Aboriginal and Torres Strait Islander Studies have recently become an

integral part of the Australian curriculum. To include indigenous studies in the

classroom, through both cross-curricular priority and as units themselves, is not only
beneficial in many ways but also mandatory in terms of the National Professional
Standards for Teaching (AITSL, 2011). The Melbourne Declaration on Educational
Goals for Young Australians (2008) outlines that education in Australia values the
importance of building an equitable and just society that is not only cohesive,
prosperous and culturally diverse but that values Indigenous culture as a key part of
Australias history, present and future. This essay will explore the barriers that nonIndigenous teachers face when striving to meet the expectations of the Australian
curriculum and AITSL standards for teaching with regards to Aboriginal and Torres
Strait Islander Studies. There are many hurdles that must be overcome by nonIndigenous teachers in order to teach and incorporate Indigenous Studies effectively.
These barriers include lack of content knowledge silent apartheid, master
narratives inclusion and conflictions, racism and societal discourse and the general
challenge of engaging with controversial issues professionally while remaining
culturally responsive.
A graduate teacher is expected by the AITSL Standards (2011) to achieve the
following: Demonstrate broad knowledge and understanding of the impact of
culture, cultural identity and linguistic background on the education of students from
Aboriginal and Torres Strait Islander backgrounds (pp. 1-2). Teaching a curriculum
that is culturally inclusive and responsive to the Indigenous peoples of Australia
requires significant professional experience and knowledge in that area. The
unfortunate fact is that the vast majority of current and beginning teachers today face
these challenges without having been adequately prepared for this subject matter
through their own education (Rose, 2012). Although education is presently changing

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it has in the past suppressed and devalued Indigenous knowledge, culture and history
in Australia through versions of a Master Narrative which has not only affected
Indigenous peoples but has also had an overt effect on the non-Indigenous
community who have been denied access to that crucial historical knowledge (Rose,
2012). Master Narratives or stories adhered to by the dominant groups (Thijs, 2008)
in Australian history mean that the silence extends further back and the impact
caused by the omission or glossing of Australias foundation has resulted, at times,
in delusionary principles of democracy in pursuit of compartmentalised societal
utopia (Rose, 2012, p. 68). The concept of current generations being underprepared
and deprived of the knowledge and strategies to tackle Indigenous education is
known as the silent apartheid. (Rose, 2012) Teachers must remain mindful of their
lack of knowledge and be sure that they approach and engage with all materials from
a critical stance and with an evaluative eye. It is imperative that teachers reflect on
their own education and personal views and in doing so realise that they are agents
of social transformation and take a socially just and critically evaluated stance from
which to teach their own students (ODowd, 2010).
Another barrier non-Indigenous teachers may confront when approaching
Aboriginal and Torres-Strait Islander Studies is racism. Racism is rife in
contemporary Australia. It exists within many publications which, either intentional
or not, often assert white superiority through their pages (Price, 2012). Aboriginal
people have often been referred to as others with regard to Australianness while
the white contingent prefer to call themselves Australian with no reference to their
non-Indigenous background. The concept of othering still exposes Aboriginal
people to psychologically damaging levels of racism whether intended or not
(ODowd, 2011). Social discourse in Australian society plays a part in continuing the
occurrence of othering so that individuals are unconsciously conditioned to express

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racist or bias views against people of Aboriginal or Torres Strait Islander descent
(Beattie, 2013). In order to effectively deal with racism in the classroom nonIndigenous teachers need to reflect internally and challenge their own racialised
beliefs and assumptions in order to remain anti-discriminatory and all inclusive
when teaching (Aveling, 2002). Teachers should engage in a border-crossing
pedagogy where students are encouraged to challenge their existing boundaries of
knowledge and create new ones. Students should be encouraged to untangle different
historical biases critically and cross the socially constructed borders of difference
and power (Giroux, 1992 as cited in Aveling, 2002).
Apart from encouraging students to take a critical, self-evaluative and
respectful stance in Aboriginal and Torres-Strait Islander Studies, the teacher also
faces the challenge of teaching controversial issues in a safe and inclusive
environment. According to Barton (2007) the discussion of controversial issues can
lead to many positive outcomes however teachers should exercise caution when
encouraging students to speak their mind. Although there is not prescription for
teaching controversial issues it is important that a teachers research and expertise
promotes effective classroom conversation and their adaptations meet the needs of
the students in their classroom (Barton, 2007).
The Australian Professional Standards for Teaching mandate that proficient
teachers must: Provide opportunities for students to develop understanding of and
respect for Aboriginal and Torres Strait Islander histories, cultures and languages
(AITSL, 2011, p. 2). One theory that has been explored as an effective tool for
teaching controversial issues and promoting understanding in the classroom is
ethical positioning. Ethical positioning is a noted strategy that can help students to
reflect and develop perspective on their own views in line with social justice.
Through ethical positioning students reflect on socially constructed norms and views

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they hold from not only their point of view but from other standpoints. This helps
them to understand if their assumptions are fair, reasonable and just, or not, and why
this might be the case (ODowd, 2010).
Teachers have many resources at their fingertips to enable them to teach and
engage their students with Aboriginal and Torres-Strait Islander studies effectively
however, to actively overcome the barriers involved with this kind of sensitive
subject matter, teachers must aim to move their class beyond othering
(MacNaughton and Davis, 2001). By including pedagogical frameworks such as the
above ethical positioning in the classroom - teachers can avoid blanketing
Indigenous peoples into collective they or them groups. Teaching and learning
should identify and challenge colonialism and should seek to build knowledge of
Aboriginal and Torres-Strait Islander peoples though inclusive strategies that do not
position them as different (MacNaughton and Davis, 2001).
The key to genuine engagement and effective inclusion of Indigenous studies
is not only to produce well informed, quality teachers through the university system
but to include all stakeholder groups in developing educational initiatives through
collaborative processes. Through this inclusion teachers can even question the notion
of closing the gap and understand that attitudinal change and recognising and
rejecting certain discourses around Indigenous education will help them and their
students engage more effectively with the subject matter (Herbert, 2012).

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References

Australian Curriculum Assessment and Reporting Authority [ACARA] (2013). The

Australian Curriculum F-10 Overview. Retrieved from http://www.
australiancurriculum.edu.au/curriculum/overview

Australian Institute for Teaching and School Leadership [AITSL]. (2011).

Australian Professional Standards for Teachers. Retrieved from
http://www.teacherstandards.aitsl.edu.au

Aveling, N. (2007). 'Anti-racism in Schools: A question of leadership?', Discourse:

studies in the cultural politics of education, 28, 1, 69-85 retrieved from
http://www.tandfonline.com.ezproxy.utas.edu.au/doi/pdf/10.1080/135986602
20135630

Barton, K., & McCully, A. (2007). Teaching controversial issues... where

controversial issues really matter. Teaching History,(127), 13-19. Retrieved
from http://ezproxy.utas.edu.au/login?url=http://search.proquest.com/do
cview/213332292?accountid=14245

Beattie, G. (2013). Chapter 1. Introduction: Approaches and avoidance. In Beattie, G

(Ed.). Our racist heart?: an exploration of unconscious prejudice in everyday
life, Routledge, Hove, East Sussex

Herbert, J. (2012). Chapter 3: Delivering the Promise. In Price, K (Ed.), Aboriginal

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and Torres Strait Islander Education (pp. 35-51). Cambridge, MA:

Cambridge University Press.

O'Dowd, Mary. (2010). ''Ethical positioning', a strategy in overcoming student

resistance and fostering engagement in teaching Aboriginal history as a
compulsory subject to pre-service primary education students', Education in
rural Australia , 20, 1, 29-42 retrieved from http://search.informit.com.au.ezp
roxy.utas.edu.au/fullText;dn=386355640652797;res=IELHSS

O'Dowd, Mary. (2011). 'Australian Identity, History and Belonging: The Influence
of White Australian Identity on Racism and the Non-acceptance of the
History of Colonisation of Indigenous Australians', The international journal
of diversity in organisations, communities and nations., 10, 6, 29-43

Price, K (2012). Chapter 10: Aboriginal and Torres Strait Islander Studies in the
Classroom. In Price, K (Ed.), Aboriginal and Torres Strait Islander
Education (pp. 151-162). Cambridge, MA: Cambridge University Press.

Rose, M (2012). Chapter 5: The Silent Apartheid as the Practitioners Blindspot. In

Price, K (Ed.), Aboriginal and Torres Strait Islander Education (pp. 64-79).
Cambridge, MA: Cambridge University Press.

Thijs, K. (2008). The Metaphor of the Master Narrative Hierarchy National

Historical Cultures of Europe. In Berger, Stefan., Lorenz, Chris (Eds.).
European Science Foundation: The contested nation : ethnicity, class,
religion and gender in national histories, Palgrave Macmillan, Basingstoke

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ESH390 Cultural Awareness: Aboriginal and Torres Strait Islander Studies: AT1 Rubric & format for Essay feedback
Assessment Criteria
Demonstrated ability to
construct a logical
academic argument that
addresses each part of the
question.
Demonstrated use of and
critical reflection on unit
readings to date and other
relevant literature.
Demonstrated ability to
respond to and apply
critical ideas and concepts
from lectures and tutorials.
Demonstrate knowledge
of, and analytical
reflection on, the issues in
the cultural interface of
Aboriginal and Torres
Strait Islander and nonIndigenous Australian
cultures and history
Demonstrate critical
reflection on how theory
and history will influence
your practice and ethics in
the classroom.

Demonstrated
professionalism in
communication skills in
AT1 process

High Distinction (80100)

Excellent logical
response to each part
of the question.

Distinction (70-79)

Credit (60-69)

Pass (50-59)

Fail 49- 0

Thoughtful and careful

logical response to each
part of the question.

Careful response to each part

of the question which could
be developed further

Failed to demonstrate a
logical argument and
failed to address some or
all parts of the question.

Excellent response
Provided an excellent
critical response which
evidenced deep &
considered
engagement.
Excellent response
evidencing critically
engaged reflection on
the ideas and concepts
in the lectures and
tutorials.
Excellent response
provided deeply
considered knowledge
and deep reflection.

Thoughtful and critical

response which evidenced
considered engagement
with the key readings.

Careful response with some

developed critical thinking
which evidenced
engagement with readings.

Demonstrated a
sufficiently logical
argument and addressed
all parts of the question to
a sufficient extent.
Demonstrated
understanding to
evidenced sufficient
critical engagement with
readings.

Thoughtful response that

critically engaged
reflection on the ideas and
concepts in the lectures and
tutorials.

Some important insights

evidencing critical reflection
on the ideas and concepts in
the lectures and tutorials.

Demonstrated sufficient
understanding and critical
reflection on the ideas
and concepts in the
lectures.

Not sufficient ability to

critically reflect on ideas
of the lectures and
tutorials.

Thoughtful response and

engaged reflection

Some important insights

which evidenced a
developing reflection

Demonstrated sufficient
understanding to show
consideration of the
cultural interface was
developing.

Not adequate or no
evidence of understanding
of the cultural interface

Provided an excellent
critical and research
informed analysis on
the topic that
demonstrated how
theory and practice
would influence your
classroom

Provided a thoughtful
critical and research
informed analysis on the
topic that demonstrated
how theory and practice
would influence your
classroom

Demonstrated an accurate,
critical and research
informed analysis on the
topic that demonstrated how
theory and practice would
influence your classroom.

Demonstrated a basic and

developing understanding
of research based analysis
on the topic that
demonstrated how theory
and practice would
influence your classroom
which can develop but
with limited critical
reflection.

Did not to demonstrate a

basic understanding of
research based analysis on
the topic or sufficiently
critical analysis of how
theory and practice would
influence your classroom.

This is marked at a Pass or borderline or Fail Level

Pass= Professionalism in communication in the unit (forum, lectures and tutorials) while undertaking AT1
Borderline = some concerns re professionalism

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Not sufficient critical

reflection and/or lack of
engagement with key
readings.

Feedback or comments
that were not
constructive;
failure to complete work
on time and no
explanation

Tutors Feedback on AT1

Student Name(s):
Kiara Davis
Feedback including strengths:
You have produced an ably structured examination which effectively identifies barriers and thoughtfully discuss means by which those barriers might be
overcome.
The discussion incorporates most of the significant conceptual tools that are relevant to insightfully the examining issues embedded in the task.
Reference resources are effectively selected and incorporated into the overall narrative of the paper. APA citations are generally capably handled.
The paper is well balanced; there is an even spread of thinking that is important to the analysis asked for by the task.
That point made, you have otherwise produced an engaging discussion which is clear expressed and quite informative. Very well done.
Grade:

DN

Tutor Assessor:

*name omitted*

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