Stereotypes In Indigenous Education

The reading focuses on two main points regarding Indigenous students school attendance. The first of which calls attention to the fact that Aboriginal students are at the highest risk of regular non-attendance due to a range of cultural, medical and school-based related issues. This is a statement that is supported by numerous journals and articles including, but not limited to; ‘School attendance and retention of Indigenous Australian students’ (Purdie & Buckley, 2010) and ‘Indigenous school attendance: Creating expectations that are ‘really high’ and ‘highly real’.’ (Dreise, Milgate, Perrett, & Meston, 2016). The 2006 Australian census also found an alarming difference in attendance between Indigenous and non-Indigenous students that only grew as the children aged (Australian Bureau of Statistics, 2010).

The injustice of stereotypes begins with depictions of diverse groups as uniform. For Indigenous Australian stereotypes, there are prevailing negative views of laziness, welfare abuse, substance abuse, and criminality (Perkins, 2014). Initial negative stereotypes of Indigenous Australians were based on social-Darwinist theories (Harrison & Sellwood, 2016). However, contemporary stereotypes might be attributed to ignorance of Australia’s past paternalistic colonialism on contemporary Aboriginal and Torres Strait Islanders. Stereotypes negatively impact the Aboriginal and Torres Strait Islander peoples. This is clear in constructing identity, and the expectations others have of Indigenous Australians.

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.

Native Americans as a whole have been typecast as drunks ever since the coming of the white man’s “fire water.” TS Naimi, MD et al. reports that alcohol is responsible for 11.7% of all American Indian and Alaska Native deaths, compared to 3.3% for the U.S. general population (939). This disturbing discrepancy reinforces the age old notion of the “drunk Indian.” Generalizations aside, is there some truth to this stereotype? Are Indians more likely than other races to be drunks? Of all the races, “Native Americans have the highest prevalence (12.1%) of heavy drinking…A larger percentage of Native Americans (29.6%) also are binge drinkers” (Chartier and Caetano 153). Although some research has been done on genetic causes, little is

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.

In the Indigenous community, when the community is faced with a trauma, it takes seven generations for the community to heal (Trimble, 2015). People may underestimate how oppressed and how much suffering the Indigenous communities had to struggle with, and continue to struggle with these issues today. We may underestimate how severe the situation is because many of us were not taught much about the impact of colonization on the Indigenous communities in school. There are many myths people may have concerning Indigenous life experiences, particularly schooling. To address these myths, I would begin by giving a brief history of residential schools. I would then analyze how residential schools have impacted the indigenous community and how they continue to affect them today. I would also mention the current issues children on reserves are facing today regarding school. Lastly, I would mention some of the progress that has been made. I will use the work of Sefa Dei to demonstrate the importance of community in education regarding the Indigenous people.

They face a lot of challenge in local schools. They are the targets of physical and verbal bullying. For the author, he experienced bullying and special treatment on the first day of school. He got into a fight with a white boy because he was making fun of the way they dressed. However when the principal came, he did not question the white boy about the fight but rather asked if he needed to call the police. It was because his father was a wealthy businessman. He would not care to ask how the author was feeling because he was native and poor (Louttit, 2013, p.29). The setting in the school was arranged based on the race rather than ability. All the aboriginals were in one classroom like a melting pot. The school explained that they should support each other to graduate therefore it is good to be in the same room. Ironically, their drop out rate was very high (Louttit, 2013, p.29). Some of the reason include: they do not feel belong to the mainstream culture; unequal treatment by teachers and peers; need a job to “assist their low income families financially”( Lamb, 2012, p.256). In French class, the teacher told the author that he did not like aboriginal people; he could only graduate if he would not go to class (Louttit, 2013, p.30). Thus, aboriginals bond more with other marginalized group, which they feel more belong. From there, they learn

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.

The representation of Indigenous Australians in fiction and nonfiction texts are influenced by a range of factors. In the contemporary world of multicultural Australia, there has been a variety of ways groups of people are represented in texts. The Indigenous population is often portrayed in ways that strengthen harmful stereotypes. However, there are also a variety of positive outlooks and portrayals expressing their strength and achievements. In texts studied in year 8 English, the representation of Indigenous Australians in Crow country are characterized as outcasts and reflect cultural distinction. Newspaper articles regarding “Adam Goodes” demonstrates how preconceived thoughts from many Australians destroys sporting stars outlook upon

Many races are unjustly victimized, but Native American cultures are more misunderstood and degraded than any other race. College and high school mascots sometimes depict images of Native Americans and have names loosely based on Native American descent, but these are often not based on actual Native American history, so instead of honoring Native Americans, they are being ridiculed. According to the article Warriors Survive Attack, by Cathy Murillo (2009) some “members of the Carpentaria community defended Native American mascot icons as honoring Chumash tradition and the spirit of American Indian Warriors in U.S. history and others claimed that the images were racist stereotypes” (Murillo, 2009). If people do not attempt to understand

Native American culture is one that is misunderstood and stereotyped in many different ways. After Europeans colonized North America they began to make assumptions and opinions on Native American culture, many of which were misconcenceptions. Since Native American culture was so different then western culture, many Europeans treated it as if it was not a legitimate way of life, instead something that was of the past. With this point of view, many began to build stereotypes for Native American people. These varied from them only being guides for Europeans as they explored North America, to them being sexual beings since Native American culture gave men and woman a more equal distribution of power. Whatever impression the Europeans had, they were unable to widely understand what Native American life was really like and how it was affected by westward expansion. The artist Kent Monkman comments on this falsified reality in his painting The Trappers of Men, where he alludes to many different stereotypes that are associated with Native

This picture is a native American tying a white guy up to a tree, and cutting his hair off. I think this picture stereotyped native Americans because the were not used to the modern world. They tied anyone that did belong to belong to society. They weren't fulmar with the products that modern people like a hair grower. I think we do because some people do not know better in terms of culture. We also maybe inflicted on what other people about someone's culture. Since that's what we hear we take to heart and maybe not research someone's culture. I think we can make people look inferior by bullying them. The Native American man tied the white men up, and cut his hair off. That was a form of bullying and people can break emotional if they are

In many Stories and movies About Indians the story tellers try to make the Indians about to be savages. Have you read “Plymouth Plantation”, “desperate crossings”, and the “narrative of captivity”? In all these stories the Writer depict the Indians as the savages. In my opinion the Europeans are the real savages. The Europeans’ had made up stories about the Indians and called them savages, and cannibals. The Europeans are the savages in these stories, not the Indians.

Perpetuation of Native American Stereotypes in Children's Literature Caution should be used when selecting books including Native Americans, due to the lasting images that books and pictures provide to children. This paper will examine the portrayal of Native Americans in children's literature. I will discuss specific stereotypes that are present and should be avoided, as well as positive examples. I will also highlight evaluative criteria that will be useful in selecting appropriate materials for children and provide examples of good and bad books. Children will read many books as they grow up.

Furthermore, it has been established that the continuousness of “social disadvantage” (Dobia & O’Rourke, 2011, p.5) for Indigenous Australian students, can “act as a barrier to learning” (AIHW, 2014, p.4). Students may become “disengaged” (AIHW, 2014, p.6) from a combination of various social factors, and may develop mental health disorders, resulting in these students avoiding or performing poorly in school. The ways that Indigenous Australian students are affected by “social disadvantages” (Dobia & O’Rourke, 2011, p.5) vary, however, research suggests that they continue to include a combination of major contributing stress factors such as “low parental income, low education attendance, cultural differences” (Commonwealth of Australia, 2007), and, a “high degree of chronic health conditions in the family” (Telethon Kids Institute, 2006, p.38). Purdie and Buckley (2010) propose that “the lack of recognition by schools of Indigenous culture and history, the failure to fully engage parents and the community, and, the ongoing disadvantage in many areas of the daily lives of Indigenous Australians” (p.3), has continued to act as a consequence in the classroom for Indigenous Australian students. This has resulted in the continued decrease of educational outcomes for Indigenous Australian students.