This story came to my attention when a progressive school - Lismore High Campus, The Rivers Secondary College - won an award for an innovative concept - teaching Bundjalung nguyay, language, to every student in year 7 as part of its curriculum.

That single aspect is the tip of a cultural iceberg of change at the school, and it was brought about by students. One student in particular, that is now an educator has been a catalyst in the cultural legacy - Jonathan Paden.

Full disclosure: Jonathan gave me a challenge - to include a list of Bundjalung ngugyay to this story (in bold) - you have seen some already. The glossary can be found at the bottom of this story.

The nature of change, naming things, cultural aspects and programs brought into the school, like language and dance, has taken a long time to implement in a culturally sensitive way.

Consultation with local elders and members of the indigenous community has been tantamount to the success of cultural implementations that have taken years to develop.

Eight years on from the humble beginnings of students making their thoughts heard, we have seen a rich addition to the school’s offerings, and the inclusive aspects are bringing people bulaan, together.

Chris Williams, the principal, reflected on what brought the changes about, “There was a disconnect between students sense of belonging and connection to culture.

“And so we reached out to Glenn Rhodes (Aboriginal Language and Culture Officer), and Jonathan was actually a student at the time. There was student voice around wanting change in the school, so that it was a more culturally safe, more culturally aware space.”

The first step in bringing the language to the school was introducing broader Bundjalung language in 2016. Donna Magann, a language teacher, said, “Uncle Glenn helped us work out a unit of work that we ran for fourth term. And John was nicking out of class and hanging out with the then language instructor, weren't you?”

Jonathan smiles to acknowledge his mugal behaviour. Needless to say, it was popular, so the content was expanded.

The school points out that not everyone will agree that an indigenous language would be the best dialect to offer, as it is limited to one relatively small part of the globe. But in this part of the globe, it is a very important aspect of the local culture and identity, and you will hear it spoken. It is unique. It provides a link to this place.

Uncle Glenn recalls, “Johnny embraced language, his language and culture at school, and I saw growth within and saw the positives within him. That's where he really grew as a student and as a young Aboriginal man. He just embraced it.”

A while after graduation, Uncle Glenn spoke with Jonathan about “a pathway to work in schools teaching language” which Jonathan decided he would enjoy.

Today, every Year 7 student learns broader Bundjalung, and an elective will be introduced for Year 9 and 10 students next year. Currently, the school is running 18 Bundjalung language classes every two weeks.

Another aspect of introducing indigenous words with meaning and significance, was renaming the school blocks.

“You won't hear a student say, I've got to go to J-Block because they go to moojang, which is the longneck turtle,” says Mr Williams.

Jonathan recalls making the suggestion, “I was a prefect in year 12. I put it down there to use. It kicked off from that with who were the year 12 students.”

“One of the big benefits of having John and Donna work together is that they've also done a lot of professional learning with staff. Unless everyone's on the same page, you can't actually see something through to fruition,” says Mr Williams

“These guys regularly do work with staff, whether it be around reconciliation or language, which is part of our Reconciliation Action Plan.”

(Donna and Jonathan working bulaan with students in class)

That aspect is not limited to the teachers. Donna adds, “Uncle Glenn worked with our Year 12 girls who ran a session for the whole college staff on the importance of cultural safety.

“To see that from kids at our school was incredibly powerful, and they spoke so well. That's the growth I think we have.”

The Deputy Principal, Trent Graham, is also an indigenous man who provides deeper insight into the programs being brought to light and whom Mr Williams describes as an invaluable resource.

A dance troupe that Jonathan was a part of setting up has grown to be an important aspect of many schools. Jonathan said, “We had eight at the start and now, around fifty people.”

Mr Williams said, “They are a really sought after group that are regularly asked to go and perform at events.”

The dance troupe trained over 100 primary school jarjums and they perform regularly in the community.

Jonathan also holds a sisters and brothers group once a week. He aims to give them some guidance, “Show them they don't go down that path everyone else sees you - instead to be a beautiful person. That's where I want to teach.”

The cultural aspects that are brought into the school are not only about added “content”. Jonathan pointed out a route that the cross-country run took, that was through a culturally sensitive spot. So just as we don't have a running track through Gallipoli, the route was altered in respect of those that were lost there.

Jonathan’s efforts have changed the way students perceive the space around them, given them djandaman diu, acknowledgement, of the first people of the area, and a link to history from eons ago, as well as the history that is being written today.

Bugal - Good

Bugalbee - Thank you

Bulaan - Together

Bundjalung Nguyay - Bundjalung Language

Djandaman Diu - Acknowledge

Garimaa - Respect

Jarjems - Children

Moojang - Longneck turtle

Mugal - Bad or mischievous