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Critically Reflective Essay

Modern day education and community is constantly shifting and diversifying to becoming
more and more inclusive. Our aim and vision are that Aboriginal and Torres Strait Islander
children and young adults are constantly empowered in their education and are proud to
embrace their culture, history and identity through the support of their schools and
communities. Australian Curriculum, Assessment and Reporting Authority (ACARA) have
recognised the significance of incorporating our First Peoples history and culture into the
curriculum across all learning areas. It is also a step towards reconciliation and paying respect
to their history, culture and connection to country. Despite the good intentions, much of the
changes to the curriculum have been criticised for being shallow, surface level and only
paying lip service rather than making any meaningful moderations (Lowe & Yunkaporta,
2013). Hence, it was critical to look further into strategies and approaches that are authentic
to promote the cross-curriculum priority to become a success. This essay will look at the
literature to identify what factors or approaches promoted successful engagement and student
wellbeing in the classroom. It will also look at the pedagogical frameworks that can be
applied to facilitate authentic and relevant teaching and learning. It will then identify any
barriers that need more consideration and lastly what it takes to promote authentic learning.

The intent and purpose behind the cross-curriculum priority was to embed Aboriginal and
Torres Strait Islander content across all learning areas. According to the Education Council,
they are determined to bridge the gap between Indigenous and non-Indigenous students and
are committed to their educational outcomes and wellbeing (Education Council, 2015). The
drive behind creating the curriculum and including Aboriginal and Torres Strait Islander
Histories and Cultures into a priority was to give all students opportunities to engage and
learn about the histories and cultures of our First Peoples as well as “develop their own
intercultural understanding alongside other students” (Nakata, 2011, pg. 5). Despite the good
intentions, the literature has been quick to point out that there are several flaws and
limitations with the present curriculum (Lowe & Yunkaporta, 2013). The problem with the
cross-curriculum priorities is that it is open to teacher interpretation and implementation.
Since it is applicable across all learning areas, it is often criticised as being too vague and
lacking explicit requirements (Lowe & Yunkaporta, 2013). As a result, Aboriginal and Torres
Strait Islander Histories and Cultures is just a box that needs to be ticked for some teachers
and the initial intent for it being a step towards respect, recognition and reconciliation

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through education falls through. However, this is not to say that the inclusion of Aboriginal
and Torres Strait Islander Histories and Cultures in the curriculum as a cross-curriculum
priority is completely impractical. There have been successful implementation instances
whereby the school’s and teachers’ dedication and commitment to actively and authentically
incorporate Indigenous Histories and Cultures into their everyday classroom has shown
positive results.

Research has found that Aboriginal and Torres Strait Islander students leave school before
graduation at a higher rate than non-Indigenous students (Pechenkina, 2019). Schools that
recognise this and seek to make positive modifications have sought out programmatic
changes and various approaches to understanding their Indigenous students better. A case
study looked into the teaching methods of two teachers that were successful in their teaching
to Indigenous students in their classrooms. According to the two teachers, the change has to
begin with themselves in challenging their previous prejudicial beliefs and making
assumptions regarding students’ backgrounds and family life (Goulet, 2001). They
recognised and acknowledged that Indigenous students want to learn like other students just
on their own terms in order to keep their language, history and culture. The importance of this
is further evident in research that through observational studies, found that teachers that don’t
recognise “students’ cultural characteristics and backgrounds resulted in their
underachievement at school” (Rahman, 2013, pg. 663). From this it is evident that
acknowledging students’ histories and culture is crucial in class to retaining engagement.

Looking at the literature, there is an inherent theme of the role identity and culture plays in
promoting successful engagement for Aboriginal and Torres Strait Islander students in the
classroom. Research has found that students that feel supported in their culture and identity at
school have positive implications for their wellbeing. Successful engagement in class links
school, peers, teachers and community to student achievement and in turn contributes to their
wellbeing (Dillon, Craven, Kaur & Yeung, 2020). Literature suggests that success may look
different for every student and what constitutes successful teaching and learning could
potentially be very different to Aboriginal and Torres Strait Islander students and their
parents (Guenther, Disbray & Osborne, 2015). Guenther, Disbray & Osborne (2015) looked
into what Aboriginal students in remote schools with a high population of Indigenous
students viewed as success and found that themes of parental involvement, basic literacy and
numeracy, community engagement and meeting students’ needs were recurring and identified

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as important. Students emphasised on their need for the inclusion and communication to their
parents as role models as well as the school’s partnership with their local community.

Based on the literature, Aboriginal and Torres Strait Islander students value authentic
learning and connecting to the community. Educators have long since understood that
education isn’t a one-size-fits-all situation and teaching is not one universal method. Rather,
each student learns differently, and teaching methods will vary according to their students,
class and cohort (Yunkaporta & Kirby, 2011). The application of the approaches to ensure
authentic engagement is difficult, particularly for inexperienced teachers. Hence, the research
and literature work together to find pedagogies and themes of value and relevance to
Indigenous learning. Eight ways is a well-known pedagogical framework that looks at more
authentic learning styles that will engage Indigenous students in the classroom. It looks into
helping teachers embed cultural ways of knowing and various methods of acquiring
knowledge and skills (Yunkaporta & Kirby, 2011). It identifies powerful tools such as story
sharing, community links and symbols and images as various methods that teachers can
utilise in the classroom that will be more engaging and relevant to Indigenous students. For
example, as a HSIE teacher in history class studying Australian history and colonisation I can
organise for a community Elder to visit and run a story telling circle. In doing so, students
would be exposed to a different and possibly more culturally relevant perspective to promote
authentic engagement. Furthermore, it would build the relationship and provide students with
ties to their community.

Another approach that teachers can utilise is the pedagogy of land which looks to bring the
local community and environment into the classroom for a more authentic learning
experience (Styres, Haig-Brown & Blimkie, 2013). Since Aboriginal and Torres Strait
Islander students value their connection to land, this pedagogical framework aims to give
students a genuine learning experience through “hands-on, real-world learning experiences…
develop stronger ties to their community, enhances students’ appreciation for the natural
world” (Styres, Haig-Brown & Blimkie, 2013, pg. 38). For example, in history class when
looking at sites, rather than looking at just place, the pedagogy emphasises on the need to
look at land in which the place is sited and its historical significance, paying respect to the
land. Another theme that is important to Aboriginal and Torres Strait Islander students is oral
language, the practice of speaking and listening in a yarning circle (Mills, Kathy, Sunderland,
Naomi, Davis & John, 2013). Yarning circles are important to their education and allow

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students opportunities to share, be listened to and watched (Mills et al., 2013). Therefore, I
would employ yarning circles at the beginning and end of each topic to start discussions and
get students to reflect on their learning. I could also use yarning circles as an introductory
activity at the beginning of the year to get students to introduce themselves. This could be
utilised across all learning areas and classes.

Whilst there are pedagogical frameworks and different approaches teachers can take in the
classroom to facilitate engagement, there are external factors outside the classroom that can
act as barriers. First is the lack of resources. It was established that Aboriginal and Torres
Strait Islander students value connection to the community and relevant learning materials.
Depending on the location of the school and its relationship with the local Elders, largely
beneficial resources such as inviting community Elders to participate in workshops is not
always a viable option. Furthermore, an observational study looking at an experienced
teacher of Indigenous students was struggling with producing satisfactory outcomes for his
Aboriginal and Torres Strait Islander students despite his experience and intentions. This was
discovered to be because the teacher was hindered by the school context and culture that was
developed long before he transferred there. The school’s poor history of alienating parents
and poor community relationships made it extremely difficult for the teacher to make any
progress and the study concluded that a teacher working without the support of a whole
school approach would be constricted into only making minimal progress (Partington, Richer,
Godfrey, Harslett & Harrison 1999). From this study we can see that school context and
culture is extremely important but also difficult to change. Change would involve leadership
roles to partake and is not always possible, hence placing a larger responsibility on individual
teachers. Lastly, communication styles could be a barrier particularly for newly
inexperienced teachers. Language is a common barrier that prevents teachers and students
from working cohesively (Plevitz, 2007). Standard English is the most used language for
teacher instructions in schools whilst the majority of Aboriginal and Torres Strait Islander
students’ first language is Aboriginal English. An inexperienced teacher may find it difficult
to find appropriate tools and ways around the language barrier so the “Indigenous community
leaders proposed…[to] provide new teachers with an introduction to the cultural protocols
and background of their community” (Plevitz, 2007, p. 62-63).

Lastly, the literature identifies that teachers’ attitudes, knowledge and understanding of
Indigenous students plays a large role in facilitating authentic engagement with their history

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and culture in the classroom (Lowe, 2017). Furthermore, positive interactions between the
community with teachers and schools in which schools can look to community leadership to
gain understanding of their perspectives and knowledge were able to establish genuine and
lasting relationships and collaboration (Lowe, 2017). From this we can ascertain that the key
to creating authentic engagement with Aboriginal and Torres Strait Islander perspectives,
knowledge and cultural understanding is through communicating and creating genuine bonds
with the community. The more students, teachers and schools interact with their community,
the deeper the level of engagement is facilitated (Lowe, 2017). Hence it is important as a
teacher that I keep clear and consistent communication with parents and the local community
to establish relationships and respectful bonds.

In conclusion, we can see that the cross-curriculum priority can serve as an initial step
towards reconciliation and recognition of the importance of the Aboriginal and Torres Strait
Islander Histories and Cultures. However, literature has suggested that the small adjustment
in the curriculum is not sufficient and teachers and students alike would benefit more if the
curriculum was more thorough (Lowe & Yunkaporta, 2013). Rather than leaving most of the
interpretation and implementation to individual teachers, having a more detailed and
methodical teaching process would make the cross-curriculum easier to access and engage in.
Whilst the cross-curriculum has been criticised, there has been successful cases and
approaches that has arisen from teachers and schools exploring the cross-curriculum further.
Important themes such as parental involvement and community engagement were discovered
to be monumentally significant to Aboriginal and Torres Strait Islander learning (Guenther,
Disbray & Osborne, 2015). Following this research, pedagogical frameworks such as eight
ways was developed to encompass more meaningful and authentic ways of learning for
Indigenous students that teachers can adopt to promote engagement. Lastly, whilst relevant
approaches and pedagogies have been developed and explored, the literature has identified
that school culture, context and language is a largely complex barrier that can inhibit teacher
effort in the betterment of Aboriginal and Torres Strait Islander education. Schools that lack
resources may find it difficult to implement some of the approaches identified (Partington et
al., 1999). From this we can see that whilst the education field is taking steps towards
reconciliation and authentic engagement of Aboriginal and Torres Strait Islander Histories
and Cultures in the classroom, there are still impediments that need to be rectified.

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Reference:
De Plevitz, L. (2007). Systemic racism: The hidden barrier to educational success for
Indigenous school students. Australian Journal of Education, 51(1), 54-71.
Dillon, A., Craven, R. G., Kaur, G., & Yeung, A. S. (2020). Support for Aboriginal and non-
Aboriginal Australian students’ wellbeing at school. International Journal of
Educational Research, 99, 101520.
Goulet, L. (2001). Two teahcers of aboriginal students: Effective practice in sociohistorical
realities. Canadian Journal of Native Education, 25(1), 68.
Guenther, J., Disbray, S., & Osborne, S. (2015). Building on ‘Red Dirt’perspectives: What
counts as important for remote education?. The Australian Journal of Indigenous
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Lowe, K. (2011). A critique of school and Aboriginal community partnerships. In Two way
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Mills, K. A., Sunderland, N., & Davis‐Warra, J. (2013). Yarning circles in the literacy
classroom. The Reading Teacher, 67(4), 285-289.
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hidden curriculum for indigenous students. Discourse: Studies in the Cultural Politics
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