Option 2
organisations, this issue is growing more and more evident in young Aboriginal and
Torres Strait Islander (ATSI) people. In the eyes of many education is one of a
variety of factors that can close the gap in indigenous disadvantage. Shay and
Wickes (2016) states “the nurturing of identity is acknowledged through the literature
this issue is related partly to the values and beliefs Aboriginal students hold as being
Aboriginal, together with cultural diversity and cultural identity held by all Australians
necessary to recognise the importance of identity for Aboriginal and Torres Strait
Islander People and find methods to assist student increase their engagement in
their own schooling. An article by Tomlin (2015) identified that ATSI young people
have the lowest percentage of school attendance. In the article up to 23% of ATSI
populations in Western Australia were missing more than 60 school days per year.
This damming statistic demonstrates the severity of the issue regarding engagement
in Aboriginal and Torres Strait Islander students. There have been a variety of
attempts to nullify the lack of engagement by closing the gap through reports and
government policy however, based off current statistics there is still a large gap. The
purpose of this paper is to identify the reasons for a lack of engagement and assess
that has led to this problem. In 1788 the first fleet landed in Australia and caused
damages to the indigenous people of the land that still plagues them to this day
(Beresford, 2012). As part of the ‘white influence’ an education system was put in
place that taught the learnings of western philosophy (Macgill & Blanch, 2013). As
part of this newfound system of education, indigenous culture was disregarded and
this educational system is still in place due to its allegiance to the British Monarch
however, there are now standards and policy in place that is designed to recognise
the Aboriginal and Torres Strait Islander culture and the needs of their students in
understand and know how to teach ATSI students (AITSL, 2014). As part of these
than using the correct terminology, it is also about knowing a variety of methods that
can best suit these students in the classroom. In some classrooms this can also be
Due to the past discriminations there is a disconnect from their culture. Verdon &
Mcleod (2015) reported that one in five young indigenous people still speak their
native language. This will be revisited later in the paper as this language barrier can
Another significant historical event is the removal of young indigenous people from
their parents. This created what is now known as ‘the stolen generation’, this event
culture and raised in the western way. As a result, the traditional values and culture
of the Aboriginal and Torres Strait Islander people has been diluted to the stage that
Aboriginal & Culturally Responsive Pedagogies Student ID: 1701352
many have not been able to connect and learning about their heritage. Historical
events such as those mentioned above have been the catalyst for the lack of
educational engagement and a variety of other issues that can all correlate.
critical issue that will impact the academic achievement of young indigenous
students. Statistics also show that in New South Wales that attendance is lower for
and additionally this can also attribute to success post schooling (Commonwealth of
Australia, 2017). The decreased attendance rate can partially be attributed to the
indigenous people are nearly just as likely to participate in high risk behaviours.
the parent/guardian and the young individual. Looking at this it is clear that the
relationship between the two can have both a positive or negative impact and school
attendance.
Aboriginal & Culturally Responsive Pedagogies Student ID: 1701352
achievement. In education there are always three parties involved in the learning
process; teacher, student and parents/guardian. When one party is missing the
working collaboratively with parents and students a teacher can aim to encourage a
positive environment at home and at the same time constructively increase student
does not need to be a negative method as the teacher can inform the party of
communication with all three parties can build a positive rapport but also increase
between Aboriginal and Torres Strait Islander students and their heritage. Mooney et
significant ‘others’, including the broader Aboriginal community.” This quote highlights
the influence indigenous culture can have on young people however, due to years of
separation and poor relationships, culture has been diminished. This can lead to a
lack of identity for many young indigenous students. Mooney et al (2016) also states
students exposure to their culture, many indigenous students can develop an identity
Education Policy (2008) was developed to address this issue. As part of the policy
curriculum content and Aboriginal perspectives was to be integrated into all schools.
The purpose of this is to 1) educate indigenous students about their cultures and 2)
possible way to promote this is to educate myself regarding the appropriate ways to
address indigenous cultures and research way to help integrate indigenous students
into their local community. An example of this is recruiting the help of local
students.
Another issue for teachers to address is the potential language barriers indigenous
students bring to the classroom. For some indigenous students English is a second
language but also many speak Aboriginal English. These barriers can cause student
to not be engaged as they may struggle to read, write and express themselves when
completing work. It is important for teachers to understand how to deal with this
potential issue as it is the job of the teacher not to alienate any students. As part of
the professional standards for teachers, standards 1.4 and 2.4 outline what is
addressing the standards, a teacher can improve their overall pedagogy with a
Aboriginal & Culturally Responsive Pedagogies Student ID: 1701352
high risk behaviours. These behaviours can carry over into the classroom and
become disruptive to the environment around them. The rate of suspensions (short
esteem. Suspensions can also impact the attendance of students as it will increase
the amount of time they will spend away from the classroom. The follow-on effect is
that academic achievement can be decreased which can impact the students life
2015). To minimise the impact on students, teachers and schools should aim to build
a positive rapport with both the student and the carer. By doing this a level of
communication can be achieved that can demonstrate a support network that will
assist the student. This can also resolve any behavioural issues presented by the
student.
Aside from individual teachers, schools as a whole can play an important part in the
education process for indigenous students (Dobia and O`Rourke, 2011). This can be
initiative aims to improve a student mental health and can target all students
however, it can really benefit indigenous students if the school tries to incorporate
Aboriginal and Torres Strait Islander culture into the program (Dobia & O`Rourke,
2012). It is up to the school on how initiatives such as this can be run and how much
it can incorporate culture into it. As referred to above, there is evidence to suggest
When developing a pedagogy to assist Aboriginal and Torres Strait Islander student
learning outcomes and engagement in the classroom. For a teacher there are a
approach that will do this. Developing methods to deal with attendance, behaviour
and cultural barriers will go a long way in assisting students reaching their maximum
learning potential. As a future secondary teacher the best method to achieve this is
through research and cultural appropriation that comply with the Australian
Professional Standards for Teachers. Additionally, creating a positive rapport with the
student and their carers will also impact the students schooling. Moreover, by
References
Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list
Commonwealth of Australia. (2017). Closing the Gap: Prime Minister’s Report 2017.
2017.pdf
Dobia, B., & O’Rourke, V. G. (2011). Promoting the mental health and wellbeing of
https://www.kidsmatter.edu.au/sites/default/files/public/promoting-mental-
health-wellbeing-indigenous-children.pdf
Dobia, B., & O’Rourke, V. G. (2011). Promoting the mental health and wellbeing of
https://www.kidsmatter.edu.au/sites/default/files/public/promoting-mental-
health-wellbeing-indigenous-children.pdf
Psychology For
Mooney, J., Seaton, M., Kaur, G., Marsh, H. W., & Yeung, A. S. (2016). Cultural
doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1016/j.cedpsych.2016.04.006
https://www.det.nsw.edu.au/media/downloads/about%20us/statistics-and-
research/key-statistics-and
%20reports/FINAL_Aboriginal_School_Annual_Report_v13.pdf
Aboriginal & Culturally Responsive Pedagogies Student ID: 1701352
https://aifs.gov.au/lucy-ockenden
Shay, M., & Wickes, J. (2017). Aboriginal identity in education settings: Privileging
our stories as a way of deconstructing the past and re-imagining the future.
doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s13384-017-0232-0
Tomlin, S. (2015, Oct 15). Education minister says evidence of aboriginal student
https://search-proquest-com.ezproxy.uws.edu.au/docview/1722064548?
accountid=36155
Verdon, S., & Mcleod, S. (2015). Indigenous language learning and maintenance
doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s13158-015-0131-3