Assignment 1: Aboriginal Education Critically Reflective Essay Option 1
Assignment 1: Aboriginal Education Critically Reflective Essay Option 1
Assignment 1: Aboriginal Education Critically Reflective Essay Option 1
Option 1
The Indigenous Australian culture is one of the oldest, longest and most diverse surviving
statistically one of the most disadvantaged groups in Australia over a variety of social and
physical and mental health, life expectancy, mortality and morbidity just to name a few
correlated directly with the inequalities evident within Indigenous Australian Education. As a
and education which stem from several multifaceted occurrences over their lifetime
generate disadvantage through the creation of several life stressors, which have resulted
from prolonged grief and traumatising sense of loss. Further, Intergenerational historical
Racism is also an extremely problematic issue evident over an Indigenous person’s schooling
mistreatment, injustices and discrimination by their fellow peers and even by their own
attendance rates, negative self- concept, self-sabotaging behaviours and negative impacts
Andrews, Denson, & Bansel, 2012). Therefore, it is imperative when looking through a
wellbeing, when attempting to improve educational outcomes (Gray & Beresford, 2008).
relationships with Aboriginal and Torres Strait Islander students, families, communities and
staff to provide Indigenous Australian students with optimal levels of education and overall
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
individual, classroom and also a whole school level with purpose to cater for Indigenous
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
It also involves adapting teaching strategies that are culturally responsive by applying a
strength-based approach when working with students with diverse cultured needs
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
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
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-
ignorance’s and the assumed knowledge that has been continuously compromised
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
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
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,
valued and promoted” by all. The policy is committed to encourage equitable and culturally
families and communities within the planning and decision-making processes which is
governed by the Aboriginal Education Consultative Group (AECG). The policy looks at
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
imperative to comply and employ all aspects of the policy within the school’s program.
monitor the progress of their students ensuring optimal student outcomes are being met.
ongoing support.
when Indigenous students move into a secondary education setting (Australian Government
Department of Education Science and Training, 2018). Reasons for prolonged absenteeism
impacting self-concept (Briggs, 2016). These contributing factors take away vital learning
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
causes major areas for concern and results in negative intercultural relationships and
Aboriginal students and their families as culture is not being valued or respected (Mooney,
Literature from Whitley (2014) discusses the importance of teachers to build positive
influence educational outcomes. Whitney (2014) states that creating relevancy within the
curriculum in relation to Indigenous culture and setting high expectations will further prevail
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
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
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
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
members work with the teachers to produce better quality educational outcomes for the
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
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
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
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
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
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
In conjunction with the above strategies and approaches as a future PDHPE teacher it will be
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
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
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 &
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
approaches and teaching strategies, which adopt a culturally responsive lens within their
Australian Institute for Teaching and School Leadership. (2011). Australian professional
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
93-103. doi:10.1016/j.lindif.2014.03.019
http://www.whatworks.edu.au/upload/1250830979818_file_5Engagement.pdf
Bodkin-Andrews, G., & Carlson, B. (2014). The legacy of racism and Indigenous Australian
doi:10.1080/13613324.2014.969224
Bodkin-Andrews, G. H., Denson, N., & Bansel, P. (2012). Teacher Racism, Academic Self-
doi:10.1111/j.1742-9544.2012.00069.x
Briggs, A. (2016). Links Between Senior High School Indigenous Attendance, Retention and
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
doi:10.1177/000494410805200207
Hatcher, A. (2012). Building cultural bridges with Aboriginal learners and their ‘classmates’
Lillemyr, O. F., Søbstad, F., Marder, K., & Flowerday, T. (2010). Indigenous and non‐
Indigenous primary school students’ attitudes on play, humour, learning and self‐
doi:10.1080/15210960.2012.697008
286. doi:10.1177/0022487109353032
Mooney, J., Seaton, M., Kaur, G., Marsh, H. W., & Yeung, A. S. (2016). Cultural perspectives
doi:10.1016/j.cedpsych.2016.04.006
Pesu, L., Viljaranta, J., & Aunola, K. (2016). The role of parents' and teachers' beliefs in
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
content/uploads/2014/10/MATSITI-Final-Report-
SSI_PrincipalsLeadership_web_ready.pdf.
Whitley, J. (2014). Supporting Educational Success for Aboriginal Students: Identifying key