it means to be Australian
through recognising the original custodians.

For reconciliation, I also believe we need to change the date of Australia Day, a day when
the traditional owners of this land mourn that their country was stripped of them, the land
that they’ve loved, lived on and nurtured and where hundreds of Aboriginal nations and
cultures thrived for over sixty thousand years. We need to think creatively about our national
days of celebration and commemoration. January 26th could still be recognised but as a
day of sombre and reflective remembrance like Anzac Day. Our national day of celebration
could be another important date in the history of our nation that genuinely brings together
all Australians. For example, May 27 could become Australia Day in acknowledgment of
the date in 1967 when the referendum was held that recognised Indigenous people as
citizens.

So I hope over the upcoming Reconciliation Week we can reflect on experiences regarding
Indigenous culture, share stories and push for harmony. I firmly agree with the wise words
of Lance McDonald, a Luritja man from central Australia who speaks nine Indigenous
languages, and is the first Aboriginal man to translate the United Nations Charter of Human
Rights into Luritja, who says ‘I believe that we as a nation should work together in order to
make the nation a better place’. We can all have a better understanding and knowledge
of people’s lives and further work on making changes and getting involved in campaigns
for equal rights and reconciliation. Above all, reconciliation to me is all of us learning about
Indigenous culture, the reality of Australian history, and what it means for non-Indigenous
people to honestly connect with Indigenous people, so we can all make positive changes
now and in the future to create an equal Australia.

References
accessed 2/5/20

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