Zerella, Angela Lynne (2025) Paving the Way to Decolonising Aboriginal Early Years Education: The Bubup Wilam Approach. PhD thesis, Victoria University.

Abstract

The ongoing failure of mainstream education to provide equitable outcomes for Aboriginal children in Australia is well evidenced. Mainstream education institutions still reflect colonised systems and structures; Aboriginal-led approaches provide effective alternatives. However, research on Aboriginal-led education approaches in Australia, largely focus on primary, secondary, and higher education, with limited Aboriginal-led research conducted within Aboriginal Community Controlled (ACC) early year’s education services, particularly in Victoria.This study took place within Bubup Wilam Aboriginal Child and Family Centre (BWACFC), an ACC early years education setting, situated in Victoria. Through a decolonising and solidarity praxis it explored how the Aboriginal community took charge to develop, govern and lead BWACFC, taking the sovereign right to educate their own children into their own hands. It further explored BWACFC’s de-colonising orientation and strong resistance against systemic injustice, for sovereignty. I was invited by BWACFC to undertake this study with the aim to articulate the Bubup Wilam Approach. I have walked in solidarity with BWACFC for the last 11 years, supporting them to bring their vision to life. This positioned me as both insider and outsider in this research; I am a non-Indigenous outsider but an insider with a work history within the BWACFC Community. This research draws on Indigenous and critical approaches of relationality, reflexivity, reciprocity, decoloniality and solidarity praxis, to document and explicate the Bubup Wilam Approach, through a strong Aboriginal community-led research agenda. This study engaged a collaborative and participatory approach to data gathering and analysis through conversational interviews, a focus group and researcher immersion in the setting. Thematic analysis through key threads of meaning were utilised to make meaning within, across and between participants stories, with fieldnotes and archival data providing added insight into the relational encounters and everyday happenings within BWACFC. An extensive co-analysis process throughout all stages of the research project ensured strong community participation through regularly checking in and engaging community in co-analysis sessions. A storytelling paradigm was utilised to gather and making meaning of the data and writing up findings. Data analysis revealed four key threads of meaning that define the Bubup Wilam Approach. They are: Aboriginal Community Control; strong and proud Aboriginal identities: family, Country and community connectedness; potential-focused ~ resourced-lens: keep the river clean; and advocacy and activism. The Bubup Wilam Approach was understood through the metaphor of Bunjil, spirit creator of Wurundjeri Country, represented through Bunjil’s mirring (eye); Bunjil’s pupil; Bunjil’s dorroong (heart) and Bunjil’s Wings. This study illustrates BWACFC’s unique Aboriginal curriculum and pedagogy underpinned by truth telling, identity, sovereignty, treaty and solidarity. This grounds children, families and employees in understanding the history of colonisation, bringing it to the present, providing knowledge and strength to pave a way forward into the future. The study further revealed the significant impact of BWACFC on children’s outcomes at school. The research challenges ethical and human rights issues marginalising Aboriginal children, highlighting the benefit and importance of investing in early years education approaches developed by Aboriginal communities for Aboriginal children that evidence outstanding outcomes.

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