MAYFIELD 2012SCHOOLS AS SANCTUARIES OF HOPE

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Authorship

The Mayfield Project has been established in honour and to carry out the legacy of Dr John Mayfield. John was a leader in education as a teacher, inspector, administrator, author and instigator of ideas in South Australia.

This paper has been prepared by Peter Moeck Architect, Tracey Roughana Graduate of Architec-ture and Chloe Summers Architect based on interviews held 27 July 2012 and site visits on 22 October 2012.

We are the South Australian Mayfield Project team and members of CEFPI Australasia Region.

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We gratefully acknowledge the following people for sharing their experience with us. They are remarkable individuals who work cohesively as a team making a tangible difference by being agents of hope.

Thanks to:

> David Jolliffe DECD Regional Director Adelaide Hills Region,

> Caroline Green DECD Acting Regional Director Adelaide Hills Region,

> Rosie Antenucci DECD Manager detainee Students/Children,

> James Parkin DECD Uraidla Primary School,

> Steve Adams DECD Principal Oakbank Area School,

> Nicole Brelsford DECD Principal Heathfield Primary School and

> Okke Velzeboer DIAC Commu-nity Liaison Officer.

Acknowlegements

"...they asked how could we take a whole generation of Aboriginal people and remove them from their families? They will say to us, how did you allow all those refugees to be tortured and traumatised in this way?"

-Des Ryan "Misery in a quiet dead-end street" In Daily 14th November 2012

asylum seeker

vegetable garden uraidla primary school

What role do schools play in the politics of detention?

What key insights arise from interviews and observation?

What relevance has this to shaping the way we think about people, place and education?

The focus of research for this Paper comprises an examination of the Hills Program delivered by public sector education in South Australia for children of families in detention.

This Case Study provides an insight into what is possible when passionate and committed people connect, engage and recognise that we all share a common humanity.

Introduction

This story demonstrates that hope is found in unexpected places and that the drive and vision of an individual can build an oustanding education team. Together they make a remarkable impact on the lives of those who have fled persecution and conflict.

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uraidla primary school

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The Detention Facility at Inverbrackie commenced operation in 2010. It is operated and managed by Serco on behalf of the Federal Government Department of Immigration and Citizenship. The secured facility accommodates families who are illegal immi-grants.

The site is located in the hills 50km east of the Adelaide CBD in South Australia. Former residential facilities for Defence services personnel has been utilised to accommodate up to 400 people in 80 houses. The campus has a long history of accommodating for new arrivals commencing after WWII.

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"Unless someone like you cares a whole awful lot,Nothing is going to get better. It’s not"

Dr. Seuss, The Lorax

remarkable inspiration

Our observations are that the positive outcomes of the Hills Program is underpinned by a pivotal, committed and visionary individual. Rosie Antenucci is the Manager of Detainee Students/Children. Her drive, capability, experience and infectious passion is unique and inspirational.

Rosie works tirelessly with the detainee families and participating schools to identify the needs of each student and balance the daily challenges and fluid nature of the program. Her team of 12 teachers and 12 bilingual assistants are passionate and committed with excellent people skills. Each School Principal is highly supportive and delighted with the benefits to their school communities.

Rosie Antenucci DECD Manager Detainee Students/ Children

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"free range chooks" at uraidla primary school

Local SchoolsA link was established by the Detention Facility at Inverbrackie with local public sector schools based on proximity and the availability of surplus accommoda-tion. Student numbers at the subject schools were less than capacity.

Originally six schools were utilised but this has been reduced to three to improve logistics and effective-ness.

The ‘Hills Program’ is delivered by the SA Government Department of Education and Children’s Services. The objective is to teach English as an additional language whilst also providing a knowledge base and understanding of Australian civic process, culture and social values. Key issues are mutual respect, living in harmony and the establishment of a sense of belonging.

The participating schools comprise Uraidla Primary School, Oakbank Area School and Heathfield Primary School.

The nature of the program is that the number of students constantly varies and the duration of their stay is dictated by immigration processing. Currently students of families in detention attend the Transition Program for 9 weeks.

The Adelaide Hills setting of vegetated rolling hills, villages, wine country, productive gardens and pastures presents a delightful and peaceful setting in which to live and learn, a sanctuary of hope.

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The cultural backgrounds of current detainees are primarily from the Middle East and Sri Lanka. First languages comprise Arabic, Farsi, Hazaragi and Dari.

The routine of attending school is desirable and positive for the Inver-brackie students and their families. It provides a structure to the weekdays. Whilst the students are at school, the parents have time to focus on their English language leaning, visas and interviews. The teachers emphasise the impor-tance of a regular sleep cycle and healthy eating. This ensures that the students are well rested and ready to learn.

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student legacy program uraidla primary school

This school was established in 1870. The existing accommodation has capacity for 230 students. There are currently 120 students. The Hills Program occupies two learning areas within the main building. The Inverbrackie students are aged 8-11.

Signage on doors about the use of each space is provided in four languages.

Shared precincts in the school such as the inside and outside art spaces and the library offer opportunities to engage with local students. The external areas are well landscaped and several Year 7 legacy projects have personalised the spaces.

These projects include large scale pavers in a chessboard pattern, bird bath, edge rails to protect gardens, a propagation area, productive gardens and free range chooks. The bitumen sealed area is painted with four and six square layouts. Simple rules of engagement allow the English learners to easily join with mainstream play routines.

Uraidla Primary SchoolPrincipalJames Parkin

"Only you can control your future" - Dr. Seuss

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students work: oakbank area school

relocatable building oakbank area school

Originally constructed to accommodate 500 students, the Oakbank Area School grew to a peak of 700 students. There are currently 100 primary and 200 secondary students on site. The campus is a substantial size and includes a Trade Training Centre. This provides senior students with opportunities to actively engage with agriculture, horticulture and wine making.

The Hills Program is currently accommodated within two pairs of original timber 65 year old relocatable buildings. The age of the Inverbrackie students at Oakbank is 11-18 years. Older students offer different chal-lenges.

The learning spaces have been repainted by Inverbrackie parents on weekend working bees under the supervision of a local painting contractor. The parents gain a Certificate of Experience for the work undertaken. The appearance of the school campus is signifi-cantly enhanced.

It is clearly articulated that the students come to learn. The secondary students are levelled by their English skills. Currently main stream Year 10 Science is offered to the class with the highest level of English. In the past Physical Education has been an effective in supporting integration with the local students for all Inverbrackie students.

Oakbank Area SchoolPrincipalSteve Adams

"Today was good. Today was fun. Tomorrow is another

one"- Dr. Seuss

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heathfield primary school

The Heathfield campus is surrounded by native bushland reserve. It is a delightful and peaceful setting. The school has a capacity for 150 students. Currently 70 students are on site.

Two 40 year old single space adjacent relocatable buildings are used for the Inverbrackie students who are 5-7 years of age in Reception to Year 2.

The students are highly receptive, enthusiastic and excited about learning. The student peer program is most effective.

Working bees with detainee parents has cleared the site ready for the bushfire season and spread mulch over the garden areas.

A fenced vegetable garden has been recently established and the free- range chooks are a favourite with the students.

The school moto is harmony, progress and success. Art murals have personalised the buildings with paintings of native animals and fauna.

Heathfield Primary SchoolPrincipalNicole Brelsford

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The key insights arising from our observations of the Hills Program comprise:

> The use of existing schools means that there is integration into existing communities.

> Limiting the scale of the transition program across three schools ensures effective delivery.

> Utilisation of underutilised spaces within existing schools is effective adaptive reuse.

> Associated benefits include parents at working bees and supervised trade experience.

> Establishing stability and routine.

> Management and leadership actively strive to develop trust and rapport.

> Connection to a local community.

The key outcome of the Hills Program is to meet the Inverbrackie students at their point of need, building resilience and setting them up for success as learners in any future context.

The day to day deals with and is set in the ordinary. The learning spaces are what we would call normal in a western setting. Loose furniture is configured to suit small group learning centred around an interac-tive whiteboard.

The teacher and bilingual assistants integrate effectively as a team. They actively engage the students in the subject activities and provide individual tuition when needed. It is evident that the students are eager to learn and adapt to their new learning context.

Key Insights Outcomes

It is evident that existing learning spaces adapted from existing surplus accommodation provide what is needed for a program that by its nature is temporary and subject to changing demands of political policy and direction.

The essential elements comprise a welcoming entry, places to meet, to learn, support, cook, eat, play, withdraw and engage together with a shared neutral ground.

The reward for all those involved in the Hills Program is that the Inverbrackie students develop faith in the staff who offer stability in their lives.

Trust and rapport develops between bilingual staff and students using their first language to connect. The bilingual staff have their own stories of escape to a new life and they know how to build strong foundations for life and resilience through their own experience.

There is much to learn about multiculturalism:

> the nature of inclusive language

> the meaning of free speech

> mutual respect

> tolerance

Key Requirements In Closing

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It is often generational change that addresses fear of the unknown and brings about acceptance.

The underlying message is respect for others, celebrating difference and understanding cultural and social values.

How many people does it take to make a

difference? It only takes one.

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