DeadlyLearners Teacher Profile: Trish Chapman

TEACHER INTERVIEW: Trish Chapman, Classroom Science and Technologies Teacher
Tom Price Primary School, Pilbara W.A (Guruma Country)

Interviewer: Zac Prior, Manager of Project @ DeadlyScience

Zac Prior: Can you tell us about how your journey with DeadlyScience began?

Trish Chapman: Absolutely. My journey with DeadlyScience began a few years ago when I was teaching science to younger students. Back then, I didn’t dive too deeply into it. But things really took off last year when I reconnected with them, and we were fortunate enough to receive some fantastic resources like books, LEGO, and games.

Zac Prior: What prompted you to reach out to DeadlyScience initially?

Trish Chapman: Well, when I first contacted DeadlyScience, I was looking for a way to connect with something meaningful. That’s when I got in touch with Zac, the Manager of Projects at DeadlyScience. Our conversations naturally evolved from there. We talked about what I was doing in my teaching and how I had completed my Grade Cert in Indigenous education the previous year. It got me thinking about ways to make our school more culturally responsive.

Zac Prior: Can you share more about your journey toward cultural responsiveness in your school?

Trish Chapman: Certainly. While we do have an after-school learning club for our Indigenous students, I felt there was room for us to learn more about Indigenous culture, especially since many of us come from urban areas where we haven’t had much exposure to Indigenous children and families. That was certainly the case for me when I arrived here ten years ago.

Zac Prior: What steps did you take to learn more about Indigenous culture?

Trish Chapman: Well, I realised the importance of cultural competency training. It was a real eye-opener for me as I had to examine how I viewed Indigenous people, realising how much influence the media had on my perception. So, I started making connections with Nana Joyce, who works for a local Indigenous organisation. I first met her in 2014 when she came to work with some of her grandchildren in my class who were struggling with engagement. From there, our relationship grew, and she became a close friend and mentor.

Zac Prior: How have these relationships with Indigenous mentors influenced your work?

Trish Chapman: These relationships have been invaluable. Nana Joyce, while not from this country, provides me with advice and guidance that I need, which has been fantastic. I’ve also had the privilege of meeting the traditional owner of this land, who has been instrumental in teaching me about protocol and ways we can engage our students. We understand that to be culturally responsive as a school, we need to build these relationships. Without them, there’s a gap that we’re working hard to bridge.

In a nutshell, my journey with DeadlyScience has been a catalyst for a broader journey towards cultural responsiveness in our school, where we’re constantly learning, growing, and building connections to ensure a more inclusive and enriching educational experience for all our students.

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