Indigenous Australian Histories

For children, a bilingual education links up with enhanced numeracy and literacy skills. For Indigenous children, the teaching of their culture along with Australia’s modern cultures, throughout learning and development, children are better able to engage with the general culture, while still maintaining their own cultural identity (Gugu Badhun Limited, 2012). Thanks to the United Nations Declaration on the Rights of the Indigenous Peoples (UNDRIP), the Indigenous people are being given back their rights in regard to their language and in turn cultural identity. The Aboriginal Cultural Heritage Act (2003) is a new promise that the cultural heritage of the Indigenous people will be recognised, protected and managed in Queensland. These are just a few of the reconciliatory ways Australia is giving the Indigenous back the respect and rights they

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

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.

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.

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

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.

Through my life, I have seen several different approaches to Indigenous people’s rights and importance in Australia. I have been fortunate enough to visit Ayers Rock and undertake a tour which allowed me to see Aboriginal culture in art and drawings as well as hearing Dreamtime stories from guides. I have also witnessed family friends who have been severely racist and disrespectful of Indigenous heritage and history. I also was lucky to work with some Indigenous students who were in Reception during my Professional Experience 1, and I was able to see first-hand how a culture clash can affect a student’s behaviour. I feel that even before entering this course, I have had the privilege of being able to observe both positives and negatives

Embedding Aboriginal and Torres Strait Islander perspectives in the curriculum has now become a high priority amoungst schools across the nation. The Australian Curriculum, Assessment and Reporting Authority (ACARA) (2013), recognises “that the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority is designed for all students to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures”. By including this, the curriculum will continue to see Indigenous culture throughout school become part of the norm. Furthermore Indigenous Australian perspectives can and should be included in the classroom and any barriers that arise can be overcome.

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,

Education is fundamental to growth, the growth of the individual, and the growth of a nation. Anthropologically this can be seen from the earliest of developments of human societies where practices emerge to ensure the passing of accumulated knowledge from one generation to the next. In the centuries since the invasion and colonisation of Australia in 1788, colonist authorities and governments have dominated the making of policies regarding most major aspects of Australian life, including the lives of Indigenous Australians. The enactment of these policies and legislation, whether targeted at society as a whole or directly at education, has had significant and most often negative causal impact on Aboriginal and Torres Strait Islander peoples, resulting in not only poor educational outcomes, but the loss of cultural identity, the development of serious issues in health and wellbeing, and the restriction of growth of Aboriginal communities. Moreover, there has been an ongoing pattern of the adoption of ill-informed policies in Australia, resulting in these poor outcomes and cultural decimation. Aboriginal people have developed a wariness, a mistrust, and even an attitude of avoidance to engage with non-Indigenous officials and those who they associate as their representatives, i.e. personnel working within

As a future educator, it will be my job to continue acknowledging, valuing and teaching Indigenous origins, histories and cultures using the Australian Institute for Teaching and School (AITSL) standard 2.4 and the Australian Curriculum. This will give my future students a better understanding that Aboriginal and Torres Strait Islander people were the first custodians of our Australian land and of their origins. They lived in Australia 60,000 years before the British settled in 1788. I will teach an Australian historical time line prior to 1788.

Topic:  Discuss ways of incorporating Aboriginal and Torres Strait Islander histories and cultures into classroom curriculum. In your essay you may wish to develop your ideas using the Australian Curriculum conceptual framework for embedding Aboriginal and Torres Strait Islander histories and cultures.

It also provides students the knowledge and understanding of history by revealing “the importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area” (ACARA, 2015,

The last twenty years has seen these themes played out in both policy and practice. Indigenous self-determination had played a big part in educational policy since the 1970s but by 2012 Marcia Langton in her Boyer Lectures attacked the concept as a “vaporous dream” (Schwab, R.G., 2013,p. 212)with critiques fuelled by the Little Children Are Saved Report. Langton saw Noel Pearson’s Cape York Aboriginal Australian Academy as an alternative model focused on outcomes but incorporating Indigenous art, culture and sport. This is actually a “top down”

Australian Aborigines are thought to have the longest continuous cultural history in the world. Yet, within a hundred years, the near extinction of the Aboriginal culture almost occurred. This single event, the invasion of the Australian continent by European settlers, changed the lifestyle, the culture, and the fate of Australian Aborigines. Their entire lives were essentially taken away and they were forced into a white, European world where the lifestyle change could not have been any different. Aborigines in Australia today are struggling to deal with a past in which they lost touch with their culture and now are trying to regain some of that cultural identity.