Education for indigenous students
A historical perspective
Incorporating indigenous perspectives into the curriculum is one way of creating a more equal and unified Australian society, however great consideration and care should also be given when teaching indigenous students in particular. Throughout Australian history, indigenous children have been excluded and discriminated from receiving the same education as non-indigenous students. Between 1872 and 1895 Aboriginal children were overlooked in the development of colonial Education Acts, which meant that until the mid to late twentieth century a majority of Aboriginal children received little education (Jorgensen, Sullivan & Grootenboer, 2013). The only education they received was through Christian missionaries, however through this system traditional practices and cultural activities were denounced and condemned. Even a century later indigenous students were still subject to discrimination. Up until the early 1970s non-indigenous parents living in Western Australia had the option to request that Aboriginal students be excluded from school classrooms (Jorgensen, Sullivan & Grootenboer, 2013). Today there are still unequal opportunities between indigenous and non-indigenous students in education which are in need of amendment.
Improving learning outcomes for indigenous students
The Council of Australian Government (COAG) has agreed to six national targets to reduce indigenous disadvantages, with three of these targets directly relating to education. Two of these targets include increasing year 12 attainment rates by 2020 and improving literacy and numeracy achievements for indigenous children (What Works, 2010). There has been some major improvements in education for indigenous Australians within the last few years and more indigenous Australians are succeeding. Pre-school education is becoming a lot more accessible and more young indigenous Australians are continuing their education up until year 12 (What Works, 2010). The number one priority is to improve indigenous students' level of literacy and numeracy skills, because these skills will open the doors to educational and work opportunities in their future (What Works, 2010). A great task lays ahead, however there are some strategies to reach these goals which have already been successful in numerous schools across Australia.
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Strategies to improve education for indigenous students
There are various resources for teachers and schools to help improve education for indigenous Australians. The following information has been sourced from What Works (2010). Three key strategies for improving education are:
Building Awareness
The long term achievement of improving indigenous education will rely on the attitudes in principals, teachers and other workers in education. This will involve the personal and professional development of teachers who are confident in the value of what is being done and are determined to find a way to succeed. Non-indigenous teachers who are able to grasp an understanding of the culture of Aboriginal people will be able to build stronger connections with aboriginal students (Deer, 2013). Rosetta Primary School in Tasmania devised a number of strategies to build awareness of indigenous perspectives as part of their Aboriginal Cross-Cultural Awareness project and had a great success.
Forming partnerships
Effective partnerships are vital for success of indigenous students in schools. This includes partnerships between the teacher and students, parents and indigenous communities. By building partnerships and positive relationships with indigenous communities, long term improvements can be made. One strategy in the What Works Booklet focuses on the 'improvement of Indigenous people in education decision making.' This includes increasing the number of indigenous people employed in education roles and increasing the involvement of indigenous parents and community members been involved in educational decision making. This will involve educating and training indigenous people to develop skills which will enable them to participate in education decision-making. Students are more likely to embrace and celebrate aboriginal culture if they are given the opportunity to receive knowledge from Aboriginal and family members of the community in their everyday school life (Beresford, Partington & Gower, 2003). Working with indigenous communities and families will create a greater unity between indigenous and non-indigenous people. In Drouin Primary School in Victoria, forming partnerships with students, parents and the indigenous communities has been a wonderful success story.
Working Systematically
Effective action in creating long-term changes need to be carefully planned. In order to make progress, policies and plans need to be implemented, targets need to be established, achievement needs to be monitored, resources need to be provided and strategies need to be thought through. The Workbook provides an outline of how to achieve this.
Building Awareness
The long term achievement of improving indigenous education will rely on the attitudes in principals, teachers and other workers in education. This will involve the personal and professional development of teachers who are confident in the value of what is being done and are determined to find a way to succeed. Non-indigenous teachers who are able to grasp an understanding of the culture of Aboriginal people will be able to build stronger connections with aboriginal students (Deer, 2013). Rosetta Primary School in Tasmania devised a number of strategies to build awareness of indigenous perspectives as part of their Aboriginal Cross-Cultural Awareness project and had a great success.
Forming partnerships
Effective partnerships are vital for success of indigenous students in schools. This includes partnerships between the teacher and students, parents and indigenous communities. By building partnerships and positive relationships with indigenous communities, long term improvements can be made. One strategy in the What Works Booklet focuses on the 'improvement of Indigenous people in education decision making.' This includes increasing the number of indigenous people employed in education roles and increasing the involvement of indigenous parents and community members been involved in educational decision making. This will involve educating and training indigenous people to develop skills which will enable them to participate in education decision-making. Students are more likely to embrace and celebrate aboriginal culture if they are given the opportunity to receive knowledge from Aboriginal and family members of the community in their everyday school life (Beresford, Partington & Gower, 2003). Working with indigenous communities and families will create a greater unity between indigenous and non-indigenous people. In Drouin Primary School in Victoria, forming partnerships with students, parents and the indigenous communities has been a wonderful success story.
Working Systematically
Effective action in creating long-term changes need to be carefully planned. In order to make progress, policies and plans need to be implemented, targets need to be established, achievement needs to be monitored, resources need to be provided and strategies need to be thought through. The Workbook provides an outline of how to achieve this.
Issues to consider when teaching Indigenous Australians
A few things about Aboriginal and Torres Strait Islander people: they have unique belief systems and are spiritually connected to the land, sea, sky and waterways, their societies have many language groups and they have sophisticated family and kinship structures (Crawford & Tantiprasut, 2003). Teachers need to be culturally sensitive to indigenous students. The What Works booklet (2010) suggests that teachers need to take care not to assume or make generalisations, as generalising and stereotyping are among serious afflictions suffered by indigenous Australians. Teachers need to be careful applying knowledge and skill in particular contexts and need to be sensitive and respectful towards indigenous peoples and cultures. This is applicable to teaching both indigenous and non-indigenous students. Teachers should take into consideration that indigenous children may have different sets of beliefs and that english may be their second language.
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