She is currently a candidate for a Doctor of Philosophy at UNE, with her research focusing on Ngarabul placemaking. Lynette is also an Indigenous Lecturer at UNE. She is part of the team working on an upcoming film about the resistance of the Dharug people, led by the Bidjigal warrior, Pemulwuy. The film is titled "Pemulwuy-the Movie". In 2020, Lynette was part of the team protesting against the NSW Government's Mole River Dam proposal, which was eventually abandoned in June 2022. Lynette has extensive experience in both local and federal government, having served as a Senior Policy Officer for the First Nations Treaty campaign at the Aboriginal and Torres Strait Islander Commission.
UNE Communications caught up with her before the Ceremony.
What does this year’s NAIDOC theme ‘Keep the Fire Burning! Blak, Loud and Proud’ mean to you personally and professionally?
Although entwined; there are two issues in this year's theme:
I will always be a black, loud, proud Ngarabul and Dharug woman. My commitment to activism for First Nations land rights and our right to speak for our country is unwavering. I use my 'voice' in various ways, from participating in Survival Day protests to speaking at Senate Enquiries, sending ministerial letters to local members of parliament, and supporting my Elders to speak for our (ngurra) country. As a First Nations Lecturer, I am dedicated to teaching our story to those who are willing to listen.
Secondly, the fire is a symbol of passion and in my opinion, a cornerstone of our First Nations pedagogy. It represents the tradition of sitting by the fire, yarning and learning from each other until we reach a consensus. The fire symbolises our First Nation's democracy - at our foundation. Today, this discourse is likened to transformational learning. Transformational learning begins with a dilemma; our dilemma began at the beginning of colonisation, where there was no treaty between the colonisers and the Dharug and other First Nations people.
How can events like this help build stronger relationships between Indigenous and non-Indigenous communities? Or between UNE and the Armidale community?
Events such as NAIDOC are crucial to maintaining an open dialogue about First Nation issues. However, while 'Sorry Day,' NAIDOC, and other commemorative days are important, they should not be tokenistic. Integrating First Nation knowledge and perspectives into our everyday lives, especially within the education system is essential for gaining a better understanding of First Nation people's experiences, and our culture. An example of the integration is the UNE has incorporated 'Acknowledgement of Country' into its curricular, we also have a full-day Cultural Connections course which are steps towards building stronger relationships between First Nations people and the broader Australian society.
How do you see the role of education in promoting and preserving Indigenous culture and history?
The United Nations Declaration on the Rights of Indigenous Peoples underscores the importance of Indigenous peoples in revitalising our histories and culture.
An example of implementing the UNDRIP is my PhD project, which focuses on Ngarabul placemaking. It includes an ethnohistoric study and discussions with the Ngarabul people about the significance of sites in our country, our decision-making processes, and the strategies we employ in our (ngurra)homeland.
Can you discuss any particular challenges you've faced as an Indigenous student and/or lecturer, and how you’ve overcome them?
As a First Nations student at the UNE, I have encountered significant challenges stemming from the university’s administration. Sometimes, I have had to call out behavior that I believe was offensive.
It's important to recognise that most tertiary education institutions are rooted in Western systems and sometimes clash with Indigenous ways of doing. First Nations research is complex, we have multiple vulnerabilities, one issue is the trauma arising from the Government’s previous assimilation policies which led to the Stolen Generations. Often issues within our educational institution have risen from lack of communication and understanding. Overcoming these hurdles required fostering open dialogue and seeking collaborative solutions. To my delight, one of my PhD supervisors took the proactive step of engaging with my Elders and immersing herself in walking our (ngurra) country. Moreover, I had the privilege of introducing my Elders to a University official at the Elder’s home.
By delving into Ngarabul placemaking, I have used a Community Participative Research methodology. Several Ngarabul Elders co-designed my research. The co-design has led to transparency, fostered understanding and accountability to the community. The connections forged extend beyond traditional academic relationships, encompassing the diverse ties between the Ngarabul, the University, and myself as a researcher. While the tangible outcome of my studies will be the PhD thesis, the true impact of my project lies within the intangible, that is nurturing these vital relationships and community capacity building.
At one stage of my PhD, I delved into the history of the massacres in my (ngurra) homelands. I went through immense grief. I had writers block, and ruminated about first contact. An Elder took me for ceremony to begin healing. Grieving is a process – we will never forget our ancestors. It is also essential to embrace 'self-care', recharge one's (leon) energy, and heal.
You have had a rich and diverse career thus far and now you have founded Track My Mob Aboriginal Corporation, a research company specialising in New South Wales colonial studies and assisting the stolen generation to find their history and return to homelands. Can you tell me more about your work in this?
The objectives of Track My Mob are to investigate and examine Australian historical research for the purpose of:
- Assisting Aboriginal persons in tracking family histories and/or homelands;
- Preserving and conserving Aboriginal cultural heritage areas;
- Increasing knowledge and raise awareness of Aboriginal history and issues in Australia through education.
At the present Track My Mob is voluntary. After completing my PhD, the objectives will focus on raising awareness of Aboriginal history and issues in Australia through education. My plan is to expand Track My Mob to include educational resources. I've developed a community curriculum using the NSW Colonial Secretary's records about Aboriginal people. The six-week curriculum involves an upside-down classroom and yarning circle, focusing on transformative learning. The topics cover early colonisation, colonial wars, customary law, and education.
What advice would you give to Indigenous students who are considering pursuing higher education?
Believe in yourself! Dream your dreams! Network and create a supportive community around yourself. Don’t be afraid to grow and change. Lastly, never forget where you come from – your mob. Your Elders may not have degrees, but they have knowledge and wisdom which is as important. One of my mentors, tells me, never to forget my ‘blakness.’ I hold that ‘blakness’ close to my heart and frequently draw upon that strength.
