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Aboriginal and Culturally Responsive Pedagogies

Assignment 1 – Option 2

In order to fully understand how imperative Aboriginal Education is, we must also understand the strained

history of Aboriginal Education in Australia. Aboriginal children faced many barriers to education in

Australia during the 1930’s. Segregation in the name of protection and under the guise of ‘civilising’ the

Aboriginal peoples saw students confined to isolated ‘Black schools’, in which they were separated from

non-Aboriginal people. These schools were poorly funded, often under staffed and mostly restricted to

younger primary school aged students resulting in limited education for older children. This segregation of

Aboriginal peoples existed until 1951, when the Assimilation Policy was introduced. While this policy

spoke of equal rights and opportunities, it only further promoted the distancing of Aboriginal peoples from

non-Aboriginal peoples. When Aboriginal students begin enrolment in mainstream schooling, students were

faced with social isolation as well as being blamed by educators for their lower education achievements,

who attributed this to their family’s cultural practices, economic status, socialisation and traditions. While

policies and legislation have been put in place with the aim of bettering the education of Aboriginal and

Torres Strait Islander students, it is evident that these students are still facing hardships and great barriers to

education (Eckermann, 1999).

Since these times, Australia has made significant steps to improving the standard of education for all

students, with policies focusing on the improvement of Aboriginal and Torres Strait Islander students’

education and wellbeing. In 1989, with the introduction of the Hobart Declaration on Schooling, which has

since been superseded by the Melbourne Declaration on Education Goals for Young Australians, 2008 ("The

Hobart Declaration on Schooling (1989)", 2014), Australia saw the implementation of several national goals

aimed at improving education standards, developing student talent and potential, life skills, improving future

employment as well as the development of important knowledge, skills, attitudes and values. 1989 also saw

the introduction of a second policy known as the National Aboriginal and Torres Strait Islander Education

Policy. This policy aimed to improve equality for Aboriginal and Torres Strait Islander students with the
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introduction of goals surrounding the involvement of indigenous peoples in decision-making processes in

the education system, improving achievement, participation and access to education, as well as a change to

outcomes and standards. Today, the Aboriginal Education Policy (AEP), 2008, places a strong emphasise on

providing a supportive learning environment in the public education system which is inclusive of both

Aboriginal and non-Aboriginal peoples and strives to attain cultural respect and empowerment. The goal of

the Department of Education is to ensure the improvement of educational outcomes and wellbeing of

Aboriginal students and the inclusion of the diverse Aboriginal culture and histories into public education.

The Department of Education also places strong emphasis on collaboration with the Aboriginal community

and aims to provide an enriching educational experience for all (“Aboriginal Education Policy”, 2008).

The AEP aims to build positive, respectful relationships with Aboriginal and Torres Strait Islander students.

Section 1.1.6 discusses the departments commitment to working collaboratively with students, parents and

communities to achieve these goals. The policy aims to increase teacher education and training in Aboriginal

education and pays respect to Aboriginal culture and heritage. By promoting positive and respectful

relationships, in turn will increase participation and overall success for Aboriginal students. In combination

with the Closing the Gap report, 2017 (Department of the Prime Minister and Cabinet, 2017), which

discusses the government’s aim of closing the gap that Aboriginal people experience in relation to life

expectancy, school attendance, academic achievement and employment, Australia has shown a commitment

to improving the lives of Indigenous Australians.

The aforementioned policies have aided educational institutions in providing fair and equal access to

Indigenous Australian students, however, while Australia has come a long way in promoting the inclusion of

Aboriginal and Torres Strait Islander students, a large gap in achievement standards and participation is still

seen in education today. Research conducted over a vast range of studies infer that a primary reason behind

the continued gap in education is that Aboriginal students have little to engage with in school life and

classroom learning. Engagement is a key theme in promoting effective Aboriginal education and ensuring

fair education for all.

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Engagement in school life and learning is noted as being an important factor and has been proven to increase

student academic achievement as well as provide students with a deeper sense of belonging (Harris, 2011).

Research into this subject matter reveals that Aboriginal students are facing great barriers to education due

to a struggle with engagement, behaviourally, emotionally and cognitively. A lack of emotional engagement

has been shown to stem in part from the Aboriginal culture being under-represented in the classroom,

leading to students feeling disconnected from their culture and their education and further leads to the

development of cognitive and behavioural disengagement. In a paper written by Donovan (2015),

Aboriginal students were asked to reflect on their enjoyment of school and how they believe their

educational experience could be bettered. Donovan notes the importance of the student voice in overcoming

these barriers and states that by listening to students we can better tailor our teaching practices to help them

succeed. Donovan found that this family-like relationship proved to be a highly important aspect to the

students surveyed during the study. It was also seen that providing a room or other area of the school that

has a strong cultural focus and familiarity, allowed Aboriginal students to feel a greater sense of belonging

in their environment. Providing students with culturally safe spaces were seen to greatly improve

engagement for Aboriginal students and, in line with section 1.5.2 of the AEP, provides a supportive and

inclusive environment. The AEP also suggests the implementation of Aboriginal studies and languages

programs to further achieve this goal.

An important aspect of this research is that students felt their culture was underrepresented in every day

classroom learning. Students noted that while some lessons mentioned or featured Aboriginal culture or

histories, the cultural knowledge was not represented to a large enough degree. Students stated that the

representation of Aboriginal cultural knowledge in the classroom allows them to feel more linked to their

learning and fosters connection and engagement. This is referred to in the AEP in section 1.1.3 in which it

discusses the departments desire and need to increase Aboriginal cultural knowledge and understanding and

further educate staff in these areas to ensure teachers are able to provide quality education.

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By increasing emotional engagement, students are able to become cognitively and behaviourally engaged in

their learning experiences. According to Shay and Wickes (2017), it is important for young Aboriginal

peoples to be encouraged to uphold a strong connection to their culture and that supporting these young

student’s identity is vitally important in their engagement. Promoting this identity and providing a

supportive environment will greatly assist the building of strong relationships between students and teachers.

The authors discuss the difficulties Aboriginal students face in the education system and the necessity of a

support system which places a strong emphasis on student engagement. Students who are given the

opportunity to express their identity with pride and are also given a positive and culturally safe schooling

environment have been seen to achieve a greater level of success (Russell, 1999).

It is evident that teachers struggle to incorporate Aboriginal perspectives into their lessons and instead have

the tendency to teach topics as content, without explaining the significance. Teaching content without

acknowledging the significance leads to the tokenisation of the Aboriginal culture which has been seen in

instances in which educators have taught Aboriginal Dreaming stories without explaining to students the

importance or history of the stories they are discussing (Beresford, Partington & Gower, 2013). It is

important for teachers to present information on Aboriginal histories and customs without victimising,

tokenising or stereotyping the Aboriginal culture. A common theme throughout the literature is that

educators are not confident teaching aboriginal topics due to having minimal knowledge about the culture

themselves (Harrison & Greenfield, 2011). This aversion or fear of teaching aboriginal education places a

large strain on being able to accurately and effectively incorporate aboriginal education successfully into day

to day classroom learning. This reticence to teaching such topics ultimately leads to the disengagement of

Aboriginal students however, the AEP aims at improving teacher knowledge in Aboriginal cultural practices

to remove this barrier to education.

The 8 ways of learning framework has been adopted by educational institutes as a method of incorporating

Aboriginal perspectives into learning using Aboriginal learning techniques and strongly relates to teaching

standards 1.4 and 2.4. This teaching/learning method acknowledges the differences in Aboriginal and non-

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Aboriginal learning styles. By using this framework, teachers are able to provide students with relevant and

meaningful links to Aboriginal culture and histories which has been seen to improve engagement,

attendance, and promotes strong Aboriginal identity (AITSL, n.d.). This learning approach recognises that

Aboriginal students learn more effectively through the sharing of stories, observation and group work and

collaborative learning. This framework aims to include the community into the learning environment as well

as links to the land, connection, story sharing and the incorporation of symbols and imagery.

To aid in fostering a positive relationship with Aboriginal and Torres Strait Islander students, it is important

to promote an accepting and inclusive environment. To do so, teachers must work to also educate non-

Aboriginal students on histories, cultural practices and perspectives that impact their Aboriginal classmates

resulting in an environment in which Aboriginal students can feel a sense of belonging. This can be achieved

through excursions or practical activities organised with the support of the local aboriginal community to

historical cultural sites and through members of the community being invited to the school to discuss an

aspect of learning. Teachers should also encourage students to share aspects of their culture to the class

should they wish to share relevant stories, which will aid in the promotion of an inclusive environment and

reduce discrimination.

Researchers in education have found that a key aspect of the successful implementation of education

involves a respectful partnering between the local Aboriginal community and the school (McKnight, 2016).

Fostering a strong sense of community is vital in forging solid relationships with aboriginal students and is

one of the key aspects of the AEP which states its commitment to including the community in decision

making processes and becoming partners in education. Contacting the NSW Aboriginal Education

Consultative Group Incorporated ("New South Wales AECG – NSW Aboriginal Education Consultative

Group", 2017), who act as advisors to the Department of Education in relation to Aboriginal Education

matters, may assist teachers or schools who have questions regarding how to appropriately implement

Aboriginal education in their classrooms. Their website provides a wealth of information regarding

Aboriginal education policies and teaching resources to aid students in learning.

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The NSW Aboriginal Land Council ("New South Wales Aboriginal Land Council", 2009) also provides

help to educators and schools in supporting the local Aboriginal community and can provide teachers with

information on employment, protected land sites and culture and heritage. It is also possible for the school to

reach out to the local Aboriginal community for guidance or to request for their involvement in school

activities. One such way to achieve this community unity would be the inclusion of Aboriginal community

members in classroom learning to discuss their cultural practices.

Classrooms must be relevant to the students life, they must include real life experiences and learning

opportunities as well as engagement with the Aboriginal community (Bond, 2010). In Bonds paper, an

Aboriginal elder states that teachers need to be aware of the vast range of reasons students may disengage

from their learning. When Aboriginal students leave school for the day, some may need to care for family

members or other children in their community that are ill, they may be attending ceremonies or visiting other

communities and as a result, are sometimes tired or lack concentration the following day at school. It is also

important to work closely with parents which will further aid in breaking down barriers for both the teacher

and the parents themselves. Teachers showing the willingness to attend community events will aid in

successful community collaboration and ultimately improved relationships (Harrison & Sellwood, 2016).

Many schools also include national ‘Sorry day’ to educate all students regarding Aboriginal culture and

histories. The incorporation of days like this, coupled with the inclusion of Aboriginal community members

as speakers, can aid in invoking the change the Aboriginal Education Policy strives to achieve.

To encourage the academic success of Aboriginal students, it is important for teachers to maximise student

engagement wherever possible. The techniques and skills used by teachers to engage students in Aboriginal

Education do not only apply to Aboriginal and Torres Strait Islander students. Promoting an inclusive

classroom environment in which students are able to feel as though they belong and encouraging student

success is beneficial to all students in a classroom. Building positive, respectful relationships with students

and the Aboriginal community is the key to setting students up for life long success.

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References

Aboriginal Education Policy. (2008). Retrieved from https://education.nsw.gov.au/policy-

library/policies/aboriginal-education-and-training-policy

AITSL. Eight Ways of Learning. Retrieved from https://www.aitsl.edu.au/tools-resources/resource/eight-

ways-of-learning-illustration-of-practice

Beresford, Q., Partington, G., & Gower, G. (2013). Reform and Resistance in Aboriginal Education Quentin

Beresford, Gary Partington and Graeme Gower (Editors) University of Western Australia Press,

Perth, 2012, Second Edition, ISBN 9781742583891. The Australian Journal Of Indigenous

Education, 42(01), 81-82. http://dx.doi.org/10.1017/jie.2013.4

Bond, H. (2010). “We're the Mob You Should be Listening to”: Aboriginal Elders at Mornington Island

Speak Up about Productive Relationships with Visiting Teachers. The Australian Journal Of

Indigenous Education, 39(01), 40-53. doi: 10.1375/s1326011100000909

Donovan, M. (2015). Aboriginal student stories, the missing voice to guide us towards change. The

Australian Educational Researcher, 42(5), 613-625. doi: 10.1007/s13384-015-0182-3

Department of the Prime Minister and Cabinet. (2017). Closing the Gap; Prime Ministers Report 2017 (pp.

1-12).

Eckermann, A. (1999). Aboriginal Education in Rural Australia: A Case Study in Frustration and Hope.

Australian Journal of Education, 43(1), 5-23. http://dx.doi.org/10.1177/000494419904300102

Harrison, N., & Sellwood, J. (2016). Learning and Teaching in Aboriginal and Torres Strait Islander

Education. Melbourne: OUPANZ.

Harris, L. (2011). Secondary teachers’ conceptions of student engagement: Engagement in learning or in

schooling?. Teaching and Teacher Education, 27(2), 376-386.

http://dx.doi.org/10.1016/j.tate.2010.09.006

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Harrison, N., & Greenfield, M. (2011). Relationship to place: positioning Aboriginal knowledge and

perspectives in classroom pedagogies. Critical Studies in Education, 52(1), 65-76.

http://dx.doi.org/10.1080/17508487.2011.536513

McKnight, A. (2016). Preservice teachers’ learning with Yuin Country: becoming respectful teachers in

Aboriginal education. Asia-Pacific Journal of Teacher Education, 44(2), 110-124.

http://dx.doi.org/10.1080/1359866x.2015.1066491

New South Wales AECG – NSW Aboriginal Education Consultative Group. (2017). Retrieved from

https://www.aecg.nsw.edu.au/

New South Wales Aboriginal Land Council. (2009). Retrieved from http://alc.org.au/about-nswalc/our-

organisation.aspx

Russell, D. (1999). The Importance of Identity in the Retention and Attainment of Aboriginal Students at

Secondary School: some research findings. The Australian Journal Of Indigenous Education, 27(01),

10-19. doi: 10.1017/s1326011100001496

Shay, M., & Wickes, J. (2017). Aboriginal identity in education settings: privileging our stories as a way of

deconstructing the past and re-imagining the future. The Australian Educational Researcher, 44(1),

107-122. http://dx.doi.org/10.1007/s13384-017-0232-0

The Hobart Declaration on Schooling (1989). (2014). Retrieved from

http://www.educationcouncil.edu.au/EC-Publications/EC-Publications-archive/EC-The-Hobart-

Declaration-on-Schooling-1989.aspx