The Gap Between Aboriginal And Torres

Aboriginal and Torres Strait Islanders Aboriginal and Torres Strait Islander people have faced disadvantages in various areas, particularly housing. The disadvantages these people face now are the result of policies introduced by the European settlers, then the government. The policies introduced were protection, assimilation, integration and self-determination. It is hard to understand the housing disadvantages faced by Aboriginal and Torres Strait Islander people if their history is not known.

Australian government today recognises that educational policies regarding Aboriginal people cannot be made without considering social and economic policies aimed at improving outcomes for Aboriginal communities in general (TICHR, 2006). Main contemporary issues facing Aboriginal communities are proving land ownership, remoteness, health status, education and employment status and social attitude of Non-Aboriginal population towards the Aboriginal communities (Challenges facing the Indigenous communities today, n.d.). Tackling this issue is not a simple task: the document “National Indigenous Reform Agreement” (2010) which aims to improve outcomes for all Indigenous Australians recognizes that this process needs approach from different aspects, taking into account “seven key building blocks: Early Childhood, Schooling, Health, Economic Participation, Healthy Homes, Safe Communities, and Governance and Leadership” (as cited in DET Queensland,

The Stolen Generation refers to the many Aboriginal and Torres Strait Islander children who were forcibly removed from their families and assimilated into European communities between 1880 and 1970. These children were made to adopt white culture in attempt to allow aboriginal people to “die out”, through forced rejection of their heritage and banning the use of their own language. Children faced physical, psychological and sexual abuse, sexual and labour exploitation, racism, grief, and suffering. Between 1 in 10 and 3 in 10 Aboriginal and Torres Strait Islander children were taken by government, church, or welfare authorities and placed into institutional or foster care with non-Indigenous families.

C. (2009). Is ‘Close the Gap useful approach to improving the health and wellbeing of Indigenous Australians?. Australian Review of Public Affairs, 9(2), 1-13.

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.

What are some of the key issues teachers need to consider for working successfully with Aboriginal and Torres Strait Islander students?

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

Australia is one of the country that has grown to be the most diverse in the world. Many people come from different country, different ethnic background and different beliefs/religions. We want to enrich children’s experiences of diversity. At the same time we want our children to also experience, learn and explore Aboriginal and Torres Strait Islander because they are the Australia original inhabitants.

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

To expand our understanding of the development of partnerships with Aboriginal and Torres Striate Islander people, I will discuss the following points.

I will consult the Protocols for Consultation and Negotiation with Aboriginal People (1999) and Proper Communication with Torres Strait Islander People (n.d.), these documents include history and its impacts, significant issues, Aboriginality, communication techniques, consultation and negotiation and

Dockett, Mason & Perry (2006) highlight that effective transitions are not coincidental but require collaboration and planning, as well as thoughtful consideration which includes the process of critical reflection. This builds and strengthens quality relationships to empower the children’s families and communities to participate and be involved at school. Leading on from this, the authors also emphasise the significance of having the richness of Indigenous culture embedded and visible in school programs and environments. For example, recognising and acknowledging the importance of seeking Indigenous elders to clearly define protocols and procedures, displaying relevant and meaningful aboriginal art work and cultural items.

In Australia, the organization, Australian Institute of Aboriginal and Torres Strait Island Studies (AIATSIS), was established to “promote knowledge and understanding of Aboriginal and Torres Strait Islander Cultures, traditions, languages…” (AIATSIS, 2017). It has conducted several surveys on Aboriginal language and received funding for the spreading of Aboriginal language. In their survey, they figured out that it is important to involve the community members in Indigenous language preservation activities and have adequate accesses to language resources (Marmion et al., 2014). On the state level, none of the Acts on Aboriginal heritage protection put in to action protects the Aboriginal language directly either.

A potential useful work practice could be to employ an Indigenous person to hold a position within the service, they can work together with the qualified educators, form a partnership, to deliver a high quality education whilst providing a culturally safe, welcoming, open service. An elder within the Aboriginal community that could deliver stories to the children, provide their knowledge of how to work with the ATSI children and at the same time gain employment would be useful to both parties in the

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians