Humanistic-Scientific Divide

As a student coming from a purely humanities background, the idea that gender discrimination could occur in the field of science as a concept was completely alien to me. However it has come to light that gender discrimination in the field of science is not a myth but in fact a harsh reality for which the reasons remain skewed.

Teachers should foster self-worth, confidence and self-efficacy among Aboriginal students. This is important because it can help overcome intergenerational trauma (Menzies, 2013). Schools have played a significant role in creating this trauma in the past through successive bad policy and pedagogy (Harrison & Sellwood, 2016). For example, past practices included low expectations and inappropriate materials with an aim to assimilate Aboriginal and Torres Strait Islanders (Harrison & Sellwood, 2016). Good pedagogy develops students based on pride and confidence and negates shame and confusion (Goodman cited in Department of education and training WA, 2007). For example, the program in Cherbourg State School aims to develop pride in Aboriginal

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

The education system has demonstrably undermined the educational needs of Indigenous students in the past (Fletcher, 1989 and Eades, 1995 as stated In Hanlen; 2002). Though there has been much support invested through the use of money, programs and time, all working towards a decent objective in Indigenous education, there has still been minor developments in the results of indigenous education (Hanlen, 2002).

The main goal of the initiative is to boost Aboriginal student achievement, help close the gap in achievement between Aboriginal and non-Aboriginal students, and increase public confidence in publicly funded education. The document unpacks into eight sub topics: Aboriginal Peoples and Organizations; Culture, Tradition, and Language;Cross-Cultural Perspectives; Celebration; Aboriginal Contributions; Current and Historical Issues. By unpacking the initiative it is easy for educators to navigate through the report.

So if these students are guaranteed an education and only 31% are graduating then we must ask ourselves just why that is. Is it perhaps because “until very recently, First Nations schools did not receive funding to provide services for students” (Kavanagh, 2006) in schools on reserves, or rather because the aboriginal students in schools off reserve they are “inevitably treated as outsiders” (Kuokkanen, 2007). So when First Nations students try to gain their ‘guaranteed’ education on reserve—in a setting where they are presumably most comfortable as they are able to learn more about their own cultures when compared to off reserve schools—they are not given the funding to have the same opportunities as in a school located off of a reserve. And yet still when they go off reserve to acquire their education they are treated as if they should not be there. In all reality it can be said that anyone in the same situation would drop out of school as well as they are receiving a compromised education either way.

The Truth and Reconciliation Report has outlined 94 Calls to Action to work towards reconciliation between Canada and Indigenous people. Action 63 calls for education institutions to improve the curriculum on Indigenous people’s history and to integrate Indigenous knowledge. Currently, research has indicated that there is a lack of Indigenous content in the K to 12 education system and, if taught, it is through a Eurocentric lens. Due to this, non-Indigenous students in university have misguided and preconceived notions of Indigenous people. And as a result, stereotypes are reinforced which leads to microaggressions for Indigenous students in higher education. This is why it is important for post-secondary institution develop Indigenous educational programming that works and that research in this area is

The academic journal, profession publication, and newspaper article I have chosen to review each address the need to improve Aboriginal post-secondary opportunities in Canada. In order to advance Canadian society, Aboriginal people must have access to post-secondary programs that foster and accept the unique worldview of Indigenous people. It is also

Heidi Norman is an Associate Professor at the University of Technology, Sydney who teaches the Social and Political major and Aboriginal Studies elective in the Bachelor of Communication program. She is also a descendent from the Gomeroi nation in North West NSW. As a researcher, she published the first work on Aboriginal Land Rights after extensive research, consultation and collaboration with NSW Aboriginal Land Council (NSWALC) members and local families and communities. Her passion for integrating Aboriginal education within the university has led to the development of an Indigenous graduate attribute which involves actively teaching Aboriginal content within all classroom settings, no matter what degree in order to facilitate conversation

Good education is essential to improving the well-being, quality of life and future prospects of Indigenous children, youth and communities.

By taking into account First Nations epistemology, both in methods and content, learning can become a process that builds on First Australians culture and identity, which in turn, will also enrich the educational experiences of non-Aboriginal and Torres Strait Islander students (Hughes et al., 2004; Yunkaporta, 2009). Furthermore, in order for there to be effective incorporation of First Nations learning styles into school practice, it is of vital importance that school communities, both in and outside of the teaching and learning environment, come together to plan, outline and ultimately implement a curriculum and school ethos that supports First Nations learning styles, culture and identity on a daily basis. Working closely with local community members or elders, school liaison officers and other fellow First Nation teachers is crucial to the success of this process. Santoro, Reid, Crawford, and Simpson (2011) provide further clarification suggesting the time has come that all education professionals listened to, and learned from First Nations teachers. Only then, can the bridges of social injustice, inequality and uninformed assumptions be rebuilt with new found enthusiasm and

Indigenous social advancement has been a top political issue since the 1960’s. Today Indigenous youth can expect much more support and opportunity within education from pre-school through to University, which can be witnessed from enrolment statistics. This social advancement was made possible through the achievements of Indigenous Elders who overcame disadvantage to provide a pathway forwards for their people. Charles Nelson Perkins (1936-2000), was one such man. He was the first Indigenous Australian to graduate from University. This essay seeks to use a culturally competent framework as a charter to explore the legacy of the impact that Charles Perkins life had. In conclusion, the implications this has for a pre-service

Inuit people are less likely to have post-secondary education credentials. The government’s attempt to close the funding gap between aboriginal and non-aboriginal students was unsuccessful and only enforced the ideology of Inuit peoples prejudice. There is ambition within the Inuit community to teach Inuit children with traditional knowledge and methods. There is fear within the community of past knowledge and traditions of being lost. Poverty restricts education, in 2011 more than 70% of natives off reserve graduated high school, compared to 45% on reserve. 59% of students didn’t finish high school. Within the community being a university graduate is considered bad as the Inuit’s believe they have lost the old ways and are pursing

This report navigates the current state of STEM demographic in the country. It examines the reasons why there are less females undertaking STEM majors and gives recommendations on the problems. A brief history on STEM is outlined and the discussion follows with in depth analysis on the subject. STEM is a very critical education discipline with an importance in the economy of the country. Much as it is important, few students choose a career path in STEM. Although, there are more than 50% female students in Colleges and Universities, 12% take STEM related course. Why is this? This report is a compilation of empirical data collected in journals on the same subject explaining

The recent cuts to funding for tertiary education in Australia have forced universities across the country to make cuts to various areas of study. Indigenous education is one area experiencing reduced funding. The School of Indigenous Australian Studies at James Cook University in Cairns is no exception to these cuts. The number of subjects being offered internally is dropping, recently, students were informed that this is due to the school being down to three academic staff and looking to cut back to only one academic staff member in the future.