EDUC2420

Teaching Indigenous Australian

Students

Assignment Three:
Final Essay

Theoretical Framework:
Critical Race Theory

Flinders University 2016

Striving to achieve social justice is critical in society and an educational context.
As an emerging teacher, it is important to understand how I will teach within the
classroom to endeavour for equity. One theoretical framework I will focus on is
‘Critical Race Theory’ (CRT). It is important to understand how the CRT
framework works, to be effective in its application. It is vital to examine the ways
in which I can apply CRT both within an educational context, as well as other
areas of everyday life. The envisioned practice of using this theoretical
framework must meet the Australian Institute for Teaching and School
Curriculum (AITSL) standards 1.4 and 2.4, at a graduate level. This essay will
show the importance of developing an ethical pedagogy in hopes of creating
greater social equity for Indigenous students and working towards genuine
reconciliation.

Racial theories come in various forms, such as; overt, covert, individual,
institutional, structural, stereotyping and internalised. The majority of racist acts
have now shifted from being predominantly overt, to now covert. Schulz (2016)
explains that educational theorists became frustrated with institutions inability
to address covert racism. Therefore, the CRT framework was applied to
educational systems. CRT is about understanding where the theories of ‘race’
and racism are derived from. ‘Race’ is a phenomenon that is socially constructed
within society. Racism has become normalised within society; it is so engrained
within institutions that it can be hard to identify. It is not until we look through
the eyes of marginalised perspectives that it helps us to realise the abundance of
different types of covert racism. It is problematic when people view racism as
individual acts because this overlooks the historical and social reasons
underpinning these individual’s racist beliefs and behaviours, and it also does
not give valid recognition to the forms of covert racism in society. Some people
are genuinely unaware of the existence of covert racism because they are
unaware of the different forms racism can present itself. There are some that
chose to ignore the acts, because they may not see it as ‘blatantly racist’, but
rather ‘inappropriate’, and they may feel that it is not their place to address.

The different positions people take in relation to racism highlight the fact that, as
individuals, we all have choices that can truly make a significant impact. I think
that this is an important message to extend into the classroom. Commonly
people feel thoughts of helplessness and hopeless in counteracting racism on an
individual level; however, individuals can make a difference, and these
differences people chose to make have the potential to have a domino effect to
influence those around. There is a difference between providing equality and
equity. Equality provides each person with ‘equal’ opportunities, where they are
provided with the same opportunity, regardless of their history, background,
disadvantages, etc. Whereas with equity, those who are at a disadvantage in
society are ‘helped’ to breach the gap between the disadvantaged and advantage,
to allow the disadvantaged to have equal opportunities. Equity is essential to
facilitate social justice.

As a teacher, it is vital that I understand the significant differences between

Indigenous cultures that may vary from my own. Just because Indigenous
cultures may vary from my own, it does not mean that it is less validated and
therefore it should be respected and represented throughout the Australian
curriculum, especially as Indigenous people are the first people of this nation. It
is vital we reflect upon our own practices and whether they are appropriate and
identify any areas that may require improvement.

Storytelling (or counter-stories) is an important part of the reconciliation

process. ‘Storytelling from marginalised perspectives “provides powerful
counter-stories, challenging the ‘majoritarian stories’ which make white
educational privilege appear natural”’ (McDonald 2003, cited in Schulz 2016, p.
27). To begin to understand Indigenous people’s perspective, it is important to
listen to their stories of experience, and it helps us to self-reflect critically, and
this realisation can open up a necessary shift in perspective. As a society, we
must recognise and highlight white privilege and its ‘normality’ throughout
everyday life. Instead, we must dispute this and one way of doing so is with
storytelling. It is vital that I can comprehend the standpoint of Indigenous people
within an educational context and incorporate this into my classroom, also in a
way so that students can critically self-reflect too. It is vital that I educate myself
further in understanding the history of Indigenous race relations and
colonisation in Australia, and that there are past, present and still ongoing
impacts today.

Part of the bigger picture involves re-educating students, teachers, parents, and
caregivers, to help create greater social equity and work towards achieving
reconciliation. Therefore, I would strive to ensure that my CRT approach applies
to all within the classroom, whether they are Indigenous or not. However, still
keeping in mind the difference between offering equality over equity. There are
ways in which I can endeavour to improve the outcomes for Indigenous students,
not only in an educational context but in life as well. There are extra-curricular
ways in which teachers can encourage to help students further themselves.

Librarians are extremely helpful for teachers as they can help to source
appropriate resources that the library has, such as books, films, maps, poems,
cultural artefacts, etc. that would be beneficial to use within the classroom.
Through developing these relationships, it can open up avenues to address any
issues that the library may have with a lack of cultural resources or resources
that are inappropriate and hopefully lead to incorporating improved materials,
to reflect a school that is truly working towards developing reconciliation.

Many different Internet resources are accessible to teachers that are free and
available for purchase. Examples of these resources include; the website, ‘What
works’; the ‘Reconciliation South Australia’ website, which has ideas for the
classroom, schools, educational packs etc.; the website ‘Creative Spirits’ which
has a vast amount of free, resources with a range of age-appropriate material,
such as, primary resources, short films, pictures, poems, music etc. (Korff 2016;
Reconciliation South Australia 2016; What Works 2016). It is important to liaise
with colleagues to search the Australian curriculum website to find creative
ways of embedding Indigenous people’s knowledge across the curriculum.
During classes, there is a number of ways to ensure that the classroom is
culturally diverse. Examples include; introducing materials which are inclusive
of other cultures; encouraging students to express cultural identity; ensuring
Indigenous caregivers don’t feel excluded; showing respect of Indigenous
knowledge systems; respecting Indigenous languages and providing interpreters
where needed; developing a whole school approach to addressing racism;
allowing schools to address racism by including parents and educating the
school community on what racism is, both covert and overt forms; emphasising
the development of a positive classroom (DETE 2000). It is important that
teachers are aware of the vast amount of resources that are accessible to source
practical ideas and activities that they can implement to stop racism (DETE
2000).

It is important as a teacher to employ high expectations with all students. This is

vital in breaking down stereotypes relating to race and socioeconomic
background. It is important to ensure that all students believe in themselves and
that they are able to learn within the classroom. Some students may require
extra support, but this does not mean they are unable. It is also important to
encourage motivation within the classroom because students are more likely to
be engaged and involved in learning and consequently perform better. Gunstone
(2012, pp. 1-2) highlights how a lack of engagement with Aboriginal people is
one of the leading factors contributing to poor educational outcomes and
opportunities. Supporting student autonomy and self-determination influences
effort, persistence and students’ ability to perform creatively. By employing high
expectations with students, it encourages motivation and motivation is a key
element in student performance, encouraging students to set short and long-
term goals and organise and plan their work. Self-motivation can lead students
to want to perform the task due to their self-interest and encourages their best
abilities. It is important to remember motivation does not come naturally to all
learners and therefore it is vital the teacher can provide strategies to ensure that
these aspects are encouraged. It is important to develop a safe learning
environment in which students are not afraid to speak up, and another
implementation is to develop mentoring programs, in which students can work
together to support one another.

As well as student engagement, parent involvement is a key element in tackling

racism and ensuring that Indigenous parents/caregivers feel involved. To ensure
that there is a whole school approach to addressing racism there are practical
ideas that can be implemented such as half-day conferences for the teachers so
that they can be equipped with valuable information on a variety of topics.
Teachers should set up personal meetings with Indigenous parents and
caregivers to talk about their child, and their learning and teachers should ask
parents/caregivers about their perspectives. I could also set up meetings with
parents/caregivers outside of a group setting if this provided more comfort and
possibly leading to a better understanding of the student’s background. A whole
school approach to addressing racism should be employed; by involving
students, staff and families, while also engaging with the local Indigenous
community.
‘Reconciliation is not about forgetting what makes us different. It is about
celebrating these differences.’ Kennedy (2016, slide 15).
It is important to understand that reconciliation is not just about assimilation,
and attempting to fit Indigenous people into what is considered a ‘white’ mould.
But rather, reconciliation is about enacting the principles of a fair and just
society that has the primary goal of equity for all members within.

By adhering to the AITSL standard 1.41, it ensures that I will be competent and
well equipped with strategies for teaching Indigenous students and be
comfortable to incorporate this into the classroom and the curriculum. By
following the AITSL 2.4 standard2, I should be demonstrating respect and
understanding for Indigenous people to promote reconciliation between
Indigenous and non-Indigenous Australians. As a graduating teacher, it is vital
that I can recognise and understand the thoughts and ideas that drive the
concepts behind race, racism and white privilege because, without real
understanding, it would be practically impossible to comprehend why one would
have to adhere and maintain the AITSL standards. However, by equipping myself
in understanding the reasoning behind the implementation of the AISTL
standards 1.2 and 1.4, it allows me to recognise and appreciate the importance of
incorporating these standards into the curriculum, not only for any Indigenous
students but also for other students. I believe the key is to reconciliation is to
education all students to attempt to make an impact on society.
By making a conscious effort to incorporate the AITSL standards 1.2 and 1.4 into
my curriculum, it would significantly improve the learning outcomes for
Aboriginal students. I would make a substantial effort to make Indigenous
student’s feel safe and inclusive in my classroom in hopes that they would feel
comfortable and a part of the community, rather than feeling like a minority. As
previously stated I would incorporate a number of resources within the
classroom and I would make sure that whenever possible elements of Australian
Indigenous culture is incorporated into the curriculum, across a variety of
different subject areas. Indigenous Australian resources should be used across
different curriculum areas such as ‘English, Science and Geography to show
Aboriginal perspective while steering away from the typical ‘white’ perspective’.
(Halse & Robinson 2011, p. 262). A critical approach is that I do not exclusively
focus on the Indigenous students, but ensure that I am educating other students.
My hopes would be that this education would filter down through generations
and possibly make an impact in the way society perceives Indigenous people and
also the problem Australia has with racism.

1 AITSL focus area 1.4 anticipates that at a graduate level, I will have the capacity to perceive and
demonstrate an expansive knowledge of the significance of culture, cultural identity, and
linguistic background for Aboriginal and Torres Strait Islander students. (Australian Institute for
Teaching and School Leadership 2014).
2 AITSL focus area 2.4 reaffirms the importance of not just being aware of the significance of

cultural elements, but to also exhibit comprehension and respect for Aboriginal and Torres Strait
Islander student's histories, cultures, communities, spiritualties, and languages. (Australian
Institute for Teaching and School Leadership 2014).
To develop an ethical pedagogy that revolves around equity, it is vital to
understand how I can tackle all forms of overt and covert racism in the
classroom and curriculum. Although I feel that overt racism is less prevalent
throughout an educational environment, it is still crucial that I equip myself with
the tools to confront this racism in an appropriate way. Throughout life
undoubtedly I will, unfortunately, be exposed and faced with both overt and
common forms of covert racism in a number of different contexts, whether that
is in an educational setting or everyday life. It is up to me, as a future teacher, to
decide how I will react to these situations by applying the knowledge I have
learnt throughout this topic and ensuring that I am comfortable and competent
in applying the strategies I have learned. I believe that it is vital that I focus on
what is possible, rather than what is deemed impossible.

Word Count: 1651

Bibliography

Australian Institute for Teaching and School Leadership 2014, Education Services
Australia, viewed 20 October 2016, <http://www.aitsl.edu.au/australian-professional-
standards-for-teachers/standards/list>.

Australian Institute for Teaching and School Leadership 2014, Education Services
Australia, viewed 20 October 2016, <http://www.aitsl.edu.au/australian-professional-
standards-for-teachers/standards/list?&s=2>.

Department of Education, Training and Employment (DETE) 2000, Countering Racism:

using a critical approach in teaching and learning contexts to explore portrayals of
Aboriginality, Adelaide, DETE Publishing.

Gunstone, A 2015, ‘Indigenous Education 1991-2000: Documents, Outcomes and

Governments’, The Australian Journal of Indigenous Education, vol. 41, no. 2, pp. 75-84.

Halse, C, & Robinson, M 2011, Working with Aboriginal students. In Craven, Rhonda,
Teaching Aboriginal Studies. Allen & Unwin, Crows Nest, N.S.W, pp. 257-272

Kennedy, T 2016, ‘Reconciliation Pedagogy and Inclusive Practices’, Lecture slides

distributed in the topics EDUC2420/9400 Teaching Indigenous Australian
Students/Critical Indigenous Pedagogies, Flinders University, Bedford Park, 29 August
2016.

Korff, J 2016, Creative Spirits, viewed 20 October 2016,

<https://www.creativespirits.info>.

Schulz, S 2016, ‘Critical Race Theory and Whiteness’, lecture slides distributed in the
topics EDUC2420/9400 Teaching Indigenous Australian Students/Critical Indigenous
Pedagogies, Flinders University, Bedford Park, 8 August 2016.

What Works 2016, What Works. The Work Program, viewed 22 October 2016,
http://www.whatworks.edu.au/dbAction.do?cmd=homePage.

Reconciliation South Australia 2016, Reconciliation South Australia, viewed 22 October

2016, http://www.reconciliationsa.org.au.