HOME collects maps, memories,

stories, poetry, anecdotes,

comics, and interviews on
Redfern and its surrounding
communities, from Clover Moore,
Nathan Merritt, Larissa Behrendt,
and Sydney Story Factory
students, alongside residents,
business owners, community
leaders, and everyone inbetween.

Extract from HOME: Mapping the Stories of Redfern, available now for purchase.
Edna has lived in Moree, Redfern, Marrickville and Macquarie Fields, and was the first
Aboriginal woman to move into a home on the Block the keys were given to her by the
then Federal Minister for Aboriginal Affairs, Ian Viner. Edna talked to Helen Coolican,
co-ordinator of the Home project, at the Yabun Festival in January 2014.

Edna: Were all from different towns and we all have our own languages,
not that I can speak it, but when you meet up with them, we all sort of
combine as one. And we share what knowledge we know, only if they
want to listen. I remember what I used to do to raise money [when I
lived] in that house on the Block. Every weekend I used to cook, even
morning tea sometimes, for the builders and theyd pay me. I saved that
money and when I got out to Macquarie Fields I had 400 dollars saved.
They didnt put carpets in the houses at that time and I carpeted my
house!
Helen: What would you say is special about Redfern to you? That isnt to
be found anywhere else?

Edna: Its the people! I dont know anything about it now, but like I
said, people [used to be] from everywhere and we got to know
each other. Its just the Aboriginal way, I suppose. Youre not
there to fight them or anything, you just be yourself and sit down
and talk. Most people just want to talk.
Helen: How do you imagine Redfern in the future?
Edna: Well, its going to be different isnt it? From what I can make
out there are students coming to live there. Its sad in a way for
me because the Block has a lot of history. I dont think the Block
deserved our drugs and drink, just sitting around there and, you
know, mucking up. I think it could have been a good
neighbourhood, but drugs and grog are everywhere its not
only the Block. If the money is coming back to the Aboriginals to
help them, thats going to be a good thing. The Block can keep its
heart and soul.

Teaching Resource - stage 4 (year 7-8) HOME: Interview with Edna Craigie (pages144-6)
This task links to the following Learning Across the Curriculum Content in the BOS Syllabus:
Aboriginal and Torres Strait Islander
histories and cultures
ethical understanding

intercultural understanding
literacy
difference and diversity

EN4-3B: identify, discuss and reflect on the ideas and information

in a range of texts

EN4-8D: investigate texts about cultural expressions from

different sources, eg texts from Asia and texts by Asian
Australians, and explore different viewpoints

EN4-3B: identify, discuss and reflect on the ideas and information

in a range of texts

EN4-8D: investigate texts about cultural expressions from

different sources, eg texts from Asia and texts by Asian
Australians, and explore different viewpoints

EN4-3B: identify, discuss and reflect on the ideas and information

in a range of texts

EN4-8D: investigate texts about cultural expressions from

different sources, eg texts from Asia and texts by Asian
Australians, and explore different viewpoints

EN4-3B: identify, discuss and reflect on the ideas and information

in a range of texts

EN4-8D: investigate texts about cultural expressions from

different sources, eg texts from Asia and texts by Asian
Australians, and explore different viewpoints

EN4-4B: experiment with text structures and language features to

refine and clarify ideas to improve the effectiveness of students
own texts
EN4-8D: articulate and reflect on the pleasure and difficulties,
successes and challenges experienced in their individual and
collaborative learning
discuss and explain the processes of responding and composing,
identifying the personal pleasures and difficulties experienced
use and reflect on metacognitive processes used for planning,
including brainstorming, mind mapping, storyboarding, role-play and
improvisation
reflect on and assess their own and others learning against
specific criteria, using reflection strategies, eg learning logs, blogs
and discussions with teachers and peers

EN4-4B: experiment with text structures and language features

to refine and clarify ideas to improve the effectiveness of
students own texts
EN4-8D: articulate and reflect on the pleasure and difficulties,
successes and challenges experienced in their individual and
collaborative learning
discuss and explain the processes of responding and composing,
identifying the personal pleasures and difficulties experienced
use and reflect on metacognitive processes used for planning,
including brainstorming, mind mapping, storyboarding, role-play and
improvisation
reflect on and assess their own and others learning against
specific criteria, using reflection strategies, eg learning logs, blogs
and discussions with teachers and peers
understand the roles and responsibilities of individuals in groups,
performing an allocated role responsibly in a group and assessing
the success of individual and collaborative processes

EN4-1A: respond to and compose imaginative, informative and

persuasive texts for different audiences, purposes and contexts
for understanding, interpretation, critical analysis, imaginative
expression and pleasure
EN4-7D: respond to and compose sustained texts in an
increasingly wide range of forms that reflect their broadening
world and their relationships within it

EN4-8D: recognise and explain differing viewpoints about the

world, cultures, individual people and concerns represented in
texts
All text and materials Copyright Sydney Story Factory, 2014
Contact helen@sydneystoryfactory.org.au for more information.