Assignment 1: Aboriginal Education Critically Reflective Essay

Option 1

The Indigenous Australian culture is one of the oldest, longest and most diverse surviving

cultures recognised nationally in today’ society. Indigenous Australian people are

statistically one of the most disadvantaged groups in Australia over a variety of social and

physical determinants such as socioeconomic status, education, employment, housing,

physical and mental health, life expectancy, mortality and morbidity just to name a few

(Arens, Bodkin-Andrews, Craven, & Yeung, 2014). The manifestation of disadvantages

correlated directly with the inequalities evident within Indigenous Australian Education. As a

result, Indigenous Australian students encounter many complexities in relation to schooling

and education which stem from several multifaceted occurrences over their lifetime

(Mooney, Seaton, Kaur, Marsh, & Yeung, 2016).

Intergenerational historical traumas and past historical complexities such as colonialism,

assimilation, oppression, segregation, dispossession, the stolen generation and imperialism

generate disadvantage through the creation of several life stressors, which have resulted

from prolonged grief and traumatising sense of loss. Further, Intergenerational historical

trauma’s greatly impacts Indigenous Australian students’ socioemotional wellbeing and

cultural identity (Gray & Beresford, 2008).

Racism is also an extremely problematic issue evident over an Indigenous person’s schooling

trajectory. A substantial number of Indigenous students are victims of bullying,

mistreatment, injustices and discrimination by their fellow peers and even by their own

Educators. These problematic complexities collectively contribute to disengagement, low

attendance rates, negative self- concept, self-sabotaging behaviours and negative impacts

Mia Katar 17432825 (102085)

on mental and physical health and wellbeing (Bodkin-Andrews & Carlson, 2014; Bodkin-

Andrews, Denson, & Bansel, 2012). Therefore, it is imperative when looking through a

culturally responsive lens, to acknowledge that Indigenous Australian students’ retention,

engagement and academic performance in a school setting can be severely impeded by

intergenerational disadvantages and in turn, may present as being detrimental to overall

wellbeing, when attempting to improve educational outcomes (Gray & Beresford, 2008).

It is important to recognise and begin to build positive, respectful and successful

relationships with Aboriginal and Torres Strait Islander students, families, communities and

staff to provide Indigenous Australian students with optimal levels of education and overall

educational success. As a teacher it is important to acknowledge that when working with

Indigenous Australian students, student engagement is a crucial indicator in evaluating

successful student learning, attendance, retention and participation in a schooling

environment. By improving school environments and adopting culturally responsive

pedagogies it can foster an abundance of student connectedness, mutual respect, cultural

understanding, improved cultural identity and self-concept, therefore producing positive

educational outcomes (MacPherson, 2010).

This paper will discuss the essential components which collectively deliver quality education

for all Indigenous students. These elements ensure students are safe, secure, connected and

are gaining the support they acquire to succeed within their learning. Additionally, the essay

will present current leading policies surrounding Indigenous education. All policies are

crucial in reducing the disparities evident between Indigenous and Non-Indigenous students

and their educational outcomes. Lastly, the essay will enclose effective strategies that I can

implement as a future PDHPE teacher that will contribute positively to Indigenous student’s

Mia Katar 17432825 (102085)

retention, learning, success and academic performance through utilising a range of key

resources, materials and pedagogical approaches. The approaches can be modified at an

individual, classroom and also a whole school level with purpose to cater for Indigenous

students at a high standard.

The Australian Institute for Teaching and School Leadership (2011) highlights within the

Australian Professional Standards for Teachers the importance for teachers to “Know the

students and how they learn”. Standard 1 is more intensely reflected within Standards 1.3

and 1.4 where teachers adopt professional knowledge to cater for “Students with diverse

linguistic, cultural, religious and socioeconomic backgrounds” and implement “Strategies for

teaching Aboriginal and Torres Strait islander students”. These standards define the

teachers’ responsibility to acquire knowledge to understand culture, cultural identity and

the linguistic backgrounds surrounding education of students with Indigenous backgrounds.

It also involves adapting teaching strategies that are culturally responsive by applying a

strength-based approach when working with students with diverse cultured needs

(Australian Institute for Teaching and School Leadership, 2011).

Literature from Buxton (2017) concurs with the AITSL standards stating that teachers need

to demonstrate their proficiency in Aboriginal pedagogy, history and perspectives into their

classrooms at every given opportunity. Teachers should apply, implement and provide

opportunities to develop deep knowledge and deep understanding about the Indigenous

culture by finding ways to connect curriculum knowledge to Aboriginal ways of knowing, in

a culturally safe and stimulating way. Further, this signifies the importance of country,

connectedness and belonging that fosters mutual respect and begins to develop trusting

relationships between the student and the teacher. When a student feels connected on

Mia Katar 17432825 (102085)

numerous levels either spiritually, emotionally, physically and intellectually their

engagement within the classroom, participation in classroom activities and retention in

relation to school attendance will be positively impacted due to a high level of cultural

awareness that is imbedded into the school’s environment, further enhancing sense of

cultural identity (Buxton, 2017). Standard 2.4 “Understand and respect Aboriginal and

Torres Strait Islander people to promote reconciliation between indigenous and non-

indigenous Australians” exemplifies the intercultural misunderstandings, socio-cultural

ignorance’s and the assumed knowledge that has been continuously compromised

regarding Indigenous peoples past historical experiences involving colonisation, that

teachers may appear insensitive towards or simply uninformed about. Through

implementation of Standard 2.4 it allows positive interactions between Aboriginal students,

families, communities and the school fostering cultural competent interactions and

relationships (Lowe, 2017). The research also conveys this idea that when teachers engage

authentically with Aboriginal and Torres Strait Islander peoples by exhibiting their

professional knowledge it further enhances Indigenous students’ interests and engagement

by encompassing pedagogical practices that are meeting cultural needs and aspirations of

the Aboriginal students. In turn this creates and develops secure, supportive and respectful

relationships and facilitation surrounding the sharing of knowledge (Lowe, 2017).

An additional policy which aims to support Aboriginal and Torres Strait Islander learning is

the Aboriginal Education Policy. The policy aims to meet and improve educational outcomes

for the Indigenous population in aim for students to flourish, gain enriching educational

experiences and achieve their optimal potential through exploring the “Strength, diversity,

ownership and richness of Aboriginal cultures and custodianship of country to be respected,

valued and promoted” by all. The policy is committed to encourage equitable and culturally

Mia Katar 17432825 (102085)

inclusive educational opportunities by encouraging partnerships with Aboriginal caregivers,

families and communities within the planning and decision-making processes which is

governed by the Aboriginal Education Consultative Group (AECG). The policy looks at

highlighting Aboriginal perspectives in education through Aboriginal studies, language

programs and cross curriculum content through implementation of Aboriginal values and

practices within mainstream educational contexts nationally. The core values and beliefs of

this policy is to increase retention for Aboriginal and Torres Strait Islander peoples

throughout their educational journey starting from pre-school all the way to tertiary

education and even employment (NSW Department of Education, 2018). As a teacher it is

imperative to comply and employ all aspects of the policy within the school’s program.

Continuous reflection, evaluation and assessment is essential for a teacher to be able to

monitor the progress of their students ensuring optimal student outcomes are being met.

By extending on and improving on their own personal practices and pedagogies it

contributes to greater student educational outcomes through persistence, consistency and

ongoing support.

It is evident that attendance and retention is viewed as significantly lower in Indigenous

students than that of their Non-Indigenous counterparts. Attendance begins to diminish

when Indigenous students move into a secondary education setting (Australian Government

Department of Education Science and Training, 2018). Reasons for prolonged absenteeism

include lengthy culture responsibilities, community obligations, lack of teacher student

rapport, bullying and harassment, student disengagement and student-teacher expectations

impacting self-concept (Briggs, 2016). These contributing factors take away vital learning

periods from the classroom and therefore reducing academic performance.

Mia Katar 17432825 (102085)

The Closing the Gap Report aim to minimise these educational inequalities through

suggested strategies and programs surrounding empowerment, resilience, strength and

cultural identity, implemented within schooling environments. The report proposes to make

improvements by reducing the gaps in literacy and numeracy, attendance and health

related outcomes through holistic approaches and extensive partnerships with The

Aboriginal and Torres Strait Islander communities (Department of the Prime Minister and

Cabinet, 2016). At this point in time, the gap is nowhere near benchmark targets, as it is

deemed difficult by both policy makers and schools to respond to such diverse educational

barriers and complexities (Gray & Beresford, 2008). Shared cultural understanding and the

development of strong relationships between Indigenous communities, staff and students

within an educational setting is paramount to ensure Aboriginal success, learning and

retention is at optimal levels. This significant breakdown in rapport and communication

causes major areas for concern and results in negative intercultural relationships and

misunderstandings. Further, this often leads to lack of attendance and disengagement by

Aboriginal students and their families as culture is not being valued or respected (Mooney,

Seaton, Kaur, Marsh, & Yeung, 2016).

Literature from Whitley (2014) discusses the importance of teachers to build positive

relationships in conjunction with developing Indigenous student’s self-concept to positively

influence educational outcomes. Whitney (2014) states that creating relevancy within the

curriculum in relation to Indigenous culture and setting high expectations will further prevail

educational success and retention.

Viewing education from a Stronger Smarter approach adopts fundamental values to make a

difference in schools when embedded within an educational setting. The elements include

Mia Katar 17432825 (102085)

setting high expectations and leadership, building relationships, supporting teachers and

enhancing positive cultural identity through the school environment (Stronger Smarter

Institute, 2017). Armstrong (2014) suggests that having high expectations for Indigenous

students is key to ensure positive aspirations, academic success and fosters belief in their

own intelligence and abilities. High expectations leadership includes the teacher setting

explicit expectations for the students about attendance, behaviour and performance. The

teacher may also set expectations upon themselves in envisioning what their high

expectation classroom may look and feel like. High expectations leadership allows the

reflection of own attitudes and beliefs and ensuring that these standards remain high and

equal when catering for Indigenous Australian students. High expectations leadership must

be embedded consistently across the school’s entirety with all staff developing their

recognition of unconscious beliefs that may be present, deterring away from deficit

conversations to create a culturally aware environment between staff.

Literature by MacIver (2012), highlights that a positive relationship between the teacher and

student is the main reason why Indigenous students may wish to stay in school. The

Stronger Smarter meta-strategy involving high expectations relationships concurs and aims

to develop quality relationships between students, staff and communities. The optimal

relationship within this approach is stimulating, supportive, encouraging and acknowledges

and enables cultural responsiveness. Through this approach a mutual respect is fostered,

and rapport becomes more individualised and personal. An example of this approach may

be the teacher calling a student’s home in aim to work with the parents collaboratively to

increase attendance in a safe, non-invasive and understanding manner. When family

members work with the teachers to produce better quality educational outcomes for the

Mia Katar 17432825 (102085)

student, high expectation relationships occur (Pesu, Viljaranta, & Aunola, 2016; Stronger

Smarter Institute, 2017).

Indigenous leadership, working with the community and promoting cultural identity within

the school environment involve a multifaceted tiered approach. Lillemyr, Søbstad, Marder,

& Flowerday (2010) research suggests that strategies that entail relatedness to culture

provoke motivation and interest in learning by providing opportunities for connections to be

made. This can be achieved through involving Elders in the decision-making process about

curriculum content and Indigenous learning programs within the classroom and at the

school. Teachers are then able to ensure student engagement is high through rich and

meaningful experiences. Reaching out to communicate with Elders of the community and

inviting Elders to the school for cultural events and programs creates supportive

partnerships where Indigenous students’ cultural identity can be nurtured. Implementing an

open-door policy, allows families and the students to feel comfortable communicating with

teachers and also each other in a safe and respectful environment. To further extend upon

community engagement, strategies could include organising incursions, excursions to

Indigenous sites with Elders, meetings, functions, cultural events and various programs to

give Elders an opportunity to teach and share their knowledge within the school to not only

Indigenous students but with all students. Displaying visual symbols, Indigenous artefacts,

murals and incorporating Indigenous music, dance, storytelling, and artworks within the

school’s physical environment greatly contributes to the enhancement of supportive

relationships (Whitley, 2014). Embracing positive student identity is crucial when promoting

positive self-concept, high levels of engagement and increasing attendance. When students

are proud of who they are, their cultural background and value their worth and

contributions as a capable learner within the school’s community school retention rates will

Mia Katar 17432825 (102085)

increase and engagement will be amplified (Armstrong, 2014). Further, a Stronger Smarter

approach reflects the Professional Standards for Teachers 1.3, 1.4 and 2.4. By embedding

and implementing these meta-strategies at a high standard within a school allowing for

Indigenous empowerment, autonomy, resiliency and most importantly secure, successful

and respectful relationships.

In conjunction with the above strategies and approaches as a future PDHPE teacher it will be

essential to imbed high expectations, leadership, relationships and cultural identity on a

classroom level through my very own personal pedagogical approaches and teaching

strategies. This will vary from an indoor theory setting to an outdoor practical setting where

an array of learning strategies, resources and supportive materials can be utilised to ensure

maximum learning, success and retention with all my Indigenous students. Some examples

may include using the Yalunga Indigenous Games as a practical resource where students will

be able to experience Indigenous culture through a kinaesthetic approach. Indigenous role

models, guest speakers, coaches and athletes providing sporting seminars is another

effective approach to foster engagement within the PDHPE setting. By Indigenous role

models visiting the school, Indigenous students can feel a greater sense of ambition,

connectedness and therefore overall engagement within practical lessons. Within the

theory elements of PDHPE an example would be for myself to utilise the curriculum and

syllabus content when addressing mental health and wellbeing by using the resources Yarn

Safe and the My Wellbeing mate app. Sense of identity can also be explored using resources

such as the Indigenous videos “Strong and Deadly” and “Belyuen ‘Talk it out’” incorporating

Aboriginal Australian perspectives and further involving case studies, scenarios and

associated texts to analyse with the intent to spark interest and engagement in delivery and

understanding of content (Australian Indigenous Healthinfonet, 2018).

Mia Katar 17432825 (102085)

On a broader scale, adopting pedagogical models such as project-based learning,

kinaesthetic learning, visual learning and exploring content through creative mediums will

foster engagement, motivation and interest with Indigenous students that are diverse

learners, catering for various learning styles. Other examples within a PDHPE context may

include using strength cards, Indigenous voice, Indigenous music and dance, Aboriginal

Australian dialogue and language and Indigenous support seeking services. Purdie, Reid &

Buckley (2011) suggest that by providing culturally relevant information, engagement is

extensive when content is viewed as real and relatable. Hatcher (2012) concurring with this

notion by stating that by a facilitator involving Indigenous “ways of knowing” within their

classroom activities students are able to participate creatively and involve themselves in

culturally responsive ways through connection to Country and Mother Earth.

In conclusion, it is the teacher’s responsibility to support Aboriginal and Torres Strait

Islander students’ success, learning and retention by applying an array of pedagogical

approaches and teaching strategies, which adopt a culturally responsive lens within their

classroom. Fostering secure, respectful and supportive relationships, producing high

expectations and modifying learning to meet the needs of Indigenous individuals is

imperative when improving Indigenous educational outcomes.

Mia Katar 17432825 (102085)

 Reference List

Australian Indigenous HealthInfoNet. (2018). Australian Indigenous HealthInfoNet.

Retrieved from https://healthinfonet.ecu.edu.au

Australian Institute for Teaching and School Leadership. (2011). Australian professional

standards for teachers. Australian Government. Retrieved from:

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/

Arens, A. K., Bodkin-Andrews, G., Craven, R. G., & Yeung, A. S. (2014). Self-concept of

Indigenous and non-Indigenous Australian students: Competence and affect

components and relations to achievement. Learning and Individual Differences, 32,

93-103. doi:10.1016/j.lindif.2014.03.019

Armstrong, H. (2014). Mentored High Expectations as a Praxis of Empowerment. Canadian

Journal Of Native Studies, 34(1), 1-24.

Australian Government Department of Education Science and Training. (2018). What

Works. The Work Program: CORE ISSUE 5. Student Engagement: Attendance,

Participation and Belonging. Retrieved from Commonwealth of Australia website:

http://www.whatworks.edu.au/upload/1250830979818_file_5Engagement.pdf

Bodkin-Andrews, G., & Carlson, B. (2014). The legacy of racism and Indigenous Australian

identity within education. Race Ethnicity and Education, 19(4), 784-807.

doi:10.1080/13613324.2014.969224

Bodkin-Andrews, G. H., Denson, N., & Bansel, P. (2012). Teacher Racism, Academic Self-

Concept, and Multiculturation: Investigating Adaptive and Maladaptive Relations

With Academic Disengagement and Self-Sabotage for Indigenous and Non-

Mia Katar 17432825 (102085)

 Indigenous Australian Students. Australian Psychologist, 48(3), 226-237.

doi:10.1111/j.1742-9544.2012.00069.x

Briggs, A. (2016). Links Between Senior High School Indigenous Attendance, Retention and

Engagement: Observations at Two Urban High Schools. The Australian Journal of

Indigenous Education, 46(01), 34-43. doi:10.1017/jie.2016.14

Buxton, L. (2017). Ditching deficit thinking : Changing to a culture of high expectations.

Issues in Educational Research, 27(2), 198-214.

Department of the Prime Minister and Cabinet. (2016). Closing the Gap Prime Minister's

Report 2016 (pp. 5-56). Canberra: Department of Prime Minister and Cabinet.

Gray, J., & Beresford, Q. (2008). A ‘Formidable Challenge’: Australia's Quest for Equity in

Indigenous Education. Australian Journal of Education, 52(2), 197-223.

doi:10.1177/000494410805200207

Hatcher, A. (2012). Building cultural bridges with Aboriginal learners and their ‘classmates’

for transformative environmental education. Journal of Environmental Studies and

Sciences, 2(4), 346-356. doi:10.1007/s13412-012-0088-6

Lillemyr, O. F., Søbstad, F., Marder, K., & Flowerday, T. (2010). Indigenous and non‐

Indigenous primary school students’ attitudes on play, humour, learning and self‐

concept: a comparative perspective. European Early Childhood Education Research

Journal, 18(2), 243-267. doi:10.1080/13502931003784396

Lowe, K. (2017). Walanbaa warramildanha: The impact of authentic Aboriginal community

and school engagement on teachers’ professional knowledge. The Australian

Educational Researcher, 44(1), 35-54. doi:10.1007/s13384-017-0229-8

Mia Katar 17432825 (102085)

MacIver, M. (2012). Aboriginal Students’ Perspectives on the Factors Influencing High

School Completion. Multicultural Perspectives, 14(3), 156-162.

doi:10.1080/15210960.2012.697008

MacPherson, S. (2010). Teachers’ Collaborative Conversations About Culture: Negotiating

Decision Making in Intercultural Teaching. Journal of Teacher Education, 61(3), 271-

286. doi:10.1177/0022487109353032

Mooney, J., Seaton, M., Kaur, G., Marsh, H. W., & Yeung, A. S. (2016). Cultural perspectives

on Indigenous and non-Indigenous Australian students' school motivation and

engagement. Contemporary Educational Psychology, 47, 11-23.

doi:10.1016/j.cedpsych.2016.04.006

NSW Department of Education. (2018). Aboriginal Education Policy. NSW Government

Pesu, L., Viljaranta, J., & Aunola, K. (2016). The role of parents' and teachers' beliefs in

children's self-concept development. Journal of Applied Developmental Psychology,

44, 63-71. doi:10.1016/j.appdev.2016.03.001

Purdie, N., Reid, K., & Buckley, S. (2011). Literacy learning: what works for young

Indigenous students? Lessons from the Longitudinal Literacy and Numeracy Study

for Indigenous Students. Literacy Learning: the Middle Years, 19(3), 51-57.

Stronger Smarter Institute. (2017). Implementing the Stronger Smarter Approach. Stronger

Smarter Institute Position Paper. Retrieved from http://matsiti.edu.au/wp-

content/uploads/2014/10/MATSITI-Final-Report-

SSI_PrincipalsLeadership_web_ready.pdf.

Whitley, J. (2014). Supporting Educational Success for Aboriginal Students: Identifying key

influences. McGill Journal of Education, 49(1), 155. doi:10.7202/1025776ar

Mia Katar 17432825 (102085)