Bou Ovington, 17383497 1

Option 1

Education historically has functioned to reiterate social inequalities, and educators

have subsequently had a contributory role in this imposition (Bowles & Gintis, 1976).

Despite the well-intentioned rhetoric of equality, Indigenous1 culture has been systematically

disavowed, displaced and disempowered. Aboriginal communities are beset with domestic

violence, poverty, teenage pregnancy, high mortality rates, alcoholism, and a range of variant

health and social issues which consequently deter the existence of these communities

(Memmott, Stacy, Chambers & Keys, 2001; Nadew, 2012). Endeavouring to find a solution

through policy has causally established a binary – neither within traditional parameters of

culture or the Western capitalist system which contextualises Australian society.

The stronger smarter approach necessitates the construction of relationships,

increasing expectations of communities and ourselves, and establishing areas where

educative outcomes can be met. Subsequently, the facilitating foundations of a positive sense

of cultural identity, and community leadership are paramount to its implementation process.

Sarra (Closing the Gap report, 2017; Australian Government, p.35) states educator’s

perceptions of Indigenous students can potentially affect Indigenous levels of achievement.

The Stronger Smarter Institute (SSI) identifies numerous meta-strategies targeted at

the approach. These include: embracing positive Indigenous leadership, positive student

identity, innovative school models, and high expectations leadership.

For this essay, foci will be upon positive student identity and innovative school

models.

1
With the use of Indigenous, Aboriginal, or Aboriginal and Torres Strait Islander peoples, the variances
between First Nations populations within and across countries worldwide do not possess an official definition
of ‘Indigenous’ peoples (United Nations, n.d.). Additionally, acknowledgement that ‘Aboriginal people’ is
colonialised terminology that is perceptually restrictive and insufficient to pervasively denote the multiplicity
and uniqueness of First Nations cultures in Australia. Consequently; although the phrase Aboriginal and Torres
Straight Islander peoples connotes to apposite terminology; the Stronger Smarter Institute (SSI), who provide
the basis of this essay, predominantly used the term Indigenous, and for this reason, this term will be used
throughout this paper.
Bou Ovington, 17383497 2

Research affirms the suggestion that positive student identity is a factor in learning

outcomes. Regardless of a students’ level of self-identity, academic success is mostly

dependent on: personal value in the education being provided (McInerney, McInerney,

Bazeley & Ardington, 1998; Magson, Craven, Nelson, Yeung, Bodkin-Andrews &

McInerney, 2014), aspirations (McInerney, McInerney, Bazeley & Ardington, 1998; Magson,

Craven, Nelson, Yeung, Bodkin-Andrews & McInerney, 2014), contextual influences of

family, community, peers and the media (Shohat & Stam, 2014), curriculum relevance

(Fanshawe, 1999; McInerney, McInerney, Bazeley & Ardington, 1998; Rahman, 2013),

teaching strategy suitability (Partington, 1998; Malin, 1998; Rahman, 2013), and the

relevance of the learning environment (Fullan & Hargreaves, 1997; Malin, 1998)

As the SSI suggests, positive cultural identity denotes a students’ capacity to engage

with their Indigenous heritage. Both past and contemporary research respectively support the

notion of positive self-identity being connotated with positive educational outcomes (Ainley,

Batten, Collins, & Withers, 1998); insisting on a consistent generational disparity in

educational achievement. This insinuation is apparent in other self-related factors such as:

high self-efficacy (Bandura, Barbaranelli, Vittorio Caprara, & Pastorelli, 1996), positive self-

esteem (Lubans, Morgan & McCormack, 2011), positive self-concept (Yeung, Craven & Ali,

2013), self-regulated learning (McInerney, 2013), and internal locus of control (Kingsley,

Townsend, Henderson-Wilson & Bolam, 2013).

Contrastingly, within the Australian context, extensive literature exists which conveys

the inadequacies prevalent in the education system. This raises apprehensions about the

negative discernments of self dually as a student and person. Walton, Priest, Kowal, White,

Brickwood, Fox and Paradies (2014) report that racism for Indigenous students is often

received dually by members of authority such as teachers, and peers. The correlated
Bou Ovington, 17383497 3

emergence from the research indicates that Indigenous students achieve lower educational

outcomes than non-Indigenous pupils (Ford, 2013), which negatively affects their self-esteem

(Houtte, Demanet, & Stevens, (2012).

Innovative school models are paramount to enhancing the schooling experience for

Indigenous students. As a foundation to school progression, the strategies for innovative

school models exist within the National Professional Standards for Principals (Green, 2016);

leading improvement, innovation and change (3) and engaging and working with the

community (5).

Throughout various Indigenous communities, generations are progressively

attenuating in knowledge regarding culture, heritage, language and identity. Attention to

culturally responsive, diverse teaching pedagogies have been supplanted by standardised

curriculum that is derivative of neoliberal business models of school reform (Sleeter, 2012).

A large proportion of educational adversity experienced by Indigenous students can be

attributed by cultural disconnect and an incongruity amid cultural values and school

expectations.

Innovative school models that are effectual in practice provide a multitude of benefits

to Indigenous student achievement. Schools that adopt flexibility in practice in terms of

curriculum, structure or organisation that overtly benefits or improves educational outcomes

for students; should be endorsed as ‘good practice schools’ to other schools to model from as

models of positive practice.

Rejections of contemporary educational practices by Indigenous students can be

credited to schooling ethos prescribing ‘white’ dominant cultural values. Students, often
Bou Ovington, 17383497 4

Indigenous and minority, face an unprecedented disadvantage as the cultural mismatch

further extends the gap of disparity. For proactive change to occur, it is imperative that

Indigenous language and culture are accepted and utilised accordingly to promote

engagement and abolition of previous inferences.

The NSW Department of Education intends to improve the academic outcomes and

welfare of Indigenous students. However, although Indigenous students’ results in NAPLAN

(National Assessment Program Literacy and Numeracy; grades 3, 5, 7 and 9) have

progressively improved, they are still on average, below non-Indigenous students’ results.

The NSW Aboriginal Education Policy (2008) intends to educate Indigenous students,

involve communities and endorse culturally apt teaching (NSW Aboriginal Education Policy,

2008; 1.1.6, 1.5.2)

Many schools nationally expressed the viewpoint that the Aboriginal Education

Policy (2008) was not applicable due to their minimal Indigenous population. Consequently,

a modification to the policy reiterated that Indigenous student outcomes, education regarding

Aboriginal Australia and progress reports were established as the policy’s primary focus

(1.1.1).

Upon critical analysis, implications from the policy are variant and necessitate

discussion. Effectual institutional change can be introduced with minor modifications to the

current policy. In response to the implications, the capability of governments to prioritise

national testing fundamentally has teachers focus upon test specific concepts that are

inherently not culturally inclusive (1.6.4).

Firstly, with an emphasis on NAPLAN without systematic and regional level

curriculum assistance increases the likelihood of educators within institutions to pursue

‘quick fix’ programs that essentially generates a disjointed curriculum. Thompson (2014)
Bou Ovington, 17383497 5

identified the nationwide assessment regime has been the many discourses surrounding the

“quality” of educators in Australian schools. Albeit creating a sense of accountability dually

on students and teachers. NAPLAN as Gale (2006) suggests, creates a discursive shift in

public emphasis from governance and societal factors to teachers, teaching and pedagogy.

Secondly, the mandatory embedding of Indigenous knowledges infers teachers have

the requisite depth of knowledge in the areas of Indigenous history, culture, language and

issues. Findings by Moreton-Robinson, Singh, Kolopenuk, Robinson and Walter (2012)

highlight an inequity between Indigenous content and the transference of effectual teaching

of content in the education of pre-service teachers. An additional finding identified the

paucity of Indigenous education literature that sufficiently analyses the impacts of racism on

educational outcomes (Moreton-Robinson, Singh, Kolopenuk, Robinson, & Walter, 2012).

Unless the interaction between privilege and disadvantage is comprehended, Indigenous

pedagogy development is disadvantageous. Recommendations are considered, and include:

further research into the development of an Indigenous pedagogy for pre-service teacher

education, and review the current content of Indigenous studies to determine their

necessitation in the National Professional Standards for Teachers.

Lastly, the pervasively diversified population within communities, cohort dynamics and

schools – negates the current singular curriculum or pedagogical solution; whereby the risk of

exacerbating the problems identified creates further marginalisation.

Further extending the policy analysis and evaluation, regarding identification of current

educational disparity. The ‘Closing the Gap’ Prime Minister’s Report (2017) transcends

inclinations of future directions and further identifies instances of disparity between

Indigenous and non-Indigenous Australians. Focalising on the schooling system, literacy and

numeracy emphasises a large gap in the level of educational attainment between the two
Bou Ovington, 17383497 6

groups. Indigenous students are statistically attaining less than their non-Indigenous

counterparts. For example, Indigenous students aged 15 (year 9; NAPLAN) are two-and-a-

third years behind non-Indigenous students in areas of reading literacy and numeracy literacy.

Comparatively, rates of attendance between Indigenous and non-Indigenous students

highlight a 10% difference (83.4% compared to 93.1%; Closing the Gap, 2017). In contrast,

rates of year 12 completion are increasing for Indigenous students, which is largely due to

government policy of increasing the legal age of leaving school to 17 years. Although

improved, attendance and its impact on education disparity still exists (Price, 2015). For

example, a causal relationship exists between attendance and remoteness. Research identified

the comparative rate of Indigenous student attendance ranged from 86.9% in inner regional

locations to 66.4% in remote areas (2016).

Moreover, contribution to this, is largely affected by teacher-student relationships

(Gehlbach, Brinkworth, King, Hsu, Mcintyre & Rogers, 2016 ; Wang, Brinkworth & Eccles,

2013; Summers, Davis & Hoy, 2017). Critical to the learning environment, teacher-student

relationships influence attendance by providing motivation, engagement and improved sense

of self.

Lack of self-worth, encouragement from school or family, and racism are justifiable

detriments for the isolation and attrition among Indigenous students (Asmar, Page & Radloff,

2015). Factors within school that affect these high attrition rates and comparable poor

performance were further identified by Whiteford, Shah and Sid Nair (2013) which are

inclusive of, but not limited to: teachers often feel unable to handle the complexity of issues

related with Indigenous students; intermittent attendance of Indigenous students which

destabilizes the incentive and commitment of teachers; and expectations, as indicated by

Sarra (2017), are lowered for Indigenous students – further marginalising participation levels.
Bou Ovington, 17383497 7

The concept of ‘deficit thinking’ was accurate in its description regarding prevalence.

However, it was without an appropriate degree of institutional analysis on how to reconstruct

and alter the effects of this phenomenon. Despite the acknowledgement, research denotes

that the generalised view of the Indigenous community challenges deficit assumptions as it

precludes student enfranchisement, legitimate community involvement and governance and

academic development.

The Stronger Smarter Learning Communities (SSLC) was effectual at changing the

school focus regarding Indigenous staffing, hiring and leadership within the school, and

ensuing community engagement was increased; whereby facilitating Indigenous participation

in school governance and decision making. In addition, the SSLC was effective at teachers’

and leaders’ collective attention on the significance of Indigenous knowledge being

embedded in both teaching and learning (Ladwig & Luke, 2014).

Evaluating the SSI’s effectiveness, it is perceived that a absence of school level

curriculum consistency in both SSLC and non-SSLC schools as many schools, and probably

more specifically, principals, make heterogenous and seemingly idiosyncratic choices about

curriculum resources and programs (Luke, Shield, Theroux, Tones & Villegas, 2012).

Curriculum intentions by principals and instructional leaders may ultimately be responsible

for this lack of consistency. For example, a school emphasising its programming upon

writing could potentially yield improved results in NAPLAN testing for that target area. This

is merely situational, as variables such as program effectiveness, teacher agency and cohort

features are influential features (Klenowski, 2016).

The stronger smarter approach has a degree of applicability of meta-strategies that

coincides with professional teaching documents such as AITSL standards, ACARA and

NESA which enhance the educational outcomes for Indigenous students. Specific to meeting
Bou Ovington, 17383497 8

the requirements of strategies for teaching Aboriginal and Torres Strait Islander students (1.4)

and understanding and respecting Aboriginal and Torres Strait Islander people to promote

reconciliation between Indigenous and non-Indigenous Australians (2.4) I will utilise aspects

of the SSI’s philosophy within my own pedagogy.

It is suggested by Behrendt, Larkin, Griew and Kelly (2012), and more recently by

Price (2015) that expanding student knowledge concurrently with incorporating an

understanding of Indigenous cultures, histories and language. Additionally, comprehending

the affect colonisation has had on languages and cultural identity, and how this has

substantially impacted student learning will allow pedagogical adaptability in my future

lessons as a PDHPE teacher. Relative to the SSI’s meta-strategies, high expectations will

continuously be iterated in class behaviour and work. The complexity with instilling high

expectations in all facets of learning is ensuring its universality. Students will encounter

numerous teaching styles that may not fortify the same expectations. To address this, I intend

to have the classroom be emblematic of specific rules, that is, students will be conditioned in

their understandings of what is expected of them when entering the room.

To conclude, providing relevant directions for Indigenous education in the secondary

school system, and further develop these to support the key learning area (KLA) of the

PDHPE course. The initial recommendation encourages state and federal governments to

collaboratively develop a template for Indigenous education reform with an onus on school

actions and accountability (Dyson & Casey, Eds., 2012). Integrating elements of the AITSL

standards (1.3) and demonstrating teaching strategies that responds to the requirements of

students with diverse cultural experiences. By extension, input of Indigenous cultural

knowledge, engagement and awareness would be paramount. Within PDHPE lessons,

Bou Ovington, 17383497 9

including Indigenous activities (Kowalski-Roth; Yulunga, 2014) and games in practical

components will fortify a degree of Indigenous cultural knowledge (Quality Teaching Model:

metalanguage, deep knowledge, cultural knowledge, connectedness and knowledge

integration). Utilising community leaders and elders to input their knowledge will further

reiterate the knowledge being attained within the lesson.

Education programs for pre-service teachers ought to include units on: cultural issues

and knowledge and quality teaching principles specific to Indigenous students. By increasing

the level of experience of teachers in rural and remote areas have, Indigenous students are

therefore more likely to attain a higher level of education (Bishop, Berryman, Wearmouth,

Peter & Clapham, 2012; Howard, 2016). The state governments and teacher unions could

potentially negotiate financial and professional incentives to retain high quality teachers in

schools with a larger proportion of Indigenous students. PDHPE teachers should undergo

coursework in tertiary schooling to adequately meet the requirements of appropriate

education for Indigenous students.

Bou Ovington, 17383497 10

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