Many of projects undertaken over the last 25 years were documentation or community resource projects.
The organisation now gets more requests to support projects in early childhood programs, Natural Resource Management or within family groups.
As a result, KLRC has developed a Project Management process which is based on the principles of community management and capacity building.
This process means projects or programs are developed within the community first. If specific expertise is needed it can be brought in or included as the community wants. This process is reflected in the diagram below.
Please Note:
You can also download a PDF of our 25th Anniversary Newsletter (as single pages). Alternatively, you can download a PDF of our 25th Anniversary Newsletter (as spreads) to view online.
The Jaru Plants and Animals project began with a series of field trips in 2003 and culminated in 2011 with the publication of a used their traditional Aboriginal language . . . The Kimberley Language Resource Centre sees this book not just as a resource, but as a means of connecting younger generations who do not speak Jaru with this knowledge of their elders [taken from the Foreword].
The Kimberley Aboriginal Caring for Country Plan is the result of decades of pressure from Kimberley Aboriginal people – in meetings, during consultations and in the practice of looking after the land – about the need to be resourced to keep country healthy. This can be done through the elders, through language and through cultural activities.
The community language maps are part of workshop activities that the KLRC have done with various groups of people.
The communities and towns who have been involved in these activities are:
Fitzroy Crossing and communities, Halls Creek and communities, Bayulu,Yiyili, Noonkanbah, Milijidee, Balgo, Mulan, Billiluna, Mt Barnett, Frog Hollow, Jarlmadangah, Ngalipita, Looma, Pilbara communities
These groups of people are able to contribute personal knowledge of their communities and the languages they know are spoken in their communities.
ADDITIONAL TARGET GROUP
One potential target group for the KLRC is non-Aboriginal classroom teachers. While they cannot contribute the information presented in these maps, the exercise will highlight what they do and don’t know about language. By carrying out the activity in sessions with AIEOs from their schools it may strengthen the classroom relationship, as the non-Aboriginal teachers may begin to use the AIEOs knowledge of community and language more effectively.
Classroom teachers are responsible for the English language and literacy outcomes of Aboriginal children, and without an understanding of the very complex language situation for the children they teach they may be fighting a losing battle to achieve English literacy outcomes. This kind of information should be part of their knowledge base for effective teaching in the classroom.
PURPOSE
The purpose of the activity is to represent the very complicated language situation in the Kimberley. This is particularly relevant to younger children who are part of, or about to enter, the Western education system.
OUTCOMES
The following are outcomes from the activities with the groups mentioned above.
We acknowledge the old people, elders and language speakers who have passed.
Please be aware their images or voice may appear on this website.