Aaron Collier, Page 1

Essay Assignment on-line submission: Cover

Sheet, Essay Questions and Marking Rubric and
Feedback Sheet
Cover Sheet
Complete this cover sheet and copy and paste the whole page at the beginning of your
assignment. It should be the first page.
The file name must have your FAN, topic code and the assignment name or number (for
example, smit0034_educ2420_ass1.doc, jone0024_educ2420_ass2.doc). Instructions for
submitting assignments in FLO can be found at: http://flinders.edu.au/library/flo

Student declaration: In accordance with the Flinders University information on

academic integrity and plagiarism, referred to in the Student related policies and
procedures manual (http://www.flinders.edu.au/ppmanual/student.html), by
submitting this cover sheet as part of my assignment I hereby certify that the work
submitted in this assignment is entirely my own unless
otherwise acknowledged.

Student ID 2107374

FAN COLL0395

First name Aaron

Family name Collier

Topic code EDUC2420

Topic name Teaching Indigenous Australian Students

Tutorial lecturer Kendra Coulter

Assignment number and #3 - Final Essay

title

Word count 1488

Due date Monday November 2nd, 2015 (extension granted)

Date of submission Monday November 2nd, 2015

Is this a resubmission? No

I acknowledge the Kaurna people the traditional owners of the lands and waters where the city
Adelaide has been built. I respect their spiritual relationship with their country. I also acknowledge
the Kaurna people as the traditional custodians of the Adelaide region and that their cultural
heritage and beliefs are still as important to the living Kaurna people today.

Tarndanyunga Kaurna Yerta

 Aaron Collier, Page 2

Compulsory Statement
In this essay I will attempt to develop ideas in the necessary academic format, providing a stronger argument

covering the key terms central to this paper and through exploring how they affect what I am discussing. I will

use the set readings and lectures to add depth and detail to this discussion, moving beyond mere

descriptions. I will also ensure that Indigenous voices are present in this paper. I have attempted to rectify my

efforts at following referencing conventions. I have done my best to show an understanding and a thorough

application of course content.

Spelling, incorrect expression, or word missing

Comma splice/run-on sentence/sentence fragment
Punctuation incorrect
Incorrect ref. format /missing ref
Expression: unclear
Unattributed quote
Incorrect terminology
 Aaron Collier, Page 3

Reconciliation Pedagogy
It is only recently that the disposition of Indigenous persons and their land has been recognised as more than

a colonial act of violence (MacGill, Wyeld, 2009). This recent acknowledgement of the blatant wrongdoings of Commented [KC1]: Strong, snappy opening statement.

colonial forces prompts teachers to take a renewed look at their teaching methods within the classroom,

reflecting critically whether they are teaching to the standards set by the Australian Institute for Teaching and

School Leadership (AITSL), and whether they are actively working to improve outcomes for Indigenous

students. This paper intends to take an extensive look at reconciliation pedagogy. It will discuss in depth

how to utilise such a pedagogical approach to achieve the AITSL standards, and detail how this approach will

improve outcomes for Indigenous Students. It will explain how the pedagogy works toward promoting a

positive society for inclusion and social justice.

A Reconciliation Pedagogy aims to educate for a more holistic, shared Australian Cultural Heritage

(MacGill & Wyeld, 2009). Effectively, the pedagogy seeks awareness of the disadvantages that Indigenous

students face, and acting upon that through reconciliation and equity, engaging all Australians in building a

united Australia. It is a theoretical framework aimed at raising awareness of Aboriginal and Torres Strait

Islander disposition, working toward social justice in our society. The approach concerns educating the

community to understand the country we are on, to improve relationships between non-Indigenous and

Indigenous Australians, and to value all cultures and their histories equally (Schulz, 2015).

Reconciliation pedagogy recognises that a shift in the framing of Aboriginal knowledge is needed

(Hamm, 2015, p.60). Reconciliation will not occur naturally in Australia, and because of that, it is important

that teachers strive for social justice. Reconciliation pedagogy is a step in that direction, educating the

community and acknowledging Indigenous sovereignty and right in both a symbolic and practical manner

(Schulz, 2015). This will build a great appreciation for Indigenous culture whilst bringing awareness into local

communities, as well as understanding; striving towards an inclusive Australia.

Successful application of reconciliation pedagogy can be accomplished within the classroom in a

number of ways. Acknowledging and fulfilling AITSL standards 1.4 and 2.4 will provide the foundation needed

for a prosperous reconciliation pedagogy. Blanch (2015) states that historical knowledge, theoretical

understanding, and a developing curiosity, amongst other things, also form part of an important foundation

for teachers. Blanch continues explaining that this genuine interest should also be met with a critical
 Aaron Collier, Page 4

reflection on current practice, ensuring the deconstruction of all aspects of teaching. This, as well as

collaboration with other staff works beyond what is currently being done to strive toward transformative

learning, giving cause for empathy and the questions surrounding Indigenous cultural heritage (Wyeld, n.d.).

This will cultivate inside the classroom, infusing students with a firm sense of social justice, and students will

carry it with them wherever they go.

Personal development on the teachers behalf is not the only factor, however. Harrison and

Greenfield (2011, p.71) recommend a Personalised Learning Plan (PLP) be made at the start of each and every

school term. This PLPs set realistic and attainable goals for students, whilst giving them a clear idea of the

high expectations to hold themselves toward. These also allow parents to interact and fully understand what

both student and school are collectively working towards for the individual.

It is also crucial that the individuals collective identity and the identities surrounding who they are be

voiced within the classroom. The Secretariat of National Aboriginal and Islander Child Care (SNAICC, 2012)

identifies that children have a strong sense of identity, and that valuing and supporting the rich and unique

aspects of Aboriginal and Torres Strait Islander culture support inclusion and strengthen awareness.

Celebrating NAIDOC week and NAICD are fantastic days to celebrate identity within the community, and the Commented [KC2]: ???

use of red, black and yellow and green, blue and white themed colours in different displays, pictures and

posters both inside and outside positively stand against negative constructions of Nationalism. It all works to

develop a strong sense of being, belonging and becoming (SNAICC, 2012).

Indigenous perspectives are capable of being woven into any curriculum area. The Australian

Curriculum, Assessment and Reporting Authority (ACARA, 2015) ensures that the Australian curriculum is

capable of deepening student knowledge and understanding of Australia and its traditional custodians:

Aboriginal and Torres Strait Islander Australians. This means that Australian teachers have no excuses for not

branching out into cross-curricula activities, where traditional western subject matter can engage with an

Indigenous perspective. This provides a more holistic school experience.

AITSL standard 1.4 can be achieved through a number of different means. Multilingual approaches to

both teaching and learning is one of these methods (AITSL, 2014). Engaging students and allowing them to

reflect and express their knowledge in Indigenous languages as well as Standard Australian English removes

the language barrier entirely, and provides students with equal opportunities to contribute to the classroom. Commented [KC3]: Yes. Sadly the Rudd govt abolished the bi-
lingual education programmes in place and the LNP have never
funded them
Building collaborative relationships with families and Aboriginal Education Workers (AEWs) is also of great
 Aaron Collier, Page 5

importance in meeting this standard (AITSL , 2014). Through AEWs local culture, history and language can be

incorporated in the curriculum with ease, as well as knowledge of country (ACARA,2012). This directly

supports cultural learning in the classroom environment, through recognizing the values that cultural

traditions and knowledge hold within the community.

AITSL standard 2.4 is also easily achieved within the classroom. At base level, it can be achieved

through building a strong rapport with students, through showing respect toward all, and by encouraging

Indigenous students to share their own knowledge and culture in the subjects taught (AITSL, 2014). This

includes all students, and specifically encourages reconciliation within the classroom. Encouraging

Indigenous student voices on the topic at hand avoids the portrayal of the teacher as holding a position of

authority, and in turn engages students further in the activity at hand. The inclusion of Aboriginal Commented [KC4]: With the added benefit of recognizing that
the days when Indigenous Australians were spoken for are limited,
if not over
perspectives is also paramount in achieving this standard. Students should be provoked to consider not only

western ideas, but to take an Indigenous perspective as well. Encouraging students to consider the ways in

which Indigenous Australians proactively cared for the land through methods such as fire stick farming helps

students understand that western methods are not the only valid methods. Thus giving students necessary

insight to both understand and respect the knowledge and methodologies of Aboriginal and Torres Strait

Islander persons.

Through a reconciliation approach, outcomes will improve for Indigenous students. Students are

subject to an educational environment which holds high value toward Indigenous knowledge, culture, and

appreciation of country. The pedagogy provokes interest in non-Indigenous students, and gives Indigenous

students the ability to share their own knowledge as very much a part of the classroom. The focus on

including Indigenous persons and their perspectives praises knowledge, and individuals in the classroom,

whilst removing the teacher from the position of absolute authority. Calma (2008) affirms that culture is

fundamental to identity, we need culture because it tells us who we are. Ensuring that Indigenous students

know who they are, and through displaying a genuine interest in Indigenous culture develops interaction Commented [KC5]: And that this identity is affirmed in the
classroom and through the curriculum
between Indigenous and non-Indigenous students, and enables the school to better accommodate

Indigenous learning needs (Buckskin, 2012, pp.168-171).

Reconciliation pedagogy shows respect toward Indigenous Australians and generates a genuine

curiosity in the classroom regarding Indigenous culture, history and more (Schulz, 2015). The result provokes

a positive change in society, reaching ever closer toward true social justice and reconciliation. As a result,
 Aaron Collier, Page 6

myths that propagate negative Indigenous images based on colonial knowledge can be defeated and the

record can be set straight (Langton, 2013). This gives Indigenous students the responsibility of upholding a

positive image, holding them to high expectations of who they are, promoting Indigenous Australian pride.

I would like to acknowledge the youth, all youth in Australia in fact, because you will be our future

leader, you will be custodians of our stories, of our culture, of our history. Its a big responsibility, but I am

sure you are up to it.

- Tom Calma Commented [KC6]: Long quotes - 35+ words should be

indented, singles spaced and contain a full in-text ref with author,
year and p no, if available.
Quotes such as the above should be present in the classroom to inspire and provoke thought in all

students, especially Aboriginal and Torres Strait Islander pupils, to affirm a strong sense of self and belief. This

will improve Indigenous outcomes.

Reconciliation pedagogy is of value for all teachers seeking to teach for social justice. The framework

provides all students with a welcoming and safe environment, where both respect and reconciliation are

present. The pedagogical approach successfully meets AITSL standards 1.4 and 2.4, and is capable of including

a great number of Indigenous perspectives into all aspects of the curriculum to promote a positive Indigenous

presence within the classroom. Reconciliation pedagogy teaches for social justice to improve the outcomes of

Aboriginal and Torres Strait Islander students, and importantly works towards a fair and equitable society. It

strives for Indigenous sovereignty and a united Australia for all. Teaching for social justice will provide

improvements not only visible within the classroom, but visible in everyday Australia too.

Aaron

This is a very strong paper that provides a compelling case for your chosen pedagogical approach.

Adding a brief discussion on how/why reconciliation pedagogy is consistent with a critical

pedagogical approach and why this is important to improved outcomes would have strengthened

the theoretical framework of your discussion further and added another dimension to your paper.

HD, 88% (35/40)

Kendra Coulter

Co-marked by Abigail Diplock

Aaron Collier, Page 7
 Aaron Collier, Page 8

Bibliography
Australian Curriculum, Assessment and Reporting Authority, 2015, Aboriginal and Torres Strait Islander

Histories and Cultures: In the learning areas, Education Services Australia, Melbourne, viewed 27th October

2015, http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-and-torres-strait-islander-

histories-and-cultures/in-the-learning-areas

Australian Institute for Teaching and School Leadership, 2014, Education Services Australia, viewed 20th

October 2015, http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Blanch, F. R., 2015, Tutorial 6: Reconciliation Pedagogy. EDUC2420 tutorial powerpoint. Flinders University,

Bedford Park, viewed 29th October

Buckskin, P., 2012, 'Engaging Indigenous students: the important relationship between Aboriginal and Torres

Strait Islander students and their teachers', in Price, K, Aboriginal and Torres Strait Islander education: an

introduction for the teaching profession, Cambridge University Press, Port Melbourne, Vic., pp. 164-180.

Calma, T., 2008, 'Our culture: Preserving the legacy', speech given at the Indigenous Studies and Indigenous

Knowledge Conference, 3rd July 2008. University of Tasmania, Hobart.

Hamm, C., 2015, Walking with place: Storying reconciliation pedagogies in early childhood education.

Journal of the Canadian Association for Young Children, vol 40, no. 2, pp. 57-67.

Langton, M, 2013, Chair of Australian Indigenous Studies, University of Melbourne, in Reconciliation

Australia, Share our pride, viewed 29th October 2015http://www.shareourpride.org.au/sections/beyond-

the-myths/

MacGill, B. & Wyeld, T., 2009, 1st ed. [eBook] The need for a reconciliation pedagogy: educating for a more

holistic, shared Australian cultural heritage. [Accessed 29th Oct. 2015].

Schulz, S., 2015, Reconciliation Pedagogy. EDUC2420 lecture. Flinders University, Bedford Park, 31st August

SNAICC, (2012). 1st ed. [ebook] Secretariat of National Aboriginal and Islander Child Care. Available at:

http://www.snaicc.org.au/_uploads/rsfil/02896.pdf [Accessed 27th Oct. 2015].

Wyeld, T., n.d. Reconciliation Pedagogy. Flinders University, Bedford Park, viewed 23rd October 2015,

https://www.flinders.edu.au/ehl/screen-and-media/collaborations/reconciliation-pedagogy.cfm
 Aaron Collier, Page 9

CONTENT/STRUCTURE HD D C P F CONTENT/STRUCTURE

Formatted Table
Discussion of pedagogy is logically Discussion of pedagogy is hard to follow;
developed and coherent unclear or disjointed; and/or absent

Excellent understanding of need for Lacks understanding of need for and

and approach to teaching for approach to teaching for Reconciliation
Reconciliation

Sophisticated application of course Application of course content absent or

content, Indigenous voices, and underdeveloped and /or Indigenous
appropriate further research voices absent

Supports assertions well using Many unsupported claims; incorrect or

appropriate references absent referencing or

Excellent use of AITSL Standards to Does not refer to AITSL Standards

frame discussion

Has included an opening statement Has not included an opening statement

outlining what feedback from outlining what feedback from assignment
assignment 1 has been addressed in 1 has been addressed in this paper.
this paper.

STYLE HD D C P F STYLE

Formatted Table
Ideas clearly expressed; Precise Unclear expression; Difficult to
use of language understand; Imprecise, Obscure use of
language

Essay is logically-developed and Essay lacks clear focus and/or structure;

well-structured disjointed

Free of grammatical/ terminology Numerous grammatical/ terminology

errors errors

Paper has been referenced correctly Referencing conventions have not been
observed
Aaron Collier, Page 10