Literview Review
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Literature Review on Indigenous Perspectives and the Issues Indigenous Student's face
Student Name: Tiarnna Jurd
Student Number: 18676583
Table of Contents
1.0
Introduction 1.1
Summary of Indigenous Perspectives
1.2
Scope of Literature Review
2.0 Indigenous Perspectives: 2.1 What are Indigenous Perspectives
2.2 Why are Indigenous Perspectives Important
2.3 Definition of Key terms
3.0 Issues and Needs of Aboriginal People 3.1 Education 4.0 Literature Findings: 4.1 Similarities between key literature findings
4.2 Presents gaps and limitations 4.3 Key questions emerging from literature
5.0 Approaches 5.1 Personal Reflections
5.2 Whole School Ethos
5.3 Classroom Ethos
5.4 Recommendations 6.0 Summary and Conclusions
7.0 List of References
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1.0 Introduction 1.1 Summary of Indigenous Perspective
s
This literature review identifies the importance of embedding Indigenous perspectives within Australian school curriculums drawing on the empirical studies from worldwide scholars to help address, identify and develop strategies to accomplish the successful implementation of embedding Indigenous perspectives as a whole school approach. The discussion also identifies the complexity and magnitude caused by attendance problems for Aboriginal and Torres Strait Islander students have and currently face. 1.2 Scope of Literature Review
The report will begin with an overview of what current Indigenous perspectives are and their importance within society. A brief overview of key terms will follow to emphasise important terminology found throughout. Following this, a contextual discussion will highlight the issues found within Indigenous education and the clinical approaches that could be incorporated through schools to successfully embed Indigenous perspectives. A thorough literature finding will support the notions put forward regarding Indigenous education and approaches to help frame and understand the implications and challenges that confront many teacher's. It will also discuss the census found throughout many literature findings and the lack of confidence teacher experience in incorporating Indigenous perspectives within their curriculums. 2.0 Indigenous Perspectives
2.1 What are Indigenous Perspectives
Perspectives are ways in which people see the world, they shape the way we interact with the environment and the perceptions we have of ourselves, our cultures and others. Perspectives reflect on one’s beliefs, values, affiliations, linguistics and personal or family experiences. Indigenous perspectives are closely aligned to nature and the environment itself, with particular emphasis on the different patterns within Australia and the effect each one has on one another. Country for specific Aboriginal groups affects the way the land is perceived and treated, that is, land is not a commodity but an extension of their people. Their country is something that should be nurtured and treated with the utmost respect (Queensland Government, 2011).
2.2 Why are Indigenous Perspectives Important
As traditional custodians of the land Indigenous perspectives are integral to shaping Australia. Comprehensive recognition and representation of Indigenous people and their perspectives within Australian schools are integral to shaping urban policies by informing sustainable practices in the environment, reducing socio-spatial disadvantage and strengthening the cultural heritage (Baynes, 2015). The benefits of incorporating Indigenous perspective within our schools are endless for educators, teachers, students and the wider community. Students, teacher and educators who are exposed to inclusive Indigenous knowledge within their curriculum is multifaceted and numerous. Indigenous perspectives help to create harmony through diversity and foster a sense of identity, pride and self-esteem which in turn enables students to develop a wider recognition and deeper understanding of their culture (Ahuri, 2021). The framework of incorporating Indigenous perspectives into the curriculum allows Indigenous students to feel stronger, smarter and more connected in their journey through life (Queensland Government, 2011). Indigenous students develop an understanding of how attitudes and perceptions are formed and how to best respond to negative attitudes from peers (Sefa, 2008). Not only does incorporating Indigenous perspective benefit Indigenous students it also allows non-indigenous students to experience different perspectives on the natural world, which in turn enhances their creativity and problem-solving skills (Sefa, 2008). Exposure to different cultures increases cultural competencies and the ability to effectively interact and communicate with people from a range of different cultures. This exposure helps to create opportunities to provide representation and challenge dominant discourse on viewpoints, media representation, stereotypes and racism. Incorporating Indigenous perspectives within schools increases the opportunities for Aboriginal and Torres Strait Islander communities to engage and participate in school activities. Indigenous perspectives focus on improving learning for all students and in turn deliver multiple benefits for the whole school and community. Therefore incorporating
Indigenous perspectives and knowledge within Australian schools will allow for the epistemological interrogation of knowledge production and shake westernised ways of thinking (Baynes, 2015). 2.3 Definition of Key Terms
Indigenous Perspectives
: Recognition of traditional owners and their knowledge of the country, cultural values and traditions that influence urban design and governance.
Indigenous Knowledge
: Knowledge, beliefs and traditions that are intended to preserve, communicate and contextualise Indigenous relationships with their culture and landscape. Indigenous
: Inhabiting or existing in a land from the earliest times or from before the arrival of the colonists. Aborinigal
: Indigenous people of Australia, existing in a land from the earliest time before the arrival of the colonists. Torres Strait Islander
: A person from any Torres Strait Islands between Northern Australia and New Guinea. 3.0 Issues and Needs of Aboriginal People 3.1 Education
Education is well recognised as a key social determinant of health. Higher levels of education
are associated with improved health outcomes and prospects of higher socioeconomic status. Higher education levels also support increased access to safe lifestyle choices, studies have shown Indigenous students who complete year 12 are more likely to be employed in a full-
time job with higher pay than students who are early leavers. Extensive research has been conducted on the educational outcomes for Aboriginal youth, their attendance and graduation rates in Australia (Carter, 2004). Studies have shown that students aged 11 to 18 years old attending secondary schools within Australia have increased by 88.6% from 34,124 in 2001 to 64, 342 students in 2016. The increase in attendance has improved with the implementation and small recognition Indigenous communities have received in the past decade. The small parts of Indigenous culture that have been embedded within our schools such as yarning circles, acknowledge of country and NAIDOC week has led to the increase in
Indigenousattendance within schools (Australian Bureau of Statistics, 2019). Between 2011 and 2021 the proportion of Aboriginal and Torres Strait Islanders aged 20-24 who had completed year 12 increased from 52% to 68%. Research has highlighted that school attendance and retention are extremely important, improving school attendance in Indigenous
communities requires concerted action between well-resourced schools and communities to create local strategies that are context-sensitive, culturally appropriate, collaborative and foster lifelong learning (Australian Institute of Health and Welfare, 2023).
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Rates of school retention and attainment are important markers of education outcomes population. In 2021 the national apparent retention rate from year 7 to 12 Indigenous students
was 59% compared with 84.5% for other non-indigenous students. The interrelationship between schools, families and students has a profound influence on a student's interest to actively participate in school activities. Studies suggest that negative experiences within schools have a significant effect on the perceptions of and commitment to education among Indigenous students (Australian Institute of Health and Welfare, 2023). Other research shows that racism can affect school achievement, employing Indigenous perspectives within schools
will help improve racial literacy, acceptance of difference, empathy and confidence for Indigenous students. In addition to focusing on school attendance and retention, school engagement is highly recognised. School engagement steams from embedding Indigenous perspectives through the curriculum, successfully embedding Indigenous perspectives can help to influence contextual factors such as students experiences, needs, characteristics, self-
identity, connectedness, attitudes and culturally inclusive practices within schools and the wider community (Australian Institue of Health and Welfare, 2023). 4.0 Literature Findings: 4.1 Similarities between key literature findings
There are many similarities between literature findings regarding embedding Indigenous perspectives through school curriculums and its importance. Aiken (2011) first deliberates on the challenges to move beyond non-indigenous teachers and their attempts to incorporate all students into the value system. Kinchlore and Steinberg (2008) define this as the concept of multilocality, central to non-indigenous people’s understanding of Indigenous perspectives and knowledge. Teachers are reported to be hesitant about incorporating Indigenous content and perspectives within their curriculum as they feel they do not have the expertise to do this in authentic ways (Quince, 2012). Yunkaporta and McGinty (2009) found that non-
indigenous teachers avoid embedding perspectives into their curriculum as they feel uncomfortable and are fearful of overstepping cultural boundaries, whether they are real or imagined. Teachers fear they do not have the knowledge behind them and can identify the lack of resources and time available to access professional development. Harris and Greenfield's (2011) paper looks at the way schools incorporate Indigenous perspectives within their classroom and notes that many teachers do not possess the knowledge or confidence to teach Aboriginal perspectives to students within Australia. Quince (2012);
Yunkaporta & McGinty (2009) and Kanu (2011) all conclude that teachers perceived their lack of knowledge about Aboriginal culture as a result of lack of confidence and find it challenging for inclusion of Indigenous perspectives within their classrooms. These scholars go on to identify the exclusion of teachers from discussions about integration, lack of resources, racist attitudes and lack of support from school administration as impeding. However, the studies performed by Austin (2011) suggest that working through these challenges with diverse ways of knowing is necessary to see the boundedness of the western knowledge system and then embrace multiple viewpoints. Sefa Dei (2011) suggests current educational issues of integration, whole school education, multiple-based instruction, environment education and holistic pedagogy as Indigenous perspectives and knowledge that should be implemented throughout the curriculum. 4.2 Presents gaps and limitations
Indigenous perspectives are notably absent in Australian urban policies and educational systems beyond acknowledgment of the country and the traditional custodians of the land. Current educational issues such as questions of integration, whole children's education, multiple intelligence instruction, environmental education and holistic pedagogy should all be
considered when applying Indigenous perspectives and knowledge within the classroom, however, sadly they are not (Sefa, 2011). Despite the fact literature on curriculum development indicates that the curriculum should be in harmony with students life experiences, ethnocultural background gaps are still persistent today. Curriculum for Aboriginal students is not culturally relevant in schools, educators struggle with the challenges of providing education in a meaningful and relevant ways while being mindful of the mandated outcomes set by the government. Moving on from simple add-ons to current curricula and examining more changes would greatly affect core learning for Indigenous students. The conventional interpretation of low achievement rates of Aboriginal students often relies on their attendance or implies that the fault lies with Aboriginal individuals and their families.
However, increasing research conducted by Michie (2022), contends that it is the school system itself not Aboriginal students or their culture that must be fixed. Many Aboriginal and Non-Aboriginal educators feel that poor academic performance from Aboriginal students is indeed due to ignorance and lack of sensitivity to Aboriginal learning styles and teaching
strategies of not reflecting Aboriginal worldviews. However, teachers themselves admit they do not possess the knowledge to teach about Aboriginal Australia (Greenfield & Harrison, 2011). Michie (2022) agrees with and recognises that teachers do not have much knowledge about Indigenous perspectives and identifies a lack of resources and access to professional development as problematic. 4.3 Key questions emerging from the literature
Nakata (2011) discusses the pathways for Indigenous education in the Australian curriculum and sets out a range of questions and concerns about teachers and schools surrounding the Australian curriculum initiative. These questions entail ‘What does the inclusion of Indigenous perspectives look like and how do teachers embed these in a meaningful way into their curriculum?’ or ‘How can non-indigenous teachers successfully implement Indigenous perspectives when they have biases and may already be challenged in this area?’. Chinn's (2007) paper highlights these same concerns, he notes that teachers should be considering how mainstream curriculum marginalises Indigenous students knowledge and perspectives and what are ways in which schools can verify these. 5.0 Approaches
5.1 Personal Reflections
Reflecting on knowledge and understanding of personal histories, attitudes and perceptions helps to build a sense of self-knowledge and understanding about different cultures. Schools are encouraged to reflect on three areas; the personal histories of Indigenous Australias, the personal histories of the local area and the personal histories of non-
indigenous Australias. The personal histories from local areas impact the understanding of the
local environment and the perceptions of Indigenous and non-indigenous people. Australian schools will greatly benefit from understanding the family relationship within the local Indigenous community, their associations with the country where the school is located and their traditions lands and elders (Queensland Government, 2011).
5.2 Whole School Ethos
In Australia, studies have been conducted with teachers and schools around the incorporation of Indigenous perspectives and knowledge. These studies have focused on the whole school level engagement and consider how quality teaching can be promoted through engagement
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with local Aboriginal communities to improve educational outcomes for both Indigenous and non-indigenous students (Burridge, Whalan, & Vaughn, 2012; Harrison & Greenfield, 2011). Looking at how schools reflect on the value of Aboriginal people and Torres Strait Islanders is the acknowledgment of country and school planning processes. When individuals examine their position in today’s society and the influences from their past allows students to acknowledge, understand and respect the impact that personal histories have in regards to social, political and economic circumstances in Australia’s society (Queensland Government, 2011). A way schools could implement personal reflections within the curriculum is by creating focus groups for professional and personal accountabilities to assist other students and staff in sharing their journeys and experiences on a personal level. This in turn will build relationships and extend individual learning through the sharing of experiences and responses. 5.3 Classroom Ethos
When planning teachers need to consider how perspectives will be taught, whether it be through general points, concepts or guest speakers. Incorporating Indigenous perspectives within the curriculum and pedagogy in the classroom will help enhance teachers' knowledge and provide a clear understanding of why the Indigenous perspective is important for all students to learn and helps to develop their contributions to broaden curriculum aims. Looking at ways in which teachers use their curriculum and pedagogy processes to practice and provide a balanced inclusive curriculum would be incorporating yarning circles and cooperative planning days (Queensland Government, 2011). Many approaches to incorporating Aboriginal and Torres Strait Islander perspectives into the curriculum generally involve Indigenous study units or key components within a general unit of study. This is the most visible part of implementing Indigenous perspectives in schools, it is often difficult to maintain a culturally appropriate curriculum as perspectives themselves are not embedded into the curriculum unless they are consistently and explicitly found within the curriculum. Schools themselves incorporate selection inclusion to make content choices regarding Indigenous perspectives within the curriculum. 5.4 Recommendations
As educators, we need to ensure Aboriginal perspectives are embedded in the curriculum and inclusive pedagogy is utilised. It is only when Aboriginal students find a sense of place and
belonging within the school system that their academic achievement level and performance will improve. Recommendations to what future studies and schools could consider are of utmost importance to ensure Indigenous perspectives are embedded within our curriculum for
all students to learn, grow and study. Research conducted by the Australian Government Indigenous studies have noted there is not one simple strategy that needs to be implemented for the successful embedment of Indigenous perspectives (Australian Institute, 2023). Various strategies are required to be implemented at a whole school level to address the multiple and interrelated factors affecting education outcomes for Indigenous Australians. These factors include access and participation through family and community engagement, ways in which further assistance can be provided to improve home learning environments, mentors and culturally inclusive strategies to eliminate racism. Different approaches have been used to improve the educational attainment and retention of Indigenous Australian young people, programs that tend to have creative collaborations where communities interact with parents and communities have seen students more engaged in their overall education. The recommendation put forward by the Australian Government National Indigenous Agency
recommends adding units designed to enrich existing curriculum content instead of changing the core assumptions, values and logic of the curriculum itself. Incorporating new policies and units regarding Indigenous perspectives and culture will overall improve their engagement and educational outcomes (Australian Institute, 2023). For many educators embedding Aboriginal and Torres Strait Islanders perspectives in their curriculum is a daunting process. Words like offensive, stereotypical and tokenistic when used about Aboriginal and Torres Strait Islanders programs can often have a debilitating effect. Educators are so worried about doing or saying the wrong thing that they tend to do nothing at all. Educators need to start where they feel comfortable and comfortable and often these experiences can be seen as a tourist approach such as listening to didgeridoo music and painting with red, black and yellow colours. Eventually, we want educators to begin thinking more holistically and embed Aboriginal and Torres Strait Islander perspectives within their curriculum instead of having them tacked on and separate. Embedding Indigenous perspectives in the curriculum is a multifaceted approach that includes using both Aboriginal and Torres Strait Islander pedagogies. The Koori curriculum has general principles that can be utilised when supporting educators to embed Aboriginal and Torres Strait Islander perspectives in their program such as including a balance of contemporary, traditional, urban,
regional and local perspectives. Holistically programming and planning to embed an Aboriginal and Torres Strait Islander perspective in context students will understand and connect with. Celebrating culture with all age groups and including Aboriginal and Torres Strait Islander perspectives every day not only on significant dates or cultural periods. Whilst the Koori Curriculum principles are useful as a guide, many educators still face developing their cultural confidence and capacity (DoE, 2022). 6.0 Summary and Conclusions
In summary, this literature review identified the importance of embedding Indigenous perspectives within Australian School curriculums. It drew on the empirical studies from scholars Sefa Dei, Carter, Kanu, Purdie & Buckley to identify and discuss the complex challenges teachers face incorporating Indigenous perspectives within their curriculums. Similarities were drawn from teachers' lack of confidence and knowledge in discussing and incorporating Indigenous histories for fear of overstepping boundaries. The magnitude of attendance problems and post-impact seen over the past decade from embedding yarning circles acknowledge of country and NAIDOC week on Indigenous student's school attendance. The recommendations and approaches of personal reflections, whole school ethos and classroom ethos were successfully critiqued throughout in hopes schools will employ these strategies to work towards providing a more inclusive curriculum that embeds Indigenous perspectives as a whole school.
7.0 List of References:
AHURI. (2020, July 27). Incorporating indigenous knowledge and perspectives into the development of Australian cities
. https://www.ahuri.edu.au/analysis/brief/incorporating-indigenous-knowledge-and-
perspectives-development-australian-cities
Austin, J. (2011). Relationship to place: positioning Aboriginal knowledge and perspectives in
classroom pedagogies. Critical Studies in Education
, 52
(1), 65–76. https://doi.org/10.1080/17508487.2011.536513
Australian Bureau of Statistics. (2019). Education Statistics for Aboriginal and Torres Strait
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Islander Peoples
. ABS. https://www.abs.gov.au/statistics/people/aboriginal-and-
torres-strait-islander-peoples/education-statistics-aboriginal-and-torres-strait-
islander-peoples/2018-19
. Australian Institue of Health and Welfare. (2023). Determinants of health; 2.05 Education outcome for young people
. National Indigenous Australian Agency https://www.indigenoushpf.gov.au/measures/2-05-education-outcomes-young-
people#:~:text=AIHW%20analysis%20of%20Census%20of,%2C%20and
%2068%25%20in%202021
Aikenhead, G. S. (2001). Integrating Western and Aboriginal sciences: Cross-cultural science teaching. Research in Science Education, 31, 337-355.
Baynes, R. (2016). Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum. The Australian Journal of Indigenous Education,
45
(1), 80-90. doi:10.1017/jie.2015.29
Department of Education. (2006). Embedding Aboriginal and Torres Strait Islander perspectives in schools
. Brisbane: Queensland Government
Department of Education. (2022). Embedding Aboriginal and Torres Strait Islander perspectives through program and practice.
NSW Government
Carter, T. (2004). Scoping Research on Issues for Municipal Government and Aboriginal People Living within their boundaries (pp. 5-7). Federation of Canadian Municipalities
Kanu, Y. (2011). Integrating Aboriginal perspectives into the school curriculum. Toronto: University of Toronto Press Purdie N & Buckley S 2010. Closing the Gap Clearing House: Australian Institute of Health and Welfare and Australian Institute of Family
Studies https://research.acer.edu.au/cgi/viewcontent.cgi?
article=1045&context=indigenous_education
Sefa Dei, G.J. (2008). Indigenous knowledge studies and the next generation: Pedagogical possibilities for anti-colonial education. The Australian Journal of Indigenous Education, 37 (Suppl.), 5–13
Sefa Dei, G. J. (2011). Introduction. In G. J. Sefa Dei (Ed.), Indigenous philosophies and critical
education (pp. 1-13). New York: Peter Lang.
Michie, M. (2002). Why Indigenous science should be included in the school science curriculum. Australian Science Teachers Journal, 48 (2), 36–40
Queensland Government. (2011). Embedding Aboriginal and Torees Strait Islander perspectives in schools; a guide for school learning communities. https://earlychildhood.qld.gov.au/fundingAndSupport/Documents/eatsips_2011.pdf
Quince, S. (2012). Coral Secondary School. Indigenous education: A learning journey for teachers, schools and communities (pp. 49-62). Rotterdam: Sense Publishers.
Acknowledgement of use of AI (below)
OpenAI. (2023). Grammarly [Spell check and grammatical errors]. https://app.grammarly.com/