EDUCATION 2420 TEACHING INDIGENOUS AUSTRALIAN’S

CRITICAL REVIEW - MARLEY FAIRCLOUGH

The conditions impacting Indigenous students’ education, an outline of key understandings of the intersections of race,
racism, and whiteness in producing unequal outcomes.

Hewitson Edwards in Indigenous Epistemologies in Tertiary Education and Intellectual Sovereignty (2008, p.3) implies
that ‘‘Western Education systems have been one of the fundamental ways used by colonial agents to support the
‘civilising mission' ideology,' as ‘the greatest feature of the domination was the ability to colonise the mind.'' This
statement reflects heavily on the conditions impacting on Indigenous students' education, providing insight into the
intersections of race, racism, and whiteness in producing unequal outcomes and opportunities for Indigenous
students. From this historical viewpoint, it becomes evident the underpinnings of power relations etched into political
and social standpoints throughout history within Australian Education. It, therefore, becomes vital for teachers to
reflect critically when understanding Australian Education from an Indigenous perspective and make informed
decisions and considerations in regards to appropriate teaching processes. The Professional Standards for teachers
produced by the Australian Institute for Teaching and School Leadership (ALTSL Standards), provides insight into
methods of resisting social and historical inequalities, as well as recognises that education is a site of potential change
and transformation (AITSL, 2014).

Historical discourses of race, racism and ‘whiteness’ within Australian history have embedded overt and invisible forms
of discrimination into the ‘normal’ framework of Australian society. It can, therefore, be recognised that past racialised
actions of Australian Indigenous relations are not separated from the present actions, rather, provides the grounds by
which the present plays out, and forms a lens for understanding the present (Schulz, 2016). Ideas and structures
around race are constantly resisted; contested and reworked within social processes, however, continue to oppress
the politically, socially and economically subdominant members of society. In particular, when considering education it
becomes evident the continuous dominance of ‘white’ race supremacy internalised within educational systems.
Through ongoing reinforcements of racial oppression, it becomes evident the negative associations of one's abilities,
intrinsic worth and successfulness that remains within education environments. Hinson, Healey & Weisenberg (2011)
state that ‘‘internalised negative messages hold people back from achieving their fullest potential’ which in turn
‘obscures the structural and systemic nature of racial oppression, and reinforces those systems.’’ It can be further
recognised through Critical Race Theory, in particular, ‘Whiteness’ Theory that race is a social construct that forms a
location of structural advantage, a ‘standpoint’ of race privilege, which in turn creates a set of cultural practices that
are usually unmarked and unnamed (Schulz, 2016). It is vital that Education moves away from these internalised
processes of racism, when working from this Critical Race Theory standpoint, we as educators might stop to identify,
consider and challenge media and curriculum resources that undermine and erase Indigenous voices and sovereignty
(Schulz, 2016). It is only when we submit to a process of recognising other viewpoints that this awareness can be used
as a starting point for challenging racial norms (Schulz, 2016).
Aileen Moreton-Robinson in The White Possessive (2015, p xiii) illustrates that ‘race matters in the lives of all peoples;
for some people, it confers unearned privileges, and for others, it is the mark of inferiority.' Concepts outlined in this
quote allow significant reflection and considerations into the conditions impacting on Indigenous Student Education.
The unconscious undermining of Indigenous culture and identity that manifests itself in curriculum practices can leave
a student with an indelible improving on sense of self. When considering how well past educational curriculum has
included Indigenous perspectives in its practices, routines, environment, philosophies, and policies it becomes evident
the generational disadvantages created when culturally relevant learning opportunities are misinterpreted or often
not included into education. This, in turn, can have dramatic implications for a students learning capabilities over time,
subsequently causing a student to feel unconfident, uncomfortable and alienated from their learning environment
(McIntosh, 1990, p.31). It is important to acknowledge that in order to challenge the reality of ‘whiteness' in all
educational processes, educators must ensure they provide an inclusive, all-encompassing educational framework in
order to work towards minimising the gap between the ‘them and us’ mentality.

The ALTSL Standards outline strategies for implementing respectful teaching of Aboriginal and Torres Strait Islander
students. Focus Areas 1.4 and 2.4 detail that it is a teachers responsibility and expectation to be able to demonstrate a
broad knowledge of understanding and respect for Aboriginal and Torres Strait Islander peoples histories, languages,
cultural identities and impacts of culture (ALTSL, 2014). Though raising consciousness, making contact, and taking
action teachers have the ability to promote Reconciliation between Indigenous and non-indigenous Australian
relations. By deconstructing the social construction of ‘race' and ‘whiteness' and how these ideological concepts
interconnect to form an understanding about Indigenous students, both historically and in the contemporary sense,
teachers can use this awareness as the starting point for challenging racial norms through a resistance pedagogical
framework (ALTSL, 2014). Implementing respectful pedagogical approaches will ensure the inclusion of Indigenous
voices into the schooling curriculum and environment, providing students with the ability to see the world from
other’s viewpoint in order to open their hearts and minds to the process of decolonization (ALTSL, 2014).

To understand the conditions impacting on Indigenous students' education there first needs to be the conscious
awareness of understanding the impacts of historical processes, policies, and practices that have centered around race
constructions, notions of race and identify, racism and whiteness. As without taking these factors into consideration,
Indigenous Australian students have been facing an education that is centered around unequal outcomes and often
failure as a result. Through expanding one's knowledge of the impacts that face Indigenous students and their
education there is a platform for these students to be empowered and engaged in a meaningful manner which will
promote success, recognition of their cultural strengths and knowledge that are linked intrinsically to their Indigenous
culture.
BIBLIOGRAPHY

 Edwards, S. and Hewitson, K., 2008. Indigenous epistemologies in tertiary education. The Australian Journal of
Indigenous Education, 37(S1), pp.96-102.
 Leubolt, B., Fischer, K. and Saha, D., 2014. Are targeting and universalism complementary or competing paradigms
in social policy? Insights from Brazil India and South Africa. International Journal of Labour Research, 6(1), p.75.
 Moreton-Robinson, A., 2015. The white possessive. University of Minnesota Press.
 McIntosh, P., 1990. White privilege: Unpacking the invisible knapsack.
 Australian Institute for Teaching and School Leadership 2014, Australian professional standards for teachers,
Melbourne/Canberra, viewed 8 August 2016, <http://www.aitsl.edu.au/australian-professional- standards-for-
teachers>
 Schulz, S 2016, ‘Critical Race Theory and Whiteness’, lecture notes distributed in the topic EDUC 2420 Teaching
Indigenous Australian Students, Flinders University, Bedford Park, 8th August