In summary, teaching Indigenous education in primary schools is an important aspect of children learning about the cultural and historical landscape of Australia. It is essential for 21st Century teachers to have a wide knowledge base of Indigenous issues and perspectives in order for them to create enriching educational environments for Indigenous and non-Indigenous students. In 2010, NAPLAN results recorded that Aboriginal and Torres Strait Islander children preformed below their peers in years 3, 5, 7 and 9 (Jorgensen, Sullivan and Grootenboer, 2014, p. 10). In order for schools to be the catalyst for ‘closing the gap’, teachers need to integrate Indigenous education across the curriculum as a priority, so that Indigenous students can feel included and …show more content…
160). If historically Indigenous students were excluded from the educational context (Jorgensen, Sullivan and Grootenboer, 2014, p. 6), it is more urgent now than ever that Indigenous students feel as if they are valued in the classroom through learning about their own culture and histories. Through the process of teaching Indigenous education, Indigenous students learn about their own cultural contexts while non-Indigenous students learn about the diverse and rich culture that has inhabited Australia for hundreds if not thousands of years. It is only through education that all students, Indigenous or non-Indigenous, can learn about Australia and the richness of the history, cultures and societies within it. The purpose of Indigenous education is therefore clearly to optimise the confidence and capability of Indigenous students and communities and to educate all Australians that Indigenous cultures and knowledge is as equally valid as non-Indigenous cultures in Australia (Beresford et al, 2003 as cited in Young,
Educational systems are one of the primary foundations in the development of early childhood teachings and beliefs. “It has been argued that there is an essential relationship between students' culture and the way in which they acquire knowledge, manage and articulate information, and synthesize ideas.”(Barnhardt, 1999; Bell 2004; Kanu, 2005). Lessons taught to young school children are first fundamental steps in shaping their future ideas, opinions, thoughts and behaviors and how that influences how they view the world and those around them. One of the simplest ways to properly educate Canadians about the lives, history and accomplishments of Aboriginal people is through introducing Aboriginal history beginning in early childhood education. Children are the future; if they are given the proper education and tools to correctly inform future generations they hold the power to correct the impact that decades of stigmatization, marginalization, inequality, colonialism, and denial of responsibility has had on Aboriginal life and spirituality. In order to properly educate these children, educators too must be informed. Previously in Canada, Indigenous education was not discouraged but was also not a required mandate in the curriculum. Pa...
Parbury (1999:64) states that Aboriginal education “cannot be separated” from the non-Aboriginal attitudes (racially based ethnocentricity that were especially British ie. white and Christian) towards Aborigines, their culture and their very existence. The Mission Schools are an early example of the connection between official education policies and key events in Aboriginal history. Aboriginal children were separated from their parents and placed into these schools which according to McGrath (as cited by Parbury, 1999:66) it was recommended that these establishments be located ‘as far as possible’ from non Aboriginal residents so as to minimize any heathen influence that Aboriginal children might be subject to from their parents. Mission Schools not only prepared Aboriginal youth for the manual labour market but also, adds Parbury (1999:67) their aim was‘to destroy Aboriginal culture and replace it with an Anglo-European work and faith ethic.’ Despite the NSW Public Instruction Act (1880) which made education free, secular and compulsory for all children Aboriginal children could be excluded from public schools based on prevailing dominant group attitudes. Consequently, the NSW Aborigines Protection Act (1909) was introduced as a result of a perceived public education crisis and Laws had already been passed, similar to protectionist type policies. This Act gave the State the power to remove Aboriginal children from their families whereby this period of time has become known as ‘Stolen Generations.’ It was during this time that Aboriginal children were segregated from mainstream schools. (Parbury, 1999; Lippman, 1994).
In the article by Erica Neeganagwedgin she examines aboriginal education from pre contact, through the Residential Schools and concludes with contemporary issues in education, focusing on women in multiple sections. Neegangagwedgin argues how colonial education curriculum in Canadian schools are marginalizing and oppressing aboriginal students by rarely including their history, heritages and cultural antecedents therefore creating a ‘denial of the selfhood of aboriginal students” (p.28). She starts by comparing the pedagogy differences between Aboriginals and Eurocentric students the stem of differing worldviews which have created this problem as Canada denies to recognize the Aboriginal worldview as legitimate. Bringing light to the idea that
The first Australian Professional Teaching Standard is ‘Know students and how they learn’(AITSL, 2011). Understanding how students learn is a significant component of effective teaching (1.2 AITSL, 2011). Furthermore, effective teachers require an understanding of students physical, social and intellectual development and characteristics (1.1 AITSL, 2011). In addition, APST Standards require teachers to demonstrate both content and pedagogical knowledge through lesson plans (2.1 AITSL, 2011) with the curriculum content being structured and sequenced to facilitate effective learning (2.2 AITSL, 2011). However, it is also critical to have a repertoire of teaching strategies which are responsive to a diverse range of student backgrounds, including linguistic, cultural, religious, and socioeconomic (1.3 AITSL, 2011). An effective learning, in accordance with The Australian Curriculum and Assessment Reporting Authority, provides learners with general capabilities (knowledge, skills, behaviours and characteristics) and include understanding of Aboriginal and Torres Strait Island students learning needs and incorporate differentiated teaching methods to meet the needs of specific
This essay will discuss the Aboriginal Education policies in Victoria and Federally and how these policies impacted upon the children of the Aboriginal and Torres Strait Islanders. This essay will further analyse the impact these past policies had on the Aboriginal and Torres strait Islanders’ families and children’s education and how current policies were put in place to assist indigenous students’ access to education. Further to this an analysis of how teachers can implement these changes in the curriculum and classroom.
This strategy of developing a relationship with Aboriginal communities can be seen as one of the most important strategies in the regards to the realisation of meeting 1.1.2 (NSW DET 2008). These learning partnerships have been proven to be beneficial to the community on the whole, not only “giving credibility and integrity to the teaching of Aboriginal students and syllabus content related to Aboriginal issues” (NSW BOS 2008, p. 2) but also builds pride and confidence within the Indigenous parents and therefore their community. The NSW BOS (2008, p. 2) goes on to say that for a school to provide authentic experiences, skills and knowledge in context to Aboriginal studies; they must consult Aboriginal people. The AETP (NSW DET 2008) believe that consultation with Aboriginal communities will provide the support and knowledge teachers need to develop engaging and motivating learning environments and scenarios, demonstrate high expectations and work with Aboriginal students in their pursuit of ‘personal
The refusal to embrace development and live out of their reserves has seen most aboriginal people living in low employment areas (Wilson and Macdonald, 2000). Most children live with their parents in the rural areas. These parents may be illiterates and they lack to see the need for formal education for their young ones. Without education, it is difficult to find sensible employment, this again contributing to the low income of the aboriginal people. Children who make it to school end up dropping out before they attain a high school diploma. The number of people from Aboriginal communities without high school diplomas is twice as much in comparison with the non-aboriginals (Wilson and Macdonald, 2000).
All over the world, people have always sought for power, they have struggled to defend their culture; they have worked beyond imaginable to obtain economic prosperity and political freedom. A matter of fact equality is something that nowadays we are still fighting to obtain. Education has always been the key to power. In the twenty-first century education means a way to obtain the American dream, in other words, to achieve success. However, schools were never intended to empower people to think for themselves or to help them succeed. At the beginning of the American school, different groups of people wanted different things to come out of schooling, one of those things was to facilitate reading the bible in the text it states that “Schooling became important as a means of sustaining a well- ordered religious commonwealth” (Spring 22).
The inequality in Australian education can be attributed to a history of low expectations and discrimination placed on Indigenous people by the government and society. Aboriginal children were denied the right to education until the 1970s due to the discrimitory views of the government and society. The Indigenous population were the sub-standard race of humanity with little to no chance of succeeding in life and these attitudes affected the educational choices offered to them (Ray & Poonwassie, 1992). As the superior race, the Anglo-Celtic Australians, considered themselves both intellectually and socio-culturally more advanced than their inferior Aboriginal neighbours (Foley, 2013). As a consequence of these racially and culturally motivated preconceptions, children of Aboriginal descent were considered unskilled outside of their own and were deemed incapable of excelling in ‘civilised’ white society (Foley, 2013). As a result, the Australian Government, in an effort to civilise and nurture politeness within the Aboriginal people, constructed “structured” (p 139) education training institutions in 1814. However, these problems only provided sufficient schooling for menial work: Aboriginal male children were prepared for agricultural employment, while girls were trained for domesticated services (Foley, 2013). Thus, as a direct consequence of low expectation for life success, Aboriginal children were offered minimal schooling ‘consistent with the perception about the limitations inherent in their race and their expected station in life at the lowest rung of white society’ (Beresford & Partington, 2003, p43). According to Foley (2013) this combination of low expectations and poor academic grounding meant that Indigenous children we...
For First Nations youngsters, relevant education should include education about their heritage. Where Aboriginal children are in school with other Canadians, this part of the curriculum needs to be shared generally, as self-esteem grows when an appreciation of one’s background is shared by others.
The modern American society is best defined by its education. The “American dream” is founded on going to school, getting a good job, and becoming successful. Ironically, the actual native peoples of this country are actually the least likely to attain this dream. The largest obstacle they face is lack of proper education. The standard educational practices being used for the instruction of Native American peoples is not effective. There are many pieces to this road-block, and many solutions. This can be rectified by having more culturally aware teachers and parents, and by teaching the general population more about the Native American cultures.
Morgan, H. (2009). What every teacher needs to know to teach Native American students. Multicultural Education, 16(4), 10-12.
(Australian Institute of Family Studies, 2016). As a Pre-Service Teacher specialising in Early Childhood Education, it is imperative to understand how Aboriginal and Torres Strait Islander communities were treated in the past and the impact that this may have on Indigenous families in the
When I first came into this class, introduction to indigenous studies, I was uncertain of what to expect but really interested. Part taking in my major towards history and noticed this class I immediately pounced on it as I was quite interested and very pleased. I have been paying attention to many circumstances going on with the indigenous people, their land and culture over the past few years. As even into the first day of class it opened my eyes to a whole new way of life, situations and much much more that indigenous people have went through and are still going through taking my perception much more in-depth, and I cant belief how astonished I am already only six weeks into the course.
The IK embedded in the stories reveal how such knowledge is instrumental in ushering in and mitigating ecological catastrophe (Woollett, 2007). Cajete (2000) observes that “ultimately, the goal of Indigenous education is to perpetuate a way of life through the generations and through time. The purpose of all education is to instruct the next generation about what is valued and important to a society” (p. 184). In Canada, Native schools have begun to emerge where Native people (of particular tribal groups) conduct education for children in their own languages and develop a curriculum which is based on reclaiming traditional knowledges and worldviews, for example, the importance of land and environment and what land and environment means to Aboriginal