Aboriginal And Torres Strait Islander History

In regards to the AITSL standard 1.4, it is essential to include a curriculum and teaching practices, which respects Indigenous peoples perspectives in order to build positive learning relationships between educators and their students in the classroom. Educators can incorporate various approaches in many ways; however, they must ensure that the curriculum is applicable and respectful towards Aboriginal Torres Strait Islander knowledge, ensure they continuously develop and release engaging and culturally inclusive curriculum in learning environments. As for literacy and numeracy accomplishments, it is essential to advance in teaching practices of valuing and respecting the knowledge of including Aboriginal Torres Strait Islander language.

The Australian Curriculum currently is struggling with incorporating indigenous perspectives as a key focus in the curriculum properly. It is lacking the ability to normalise indigenous knowledge and instead represents

The work written by Tony taylor is a reliable source, however it does contain some bias on the subject of Aboriginal history. The source is used as an example of how bias can affect revisionist history, and that revisionism can be affected by outside factors. The source is quoted several times throughout the report, and can be seen as an example against the work written by Keith Windschuttle, The fabrication of Aboriginal history. However throughout his work there are numerous slanderous comments made towards the historian as a person, which could showcase an ulterior method to the work, in which the historian uses the work to target a person, rather than the information that he has provided. Overall I believe the source in most parts is reliable, however the Validity of his statements is questionable and are rebutted by keith Windschuttle quite easily. The most prominent strengths of the

In relation to teaching Indigenous origins, history and culture - the demonstration of the Australian Institute for Teaching and Schools (AITSL) standard 2.4 will assist me. “The Australian Professional Standards for Teachers (the Standards)* reflect and build on national and international evidence that a teacher’s effectiveness has a powerful impact on students” (Australian Institute for Teaching and School Leadership, 2012). There are seven teaching standards that can guide teachers and improve their

The structure of this paper will follow the Cultural Competency Framework as a means for exploring the above stated speeches. This framework moves through knowledge; informed practice/informed decision; and positive/effective learning and development. At the knowledge stage the content, importance and effect of the speeches will be explored, as well as their context. To address informed practice/informed decision the paper looks more closely at the issues which are raised in the speeches and their impact on Indigenous Australians. Finally positive/effective learning and development will be acknowledged through the exploration of the education implications that these issues can have in the classroom.

I have not had a lot of experience with the Aboriginal culture apart from viewing Welcome to Country ceremonies at community events and listening to Acknowledgment of Country within school assemblies and events spoken by non-Indigenous people. I have visited many significant landmarks and historical areas relating to the Aboriginal culture within my area but hope that this critical reflection journal will help me to develop a greater understanding, awareness and knowledge of the first and traditional custodians of the country in which I now live. This journal will analyse the topics of: Acknowledgement to Country, Introduction to the unit and Preparation to teach; Identity culture and stereotypes; and, Indigenous Australian Histories and Policy and how these may impact on my pedagogy and future

Research an aspect of Australian history (e.g. policy, practice) and outline the ways in which this aspect has impacted on Aboriginal people and Aboriginal education.

Indigenous education is utmost challenging to incorporate throughout the holistic approach in schools. This is why educators need to incorporate Indigenous perspectives in all units of work to build a safe, positive, yet constructive learning environment for students, families and the community. By undertaking this all students can learn in different ways to build an understanding of the history, beliefs, and Australian heritage.

This week’s learning has significantly developed my awareness of Indigenous origins, history and culture. I discovered the multiple recordings of Indigenous origins and events that occurred before and after European settlement. Before starting this unit I did not have proper knowledge of previous government policies of discriminating the lives of Indigenous Australians such as protection, assimilation, integration, self-determination, multiculturalism and the Howard Government’s mean-spirited practical reconciliation (Harrison & Sellwood, 2016); and how Indigenous Australians struggled to earn the equality (Miller, 2012) to reach the current policy of ‘Closing the Gap’. What this week’s learning have highlighted that today Australian classrooms acknowledge, respect and deliver Indigenous Australian histories more adequately than ever before. I now understand that Indigenous perspectives would help students to learn the interconnectedness of Indigenous histories and relate these to contemporary life for Indigenous Australians (The Department of Education, 2017). This understanding is essential for me to evaluate my own knowledge of Indigenous Australian histories and policies to develop a holistic approach to include Indigenous perspectives in classrooms.

The education system which has been operating in Australia and in New South Wales since the time of white settlement has failed to meet the minimal needs of Indigenous Australians. There is a long history of inadequacies in educational programs where Aboriginal Australians are concerned. Unfortunately, it has only been extremely recently (in approximately the last decade), that the importance of adapting the teaching styles in the classrooms to meet the needs of the Aboriginal children of New South Wales and Torres Straits Islanders has begun to be realised (Perry, 2006, 1-2). Part of this has been an acknowledgement that there are fundamental differences existing between the values of the Indigenous and the non-Indigenous Australian. To wit, Australian Aboriginal communities tend to make their focus the welfare of the group, while non-Indigenous Australians tend more to concern themselves with their own individual wellbeing (Harrison, 2004,

Teachers in Australia have the responsibility of catering to the learning needs and abilities of the students in their classroom. Additionally they are also responsible for catering to the unique cultural backgrounds of each student, in particular the cultures of Indigenous Australians. The teacher can cater to the diverse and complex Indigenous cultures by creating a learning environment that is based on effective student engagement for Aboriginal students. Studies have shown that Aboriginal students are currently not academically achieving as well as non-Aboriginal students (What Works: Core Issue 5). Closing the academic performance gap is considered a national priority. As a result, the Aboriginal Cultural Standards Framework has been developed to ensure that schools are delivering the best possible education to all students, specifically those who identify as Aboriginal. During term 3, 2017, I completed my final practicum at Baler Primary School in a year 4 classroom. The students in my class came from a diverse range of cultural backgrounds, many of which identified as Aboriginal. Throughout this essay I will use examples from my final practicum at Baler Primary School in South Hedland to discuss how to make learning engaging, accessible and culturally responsive for Aboriginal students.

It is vital for teachers to recognise indigenous literacies and aboriginal English in all classrooms as it builds a sense of equality and a non-discriminating environment. As a future teacher I believe that it is my role to create a classroom that mirrors these key factors, as it will build the foundations for a nourishing learning environment. This type of learning environment will aid in linking the students parents and the surrounding community together that encourages an equal society.

In this essay we will try to provide a brief overview of educational issues of Aboriginal communities in Australia and Victoria and the elements that influence the educational outcomes of young Aboriginal people, such as culture and contemporary challenges. In addition to this, the inclusion of Aboriginal content in the Victorian curriculum and classroom practices will be explored as well as contemporary government policies.

Throughout the last fifty years two diametrically opposed views have played out. H.C. Coombs argued that the priority was to use the curriculum and teaching methods to rebuild and sustain traditional Aboriginal culture destroyed by colonisation, racism and oppression. He supported Moira Kingston’s view that all Aborigines had a “world view derived from the Dreaming and irreconcilable with the demands of a modern industrialised market economy.” Sir Paul Hasluck represented the opposing assimiliationist view that schools should give priority to literacy, numeracy and technical and scientific knowledge to asssist integration in the workforce.Many theorists and practitioners have focused on the one third of students in Aboriginal schools with a specifically Aboriginal education rather than the majority attending the same schools as non-Indigenous children. In either case major problems were indentified with Aboriginal education by 2000.

There is a height of significance when it comes to embedding Indigenous perspectives in the curriculum and in schools. For Aboriginal and Torres Strait Islander children and families, their students thrive in educational environments where staff respect and promote strong Indigenous culture and identity, build collaborative relationships and set high expectations (Kerley, 2015). Abiding by this principle would see students thriving for higher education, recognizing this has made it quite common for schools to introduce indigenous programs or units. These are put in place for the purpose of being extra support to not only Indigenous students but for everyone at school serving as a source of information and guidance. By incorporating these Units, cross-curriculum