I’m almost certain I’m not the only one who, knowing nothing about what a Reconciliation Action Plan actually entails, felt a little uncertain about how much the RAP would achieve when it was first announced.

Upon first hearing about it, I was a little worried that this might just be another document that the School could point to in order to say that it contributes meaningfully to, in this case, reconciliation, without actually having to commit to concrete actions, like changing hiring and enrollment practices or allocating budget. Needless to say, I was pleasantly surprised upon attending my first RAP meeting at the beginning of this year.

Inherent in the structure of a Reconciliation Action Plan are concrete actions that the School commits to making, underpinned both by our values and by our unique opportunity and responsibility to contribute to our community as an educational institution. In my time on the committee I got to have some great conversations with members of the RAP Writing Subcommittee and Executive staff, who gave really interesting insight into the context and intent of the actions in the plan, and also into the potential breadth of the plan in the future. I also felt as though the scope of the RAP Committee itself was very well defined under the leadership of the wonderful Ms Centelles. We did not all write this plan together in one big Google doc, rather, the writing was left to the experts on the Writing Committee, while the representative sample of the School community that was the main committee was able to give our own insight and feedback in meetings. This ensured that our first RAP was the best we could make it.

None of this would have been possible without the entire committee, but in particular I think we need to recognise the work of Ms Centelles and Ms Ryan in making this plan as great as it is today. I would also like to thank everyone who has been involved in both the RAP and Writing Committees for being able to articulate a document that highlights meaningful change in our community. Lastly, thank you to all the students for being present and involved in creating the RAP - I can’t wait to see you turn this living document into meaningful actions.

Em
Year 12

You can’t know how exciting it was to be at the launch of the Reconciliation Action Plan without knowing the context of the RAP’s progression at our school.

I first learnt about the RAP from Mr Chadzynski in Year 10. I had made a documentary about casual racism in a Human Rights elective class, which prompted him to tell me about the RAP.I had never heard of a RAP, and was disappointed to learn that there was no student involvement in its development. So, after slow steps and various question marks surrounding our school’s commitment to a more reconciled future, it felt like a breath of fresh air when our new principal, Ms Umbers, stood up at assembly and spoke candidly about what our school community is doing well, and what we are behind on in terms of reconciliation.

For students like Harri, Em and I who wanted to see tangible changes made, we have taken every opportunity since to get involved with the Reconciliation Action Plan. This has involved being members of the student-led FIRED UP club, or, more formally, the Friends Igniting Reconciliation through Education Club. Our fortnightly lunchtime meetings, led by the fantastic Ms Ryan and Ms Centelles, have brought together the students who wish to bring prominence and priority to reconciliation at Ivanhoe Girls’. It has felt both uplifting and inspiring to be part of a community of people as young as Year 7, who are actively making an impact at our school.

For many of us, the motivation we felt to be a part of such initiatives was strengthened through our time in Cape York last year, on the Red Earth Indigenous Immersion trip. I remember our time in Far North Queensland by its sparkling rivers and starry night skies, but perhaps most unforgettable of all was a conversation I had with an Elder, Tim, on our last evening in Pannamunji. Sitting by the campfire, Tim openly shared his distress
for the widespread loss of Indigenous culture and language occurring throughout Australia. It was a confronting thought, and one I felt powerless in amending. My exact conversation with Tim is why items on the RAP, such as renaming the Junior School Classrooms with Indigenous names, feels like a small but significant step towards reconciliation. Being a part of that process has made me feel as though Tim’s words haven’t gone to waste; and rather, they will carry importance beyond any of our years.

Imogen
Year 12

Growing up, my parents always encouraged me to stand up for people around me, and promote inclusivity and respect whenever I could.

That message has stuck with me through my life and being a member of the Reconciliation Action Plan Committee is one way that I can help change our school for the better. As a young person, I often felt disempowered because of my inability to vote, and have my concerns heard, but joining the RAP group has been incredibly empowering and affirming of the things we can achieve on a small scale. After visiting Far North Queensland on the Red Earth Indigenous immersion trip, the need for reconciliation in Australia became abundantly more obvious, and for us, that started with our very own school community.

Throughout the past two years, the ongoing development of our Reconciliation Action Plan has inspired us to get involved in many different activities, the most recent being the ‘Hear Their Voice’ First Nations Women’s Forum, featuring a panel of inspiring First Nations women, including our very own Ms Ryan. The conference was facilitated by Zonta, but the Ivanhoe Girls’ FIRED UP club had the privilege of helping out on the night. The event not only gave us the opportunity to have a laugh with some amazing women, but also started a range of open conversations about the preservation of Indigenous culture both within our school, and in the wider community. While the event might seem like a small step towards reconciliation, having open, honest discourse about the future of Australia is incredibly important, and a big step forward for our school community.

Imogen, Em and I have now graduated andjoined the world as adults, and while that is one of the scariest things I can think of doing, it is also one of the most exciting. Contributing to the development of the RAP for the past two years developed a sense of hope in me, and affirmed that every voice, no matter how small, can help make a difference in the future of Australia.

Harri
Year 12