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AFLF Field trip notes - Mapuru - July 2006
The two Telstra contractors Tom and Rock turned up as prearranged around 1700 to fix up the satellite dish and check the internet cabling at Donydji. They had a busy schedule the next day and had started at 5am and asked if we could drive to Mäpuru tonight rather than tomorrow. Mäpuru is an estimated two and a half hours away on a dirt road. John rang Mäpuru to let them know that we would be arriving tonight as it would be rude to just turn up. We arrived at 2130 and there was a welcoming party consisting of Jackie, Ian and Roslyn, they had lit a fire and made a pot of tea making us feel very welcome. The contractors were invited to camp with us. We all had breakfast and Bryce and John went to the school with the contractors Tom and Rock to install the satellite dish. Satellite dish was working but because the contractors have been asked to replace it, they must install the new one. I sat with Roslyn and Ian at their tent which was close to the new shelters that were being built for the next weaving workshop. While sitting there Roslyn invited Lorna to weave with her. We stayed at Mapuru the night of Tuesday 18th, Wednesday 19th and left at lunchtime on Thursday 20th July.
Jackie using his personal computer
Champion: Mäpuru residents identified Jackie Nguluwidi as their champion. Jackie is the Assistant Teacher in Charge at the Mapuru School where he has been working for over 20 years. He is respected and highly regarded for his energy and knowledge.
In 2002 Jackie helped set up and manage the Mäpuru shop which is located in the school building. Jackie is extremely keen to continue learning and to assist other learn, “we are going forward, for the future, childrens’, childrens’ future”. Jackie continued, “when I die, they will have a store, weaving income and other businesses. We don’t yet recognise all the possibilities. Now we have a chance to teach (our children), and to start other businesses.” To internet bank and check emails Jackie bought his own iBook computer last year because he couldn’t rely on the school computer for internet access.
Building:
The school building completed in 1991, was a short distance from where we were staying in the weavers camp. It is a large, well ventilated building sitting a metre above the ground, it consists of two large classrooms separated by a breezeway, an office and a small storeroom (that houses the shop). Contractors renovating houses for the first time in 20 years were camping on and around the school building, using the facilities (electricity, tables, chairs to do their work). The school's solar power supply is insufficient to run the desktop computer for more than a few hours.
Background:
Mapuru is Wobukarra country. It has a permanent freshwater creek, good soil, and airstrip. People began building permanent houses at Mapuru in the 1960s. Although the 120 residents come from a number of nations including the Guyamirrilili, Ritharrŋu, Liya-dhalinymirr and Ganalbiŋu, all are closely connected through kinship to Mäpuru. All residents are determined that if they are to have a future it must be on their own land. They say Galiwin’ku, the nearby township is “somebody else’s land’.
There are 32 CDEP participants living at Mäpuru. Many of the women are active weavers often working 14 hour days. All residents expressed a keen desire to have greater control over their finances, to learn English and to develop sustainable businesses.
Outside the Mäpuru School
Aspirations:
There was universal agreement amongst the residents that Mäpuru must continue to provide a safe place for their children to grow up and a place where they can have a future. Elder Galŋdhuna spoke with passion when he explained, “long ago we hunted crocodiles skins to trade, then we cut timber for the sawmill and built houses, we worked and worked, now we have this town, it must keep going so our children have a future here on their own country.” Gätji (Elder) said, “ .. when we send children away, there are bad influences in the communities, we are not happy sending them away. We want our children and our grandchildren to have a future here.” These two comments were indicative of comments by all the elders. Marathuwarr stated, Ŋuthan ga nhäma yalalaŋumirri futurew, yaka yatjkurr nhäma. Milkum ga marŋgikum djamarrkuḻiny, marr dhu walal yalala ŋuthan ga marŋgikum.” (Grow up looking to the future, and not see the bad things. Show and teach the children, so that they will grow up and teach (their children).
These sentiments were echoed by the younger members of Mäpuru. Everyone without exception stated their desire to develop their spoken, reading and written English. Residents say they must have English to communicate with balanda who visit Mäpuru and over the phone. Some years ago, in 2003 Batchelor Institute sent a lecturer out monthly to teach Certificate I and II in Written and Spoken English. The lecturer recalled that Mäpuru classes were large classes and always exceptionally well attended, this however wasn’t sufficient to retain the program. Jonathon still laments losing the program, “I want to study Written and Spoken English like we did three years ago”. Like Jonathon, Belinda also regrets that the course is no longer available at Mäpuru, “we used study though Batchelor Institute during semesters 1 and 2. 2003, this was adult learning English speaking, reading and writing. There were 52 students in the school then”.
As well as English, residents stated other desires. Everyone including Jackie Minbirk, Cheryl, Jonathon, Aiden, Belinda, and Roslyn spoke of the need to use the internet for banking, to check balances, transfer money and purchase goods and services. Banalinydju (22 Years) sitting with her father Ian, was eager to further develop her skills as the shop manager, including how to use and manage a cheque book and credit card.
Roslyn and Belinda are keen to pursue Health Worker training, as well as teach balanda about Yolŋu medicines. Jonathon, Minbirk and Mänyawuy would like further mechanical training including how repairing the generator, lawn mowers, and Troopies.
Skills: There is quite a range of skills, among Mäpuru’s residents. Many of the adults have completed most of Cert I in Written and Spoken English (WSE), and all would have completed the course had it continued to be offered. Three residents are detailed.
Jackie Ŋuluwiḏi has worked in the school for over twenty years and has his Cert. III in WSE. He states his desire to “understand more English, the gakal, ḏilkurru dhäruk (the meanings of and behind significant English words), so I can email and talk with good English.”
Jackie with Dayŋambi and little sister
Roslyn can use a computer to type having worked in an office for a number of years as a fulltime receptionist with Marthakal Resource Centre. She left Marthakal to return home to help support her family live on their land, and work with them to build futures for her children and grandchildren.
Belinda looks after her father who is on dialysis. She is a skilled carer who, while she takes pride in her work is ambitious to further her skills, in either teaching or health areas.
Business:
Co-op: Almost five years ago Jackie’s mum, Marathuwarr donated money to start the Co-op, called Mäpuru Ŋatha. The coop has meant a great deal for Mäpuru residents, including Jackie, the students and the residents who volunteer their time to work in the Coop. Jackie says “this shop has opened my eyes, now that I am doing this coop business. (Through this business) I started to see and understand the gakal of business. Many are living inside themselves, they can’? see the possibilities, they are not looking to provide a future for their children. The shop has made it easy for me (to see a future for my children).” He continued, “we now have a chance to teach and start other businesses.” See: http://www.arnhemweavers.com.au/mapuru.htm Jackie manages the cheque book, and looks after the EFTPOS machine, fax and the computer.
Eco Tourism: Marathuwarr and Bambalarra, their daughters and granddaughters say they have much to teach Balanda about Yolŋu culture. In 2003 they welcomed their first eco tourists. See: http://www.arnhemweavers.com.au/marathuwarr.htm This first workshop was a tremendous success, all participants were moved by the generousity of the Mäpuru women. Since 2003 the number of people has steadily grown. The elders Marathuwarr and Bambalarra are very pleased with weaving workshops for a number of reasons; they earn much more money teaching than they do by simply weaving, their children and grandchildren watch tourists come from 1000’s of kms away to learn weaving from their elders and are now beginning to understand that weaving is a valuable skill to know and also the teachers feel pleasure that they are able to interact personally become familiar with each visitor.
Weaving: A number of Mäpuru women spent most of their time collecting or preparing materials for weaving. It is usual to see the older women begin weaving just after dawn and put their weaving down in the late evening. Weaving products are sold at Yirrkala or Darwin. Weaving is a recognised CDEP activity.
Hunting and land management: Most residents spent time hunting game such as wallabies, fish, goannas, and collecting yams, fruits and bulbs. Fortunately activities related to living on the land are beginning to be recognised by governments. In other area of the NT the Government spends millions of dollars to assist landowners implement fire regimes that reduce CO2 emissions. These abatement programs are not necessary in the East Arnhem region because landowners are still living on and caring for nation estates.
Technology:
Bryce's notes
Telephones: There are three telephones in Mäpuru. One public phone, which fortunately takes both coins and phonecards. One in the school, this is not for general public use but has local numbers such as the Resources Centre, other schools, airline companies, etc access though Abbreviated Dialing and Call Control. Since moving back to Mäpuru Roslyn has had a private line connected to her house. Telstra services to Mäpuru could only be called moderate, the public phone is regularly not functioning due to system faults, and faults may take weeks to repair.
Business equipment: The school has no photocopier, or other office machinery. The fax machine was given to Jackie by one of the women who attended the weaving workshops at Mäpuru.
Computers:
- Acer pc
- Mac I-book g4 (Jackie’s)
- Telephone (with speaker)/fax machine (CDU call blocked)
- Satellite receiver sender
- Telstra modem and wireless router
- Ups (not working)
- Solar power (no battery back up)
- USB speakers
- Web cams (2)
At the moment there is one older ACER pc which was installed together with the original Telstra satellite service almost three years ago. Jackie Nguluwidi has his own personal Mac i-book which he had until now only been able to connect to the internet by using the radio phone line, a line which is effective but very slow. For example, to transfer money from one account to another using the internet could take more than half an hour to complete.
We had arranged for a new modem to be installed, and while it is now possible to use the Mac to connect to the internet wirelessly using the satellite and a CDU wireless router, it is currently not possible to connect the pc. This is because the Acer computer that was installed with the original satellite service had neither Ethernet or wireless card installed, the lack of an Ethernet port being quite unexpected, but the type of thing that I am seeing quite often with the cheap education packages that have been provided to remote areas. I am currently chasing up an Ethernet card through Shepherdson college to install on the return trip through Mäpuru, so by the time you read this there should be both an older Acer pc with basic software such as internet explorer (IE) and Microsoft word installed, as well as Jackie’s I-book, which comes with a full range of multimedia software, safari and IE and web conferencing software (I-chat).
We have also set up a wireless router and both computers have web cams. Telstra have set up a new satellite and modem, which is currently giving a reasonably fast service is capable of maintaining web conferencing connections although the upload speed being slower than download speeds may mean that we have trouble sending both audio and video at the same time even though it can receive both easily, working on this, but in the interim, we can use the telephone.
Other equipment includes two uninterrupted power supplies (ups’s), both of which didn’t appear to work and I have dropped them off at Shepherdson to be checked out.
It seemed to me that the main reason why they had so much trouble with the old modems and satellite was due to power failures. Each time the solar ran out or the generator stopped unexpectedly, the computer was not given the chance to shut down properly, which in turn affected the modem to the extent that the original modem install software would need to be run to set up the modem again, a process which required the original install disks (or a copy of the program on the computer) and some degree of trouble shooting expertise to manage. I am hoping we will now be able to avoid this problem as the new modem has its running software permanently installed on the modem, not on the computer, this also means that it is easy to connect more computers up to the satellite service, and especially easy if they have wireless capabilities. Having said that, I think the power issues are a major concern.
Power
As the same problems are experienced at each community visited, we have spent some time considering the best options for resolving power issues. Most communities (including Mäpuru, Donydji and Gäwa) have a combination of both solar and generator power, and neither are ever running all of the time. In Mäpuru, solar is generally used to run the school and office equipment during the day, and in the evenings (if there is sufficient diesel available) the generator will be started up to run lighting and fans. Currently Mäpuru are using a backup generator (yellow one) as the green one isn’t working at the moment, it broke down three days before we arrived. The computer etc has been running off another smaller generator which is on site for some construction workers to use, the process of switching from one to the other means running a power cord from the power source into the switch box which then permits the rest of the grid in the school building to be plugged into. There is little or no surge control over this grid, which becomes worrisome when the UPS’s are not working as they also incorporate surge protectors. (In fact this may be the reason they are not working although the fuse looked ok)
There are two aspects which can be separated when thinking about using the internet in communities such as Mäpuru;
- having internet available and
- having a computer to access it.
This might seem a bit obvious but the separation means that collaboration between Shepherdson, Marthakal, CDU, the local community and Telstra could provide a good level of internet service, but each group can be responsible for their own computers and their use, thereby cutting out a lot of the problems associated with using education computers equipment in non school pursuits.
In order to have the internet available throughout the community, it is required to have satellite (CDMA is not available in each of these communities as yet, and ADSL is not available), modems, (an internet service provider) and hopefully wireless routers with boosters and be able to have consistent and safe power to them. Each of these components only require small, (yet consistent) amounts of current to run (as compared to fridges which cut in and out, air conditioners, etc)
We think that it is worth considering constructing a system where these three components are able to be self contained and have there own consistent power source. (I am leaving computers out of this bit as will be explained later).
Collaborations:
Marthakal Homeland Resource Centre (MHRC)
Late afternoon on the Thursday we arrived at Galiwin’ku. The next day after a good nights sleep drove to MHRC. Oscar, John and Graham were enthusiastic about the project. An immediate priority for MHRC was for CDEP participants to accurately complete and submit timesheets. We were able to positively contribute and expect to begin working with Joanne and Sandy at Donydji, and Graham (MHRC) on this.
Bryce detailed the proposal outlined above in the technology above.
Wireless output on the school roof, so residents can use computers in classrooms and homes. Marthakal agreed to contribute towards costs for; the purchase of a fax machine and associated call costs, the use of the satellite internet connection, and the isolation of the wireless router, batteries and solar panels.
Shepherdson College
Kaye Thurlow the Principal is eager for the hub school to be involved in the project. Shepherdson College currently provides the phone and internet services to the Mapuru School. The school with a recent lot of funding recently bought faxes and printers and metal boxes to store equipment in for Donydji and Mapuru, though this equipment has not yet made it out to Mapuru. Kaye is enthusiastic about the possible collaborations between Marthakal HRC, Shepherdson College and CDU to better support homeland residents.
Achievements:
While at Mapuru we were able to setup wireless, internet access for Jackie’s personal iBook. Jackie learn how to log on to the internet using the wireless connection.
Actions:
- Fax machine: Find out where the Shepherdson fax has gone, and when it will be sent to Mäpuru.
- Organise for MHRC fax number, CDU fax, TCU fax, MC, BK, LM and JG numbers are entered as Abbreviated Dialing numbers on the Mäpuru phone.
- Costings for a wireless internet hardware with 3 days backup power.
- Ask Graham to ensure MHRC and Shepherdson are kept informed about progress.
- How many people are registered for internet banking?
e-learning:
The children are continually exposed to Jackie using the internet. Jackie has already begun teaching other residents to use internet banking. So far Jackie has taught Banalinydju to check her balances.
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