cultural understanding final essay

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Based on one of the six topics above, describe how this issue of equity manifests in school education, including the curriculum, pedagogy, policy and practice. In your response, you need to consider the implications for marginalised young people, with specific reference to your chosen topic, and their access to equal outcomes. Using appropriate theoretical concepts explored in subject TEAC7023 (Culture, Subjectivities and Schooling) explain how these concepts help to inform your understandings beyond mere description. What are the implications for teachers and their teaching? Topic: Indigeneity All young individuals in Australia have the right to an education, as it prepares them with expertise, knowledge, understanding, and values necessary to grab the opportunities and navigate challenges in today's world Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA] (2000). However, ensuring equal benefit of education for Indigenous Australians remains a significant issue for the country. The discrimination in educational outcomes among Aboriginal and Torres Strait Islander peoples and the broader population continues to be prevalent, with least progress attained for a long period Beresford et al. (2012). Thus, to close the gap in education, the Aboriginal and Torres Strait Islander Education Action Plan (2010–2014) was made to advance in educational outcomes for Indigenous Australians Ministerial Council for Education, Early Childhood Development and Youth Affairs [MCEEDYA] (2010). This essay will analyse the achievement gaps in NAPLAN between Indigenous and non- Indigenous students and the factors which result in student’s education attainment and education academy factors which are socioeconomic background, ethnicity, support, language spoken, and attendance percentage. Education has long been considered as a crucial factor in closing the gap in addressing the disparities faced by Indigenous Australians. An important concern in policy discourses related to increasing the academic participation and success of marginalized groups within Western contexts. Indigenous students perform significantly lower compared to the non- Indigenous students across all academic indicators, for example, Indigenous students’ low levels of literacy

and numeracy achievements, school attendance and retention, and underrepresented in post- graduate education Australian Bureau of Statistics (2006). Such low performance is linked with the advance levels of financial and social deprivation which continue to damage Indigenous communities. According to the National Assessment Program - Literacy and Numeracy (NAPLAN) data suggests that the Aboriginal students in remote areas are experiencing degradation and discouragement in academic outcomes Cobbold (2015). Progress in academic results for Aboriginal students is considered as one of the most important issues in Australian education DPMC-Cwth (2017). By Year 3 inequality of success is already a very significant gap for reading, writing and numeracy among indigenous students and their non-indigenous peers. The national gap for reading was 19.7 percentage points in 2009, for writing 16.7 and for numeracy 21.2 percentage points. In terms of actual percentages, nationally 94% of non- indigenous students obtained the national minimal standard or above, then 75% of indigenous students by Year 3 MCEECYDA (2010). Those States and Territories with the great number of indigenous Australians in remote areas demonstrate the huge success gaps by Year 3 Since many years, there have been growing concerns that standardised tests are culturally improper and not conducted in Indigenous languages Devlin (2011), which has been disputed as a cause for poor outcomes. In addition, it is discussed that these tests are linguistically and theoretically unknown to Indigenous students. While these reasonings seem to be culturally sensitive, it can be considered as giving excuses instead of taking action by government institutions Wigglesworth & Simpson (2009). In 2008, despite the initiation of the National Assessment Program in Literacy and Numeracy (NAPLAN), the outcomes continuously demonstrate significantly lower academic results for Indigenous students, especially in the Northern Territory. The student factors that have been found to influence educational attainment include socioeconomic status, whether students speak the language of instruction as their first language, the ethnicity of students, and the attendance rates of students. The education system factors that will be explored include the student-teacher ratios and the degree of remoteness of schools. The facts which result in student’s education attainment are widely associated to student background circumstances and education academy factors. In addition, student background

factors observed are socioeconomic background, ethnicity, support, language spoken, and attendance percentage Coleman, Rachel (2018). Socioeconomic background may have a huge impact on a student’s academic achievement. A low socioeconomic position of students has limited access to capital and education facilities, causing low academic achievement and this could reduce the likelihood of university admission (Azzolini, Schnell, and Palmer 2012). According to Berzin (2010) found that young students from low-income families demonstrate significantly low academic goals than students from higher-income families. Support from parents plays a critical role in student academic achievement, specifically in the shape of social support, including encouragement and great expectations for educational attainment Ahmed et al. (2010). Yet perceiving social assistance has a positive influence on student educational achievement. Firstly, support comes from parents who appreciate education and educated themselves Berzin (2010). Education achievement is also affected by student ethnicity Berzin (2010). Student ethnicity seems to be damaging if the student is from a minority group Berzin (2010). Particularly, Indigenous students might be at further disadvantaged in education because of the distant and minor communities which the Indigenous people reside in and English is not their first language Bradley et al. (2007). A student’s language background effects academic achievement particularly, students who are being studied in a second language have limited education achievement Bradley et al. (2007). This negative impact on academic achievement is extreme specifically when teachers do not have proper support or practice to be teaching English as a second language Simpson, Caffrey, and McConvell (2009). In addition, attendance percentage is also a key predictor of academic attainment results Purdie and Buckley (2010). The impact of missing 10% days of school decreases student academic achievement percentages substantially Purdie and Buckley (2010). Another factor in student academic achievement is the schooling systems which they are located in. Schooling system elements include professional teachers, Teacher-student relationship, the physical learning atmosphere, and resources of school. The quality of teachers can differ based on their pre-service practices, in-service practice, and years of experience in the profession. poor quality teachers are those with limited practices pre-entering and post- entering service, and few years in the profession Harris and Sass (2011);

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