The Importance Of A Culturally Competent Framework

The discourse of whiteness has severely impacted on the educational outcomes for Aboriginal and Torres Strait Islander peoples (herein referred to as Indigenous Peoples). The discourse is based on an ontology founded on overt racism, discrimination, prejudice, exclusion and dispossession and towards all Indigenous Peoples. Subsequently, the history of Indigenous Peoples experiences in relation to education is extremely negative. They have been denied the right to the same education as non-Indigenous students, frequently expelled and continually forced to deny their cultural identity. The discourse of whiteness has resulted in pedagogies and pedagogical practices that are overly racist and not inclusive of Indigenous Peoples culture. To improve future educational outcomes it is necessary to decolonise Australia and rewrite the curriculum so that it is inclusive for all students.

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

Good morning ladies and gentlemen, I am here to discuss the effects that Neville Bonner had on the land rights and freedoms of aboriginal Australians. Australia has a history of discrimination. This is proven by the amount of effort it took to change the rights of indigenous Australians. One of the most effective aboriginal Australian’s was Neville Bonner, who I will speak about today. Neville Bonner had a significant impact on the rights and freedoms of indigenous peoples due to his involvement in parliament and his determination to live freely as an aboriginal. We will discuss throughout the speech Neville’s background and childhood, the changes he made to the rights of aboriginal peoples and who they impacted, as well as why he decided to make a difference to the lives of aborigines.

The rights and freedoms of Aboriginals have improved drastically since 1945 with many changes to government policy, cultural views and legal rules to bring about a change from oppression to equality. Unfortunately on the other hand, some rights and freedoms have not improved at all or have even worsened.

Stan Grant’s speech ‘Racism and the Australian Dream’ (2015) effectively reminds the Australian population of the racism and harsh inequalities indigenous Australians have faced in the past and still face today. In reminding us of this reality, Grant engages us to discover issues of civic participation in Aboriginal people and in doing so perpetuates a need for social change. More?

For the last 200 years Indigenous people have been victims of discrimination, prejudice and disadvantage. Poor education, poor living conditions and general poverty are still overwhelming issues for a large percentage of our people and we remain ‘as a group, the most poverty stricken sector of the working class’ in Australia (Cuthoys 1983).

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.

For my first event I took a friend to a movie night hosted by the Notre Dame Student Association and students from the Aboriginal People unit. They organised a free viewing a movie by John Pilger called Utopia and a follow up survey. This extraordinary film gives a deep insight into the First Australians struggles of harsh dispossession and the ongoing deaths and poverty. Pilger puts the hard word on many members of the Australian government who are responsible for many deaths, explorations, betrayals and breaches to Aboriginal peoples human rights. This film was very moving and had a great impact on myself who had already studied a lot of this content but seeing it again in a different way opened my eyes even more to the sadness and grief suffered by Aboriginal people due to discrimination and lack of justice. As for my friend she was greatly saddened and shocked by what she has seen. Coming from a very English background she expressed feeling somewhat guilty about what had happened and how disappointed she was in the Australian government on this matter. The movie inspired a lengthy conversation about the importance of righting past wrongs for Aboriginal people and spreading awareness to her family and friends. It was also interesting to discover that when moving to Australian from England in 2010 that she had noticed a great deal of racism towards

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

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

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

EVALUATE THE EFFECTIVENESS OF THE CAMPAIGNS FOR INDIGENOUS RIGHTS IN AUSTRALIA IN THE PERIOD 1965 – 2014

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.

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”

Whilst he made the most of the opportunities offered to him, he remembers the severe discipline of the home, mainly after the death of Father Smith. During the years he had in Adelaide Charles started to understand the enormity of discrimination and injustices of Aboriginal people. Charles' extraordinary soccer skills is what led him to gain an education, through a soccer scholarship at Sydney University. In 1965, Charles and one other Aboriginal student at University of Sydney was very determined to broadcast