A visit to the Melbourne Indigenous Transition School
The Readings Foundation assists Victorian organisations that support the development of literacy, community integration and the arts. Readings donates 10% of its overall profit to The Readings Foundation each year, and crucial funds are also raised from donations by Readings customers.
Last week, Grants Officer Leanne Hall went out to visit the Melbourne Indigenous Transition School – one of the seven organisations being supported by the Foundation in 2016.
Imagine having an idea about how things could be done better… and then deciding to start a brand new school?
This is just what the hardworking team behind Melbourne Indigenous Transition School did. They spent nine years imagining, planning, wading through piles of bureaucracy, and constructing a new school in Melbourne for Indigenous students from remote communities. Many of these students know that when it comes to high school, they will have to leave their homes and travel a long way to board, commonly in Darwin and Townsville, even sometimes as far as Melbourne. It’s a long way to travel for kids so young, and a daunting task to settle into a strange new city and school. MITS presents a new model of education, where Year Seven students can complete their first year away from home in a smaller, supportive environment, before moving onto the next five years at another school.
I was lucky enough to visit MITS last week, with two of my colleagues from the Readings Foundation grant committee. Edward Tudor and Nichola Lefroy from MITS showed us around Lockington, a transformed older building in the backstreets of Richmond. A newer building has been built at the back of the property, and the gardens landscaped by volunteers. MITS is home to 22 students from communities in the Northern Territory and far Eastern Victoria. The kids weren’t around when we visited (they were at classes in The Korin Gamadji Insitute at the Richmond Football Club – a short walk away) but their presence is everywhere. Hand-drawn bedroom door signs, pet fish, baseball cap collections and teen clutter make it clear that the students have made the spaces their own. The first intake of students have used the building in surprising ways – even using the flagpoles out the front as footy goal posts.
A lot of care had been taken with the design of MITS, to make it a warm and comfortable family home where Indigenous culture is represented and celebrated in the furnishings and artwork. The kids can see the city skyline from the upper floors, and feel as if they’re having a proper big city experience. Both Ed and Nichola talked of how the students are encouraged to find their own individual paths and definitions of success, and maintain their connection to culture and country. One aspect of maintaining this connection has been a library of books and resources with a strong focus on Indigenous voices, chosen in careful consultation with Magabala Books and funded by the grant they’ve received from The Readings Foundation.
After their first year of high school at MITS, these students will go on to scholarship positions at selected partner schools all over Melbourne. MITS continues the advice and care by making sure partner schools and Melbourne families are well-matched and well-prepared to receive their students.
Thanks to MITS for letting us visit, and telling us so much about their innovative approach. I came away feeling that the students were receiving well-rounded support that respected their individual differences, and took into account not just academic striving, but overall wellbeing.
