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A Visionary Force in Indigenous Education Transformation

Dr. Chris Sarra, an esteemed Australian educator and leader, has left an indelible mark on the landscape of Indigenous education.

Born as the youngest of ten children in Bundaberg, Queensland, Dr Sarra's journey has been characterized by an unwavering commitment to transforming the educational experiences and outcomes for Aboriginal and Torres Strait Islander students.

One of Dr Sarra's most noteworthy achievements is his pivotal role as the Founding Chairman of the Stronger Smarter Institute, established in 2005. This institute is dedicated to enhancing educational outcomes for Indigenous students by challenging negative stereotypes and fostering high expectations of success. Under Dr. Sarra's leadership, the Stronger Smarter approach has empowered educators to create positive and inclusive learning environments that promote cultural understanding, self-belief, and academic excellence.

Before his involvement with the Stronger Smarter Institute, Dr. Sarra (PhD Psychology 2005) served as the Principal of Cherbourg State School in Queensland. His tenure at the school oversaw remarkable success, with significant improvements in attendance rates, student behaviour, and academic achievements. The innovative approach employed by Dr. Sarra, emphasizing cultural identity, high expectations, and genuine partnerships with families and communities, gained national and international recognition.

In his role as the Principal of Cherbourg State School, Dr. Sarra implemented a holistic approach to education that transcended traditional models. By placing a strong emphasis on cultural identity, he aimed to create an environment where Indigenous students felt a profound sense of belonging and pride in their heritage. This approach was not only innovative but also effective, as evidenced by the notable improvements in attendance rates and academic achievements under his leadership.

Recognition for Dr. Sarra's exceptional contributions to education came in the form of numerous awards and accolades. In 2004, he was named Suncorp’s Queenslander of the Year, a testament to the widespread acknowledgment of his transformative work. In 2010, Dr. Sarra received the prestigious titles of Queensland's Australian of the Year and the Australian Council for Educational Leaders' Gold Medal Award. His outstanding work in Aboriginal and Torres Strait Islander education was further acknowledged with the Deadly Award for Outstanding Achievement.

Dr. Sarra's influence extends far beyond the borders of Australia. He has served as a consultant and presenter for educational organisations and conferences worldwide, sharing his expertise and insights on educational reform and Indigenous education. His revolutionary ideas and approaches have inspired educators, policymakers, and community leaders globally to reconsider traditional educational models and embrace culturally responsive and empowering practices.

Beyond his contributions to education, Dr. Sarra is also a distinguished author, with his book "Good Morning, Mr. Sarra: My Life Working for a Stronger, Smarter Future for Our Children" receiving critical acclaim. His current role is Director General of Queensland’s Department of Agriculture and Fisheries. Through his writings and public speaking engagements, he continues to advocate for educational equality and social justice.

Dr Sarra's contributions to the community have had a lasting and profound impact. His dedication to empowering Indigenous individuals and communities, promoting social justice, and fostering reconciliation has helped create a more inclusive and equitable society.

Q&A with Dr Sarra

When you commenced as Principal at Cherbourg School how did you know the right decisions to make in order to improve educational outcomes for the students?

When it came to decision making for me in the the role of Principal, the anchoring question was always, ‘Would I accept this for my own children, or my own nephews and nieces or cousins?’ If the answer was ‘Yes’, then I always knew I was on the right track. If the answer was ‘No’ then clearly it was the wrong decision.

Was your pioneering work in educational reform inspired by your own personal experiences?

I went to the school knowing what it was like to be subjected to low expectations and I was not going to let this happen to children for whom I was responsible. I knew with certainty, that being subjected to low expectations about who I was as an Aboriginal student and what I could achieve, caused me to have limited expectations about who I was and what I could achieve. I knew with certainty that while this was true, the opposite could be true as well. If I embrace Aboriginal children with high expectations about who they were as students and what they could achieve, then they would rise to the challenge of being Strong and Smart. To quote Michelangelo… The greater danger for most of us is not that our aim is too high and we miss; but that it is too low and we reach it.

How would you describe the essence of the Stronger Smarter philosophy to a stranger and what do you think it is that makes it so effective?

The Stronger Smarter philosophy is about embracing a positive sense of identity, as opposed to colluding with negative stereotypes; it is about embracing positive community leadership that is beyond victim statue, as opposed to colluding with community leadership which is about being victims or booting victims; and it is also about high expectations relationships that are firm and fair. What makes it special is that if understood at a philosophical level, and applied authentically at a local level, it guarantees success in any community throughout Australia and indeed throughout the world.

What would you like to do in the future?

I would love to set up a leadership Institute that helps people to understand and apply the Stronger Smarter approach so that we can change expectations of Australia’s First Nations children and poor white children right across Australia. No wait… we have already done that!

I would love to build a remote virtual secondary college for First Nations children of secondary school age living in remote communities around Australia… so that we can stop pretending that elite boarding schools are the answer when clearly they are not.

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