Territory Stories

ALC 15 year strategic plan 2012-2027

Details:

Title

ALC 15 year strategic plan 2012-2027

Creator

Anindilyakwa Land Council

Collection

Anindilyakwa Land Council annual report; Anindilyakwa Land Council strategic plan; Reports; PublicationNT

Date

2012

Notes

Made available via the Publications (Legal Deposit) Act 2004 (NT).

Language

English

Subject

Anindilyakwa Land Council (N.T.) -- Periodicals; Aboriginal Australians -- Northern Territory -- Groote Eylandt -- Periodicals

Publisher name

Anindilyakwa Land Council

Place of publication

Alyangula

Volume

2012-2027

Copyright owner

Anindilyakwa Land Council

Parent handle

https://hdl.handle.net/10070/254602

Citation address

https://hdl.handle.net/10070/529654

Page content

ALC 15 year Strategic Plan 7. Goal C: Develop a Living Cultural Economy 95 7.4 STRENGTHEN THE ANINDILYAKWA LANGUAGE GROOTE EYLANDT LINGUISTICS Groote Eylandt Linguistics (a section of the ALC) evolved from early missionary days and up until 2006 was run by the Church Missionary Society. It has a long-standing association within the community and is a respected organisation both on and off the island. It forms an important cultural nucleus for the community and is instrumental in preserving and maintaining the local language, Anindilyakwa. In addition to this, it houses a significant collection of culture-based resources and materials relating to the Warnindilyakwa people. It also supports a broad range of stakeholders looking to increase their capacity to deliver projects and outcomes within the community, through its translation and affiliated services. Groote Eylandt Linguistics consulted with communities in 2012 to find out what language and cultural services Anindilyakwa people want. In response to the survey, people called for DVDs about topics such as dance, the ALC, local stories, dreamtime stories from different clan groups and the role of Land and Sea Rangers. Respondents wanted religious education at school and Bible stories and gospel songs in Anindilyakwa on iPads and in books. There was discussion about having a museum or place to showcase culture. Respondents thought it was important to keep Anindilyakwa strong by learning to read and write it. While most Anindilyakwa people can speak the language very well, reading and writing the language is difficult for most. Only a small percentage of people can read and write Anindilyakwa and so transferring this knowledge and skill is critical. At school, respondents wanted students to be taught about the songlines, dance, how to paint up for the public and for ceremonies, bush medicine and bush tucker. They also wanted them to learn to make local items such as string from the red kurrajong plant (Miyarrawa), pandanus basket and mats, didgeridoos and shell necklaces. There is excitement and expectation in the communities about new resources being developed and made available on a digital platform. What we really want in communities is teaching kids from a young age songlines, stories and totems. And the younger men learning to sing their cultural tribal songs. For younger women learning totems, dancing and stories. Also learning about bush and ecology, gathering bush tucker and bush medicines. Most Anindilyakwa can speak their language very well. In terms of reading and writing the language on paper, this is difficult for most. Only a small percentage of people can read and write Anindilyakwa. The findings have set the direction for the departments work into the future. (Joaz Wurramara, Deputy CEO, ALC). Groote Eylandt Linguistics will play a key role in the functions of the Cultural Centres, providing first language services and resources particularly for early childhood development and schooling. These services and resources will be established within the Cultural Centres. Groote Eylandt Linguistics primary focus will be to continue to ensure the community drives language and culture activities. This includes periodically communicating with communities to ensure the service is meeting the needs of the community and that activities reflect the


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