102085 – Aboriginal & Culturally Responsive Pedagogies My Y Lay Nguyen - 17644671

Critical Reflective Essay

Option 1: Describe the essential components that can build positive, respectful relationships with

Aboriginal and Torres Strait Islander students and improve retention. Assess how you as a future

secondary teacher will support Aboriginal student learning, success and retention. Use key policy

documents to support your argument.

Education is often the most critical factor for improving the quality of life within Australia. As the

Australian educational system being formulated by the foundation of biased Eurocentric

epistemologies, the system has failed to recognise the cultural differences between Indigenous and

non- Indigenous students. This emerging discourse around education for Aboriginal and Torres

Strait Islander students has placed them a disadvantaged resulting in a deficit. Reports are

highlighting a growing disparity between retention rates for Indigenous students. In recent years,

there has been a push to improve retention rates for Indigenous students. Strategies and

pedagogical practices have been implemented to ‘closing the gap’ in educational outcomes for

Aboriginal and Torres Strait Islander students. It is important that teachers are highly trained in

Aboriginal pedagogy and build their own cultural competency in order to create a positive learning

environment for the Indigenous students. However, many teachers simply do not understand the

Indigenous culture and are constrained by their own perception of Indigenous students, resulting in

a negative sense of identity for Indigenous students (William-Mozley, 2015.) The current

government policies are ensuring that the teachers are critical of their own standpoint in Aboriginal

knowledge and encouraging Indigenous point of view as the driving force within the Australian

curriculum, in hopes that a respectful relationship is maintained towards all students (William-

Mozley, 2015). While there are limitations for teachers to address certain needs, maintaining a

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culturally reflective pedagogy is integral to ‘closing the gap’ and improving retention rate for

education, integrating theory and research and practical placement to inform praxis.

The Australian educational system does not leave room for teacher to believe that Indigenous

students are capable in achieving academic outcomes. According the Aboriginal Education Policy

(AEP) (NSW Department of Education, 2008; NSW Department of Education & Training, 2003), it

was implemented to improve academic outcomes from Indigenous students, throughout Australia.

However, measuring teachers’ prejudice against their own beliefs is hard to quantify and inspect.

The AEP document outlines teachers’ expectations and concerning stakeholder, within education, a

way to close the gap. Teachers must comply to this policy, which includes the Australian

Curriculum’s Cross-Curriculum requirements (Australian Curriculum, Assessment, and Reporting

Authority [ACARA], 2016; NSW Department of Education, 2008) and the Australian Professional

Standards for Teaching (APST) (AITSL, 2017). The APST standard is evaluated every three years to

ensure the “usefulness, effectiveness and impact” for quality teaching that is maintained (AITSL,

2017). Relevant standards that concerns with Indigenous students are; Standard 1.4; ‘Strategies for

teaching Aboriginal and Torres Strait Islander students’, and Standard 2.4; ‘Understand and respect

Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and

non-Indigenous Australians’ (AITSL, 2017). In addition to the standard, the teaching of ‘Aboriginal

and Torres Strait Islander histories and cultures’ must be implemented in a deep and meaningful

way that is relevant across all subject areas (ACARA, 2016). The demands and nature of both the

ASPT and cross-curriculum expectations is critical and unavoidable for teachers to comply with, as

they are held accountable for non-compliance. Essentially, teachers may lose their employment if

not taking into consideration of ensuring that Aboriginal student learning, success and retention are

made for Indigenous students.

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The Closing the Gap report highlights retention rate for Indigenous students completing year 12

and pursuing higher education towards university study is lower than non-Indigenous students.

Education is the catalyst for closing the gap between Indigenous and non-Indigenous students. It is

reported that the retention rate for Indigenous students for completing year 12 and pursuing

higher education towards university study is lower than non-Indigenous students, which has not

increased since 2014 (Australian Government, 2018; Herbert, 2015; Jones & Harris‐Roxas, 2009). It

was expected that the trajectory to improve retention rates was expected to change (Australian

Government, 2018). Many areas, especially remote areas, has not been provided with any

meaningful change that can make an impact. According to the 'Closing the Gap' report (2018), the

overall attendance rate is at 83.2% nationally for Indigenous students compared to non-Indigenous

students with 93.0% (pp. 51-52). However, the report does illustrate that inner-regional area are

slowly increasing attendance rates whereas the remote area continues to have no change

(Australian Government, 2018). This is demanding policies makers and government to implement

strategies that are more effective and meaningful for Indigenous students (Burridge, Whalan, &

Vaughan, 2012; Herbert, 2015). While the lack of school attendance and year 12 attainment is a

concern, the need to address on improving literacy and numeracy skill is at high stake (Kostogriz,

2011; Troy, 2015). Language is a vehicle for providing students with a sense of identity as it is basic

rights for Indigenous students (Troy, 2015; William-Mozley, 2015). According to the National

Aboriginal and Torres Strait Islander Education Policy (AEP), it outlines three goals that would

improve the educational system for Indigenous students is to provide equality of access,

educational participation that is equitable and provide educational outcomes that are equitable

and appropriate (Price, 2015; NSW Department of Education, 2008). Furthermore, the government

did attempt to implement the Remote School Attendance Strategy (RSAS) as a way to employ local

Indigenous community to implement strategies that would increase retention rates in remote

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areas, with tailored strategies that would meet specific needs, such as assistance with travelling to

school (Australian Government, 2018). Issues that may also impede Indigenous schooling retention

rates is due to family engagement. The government is prioritising their agenda to connect

education with parents, as they are key to school participation (Australian Government, 2018;

Jones & Harris‐Roxas, 2009).

Teachers hold the responsibility for setting high expectations, whilst being fully aware of their

intercultural understanding, in order for them to teach Indigenous culture competently. Integrating

Indigenous culture would have a positive effect and benefit Indigenous students, however, where

would non-Indigenous students stand? Incorporating Indigenous culture would enable all students

to understand and be enlightened about the different perspectives and cultures that are different

to their own (Burridge, Whalan & Vaughan, 2012; Evans, 2015; Garvis, 2006; Herbert, 2015). To

incorporate different cultural knowledge would relate to any minority groups, as it would enable

students to challenge their own preconceived ideas from what they see in society and in the media,

specially constructed from a westernised perspective (Herbert, 2015). This is in hopes that it will

provide a positive sense of identity for students that may face against the western norms and

ideologies (Bodkin-Andrews & Carlson, 2016). For a strategy that encourage with working together

as a community within education will enable students to challenge the Eurocentric views (Bodkin-

Andrews, & Carlson, 2016; Gavin, 2006; Herbert, 2015). The ASPT standard 2.4 outlines

reconciliatory understanding of Indigenous knowledge to coextend with the ASPT standard 1.4,

referring to the ‘staff models’, ‘school models’ and ‘community engagement’ (ACARA, 2016; AITSL,

2017). This is a relevant aspect that links with critical engagement towards Indigenous cultural

understanding for all students. More specifically, teachers must take on a critical pedagogical

approach when attempting to teach Indigenous histories or challenge students’ existing knowledge,

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especially when society has been built up around eurocentrism privileging those who are from the

dominant discourse of being white (Bodkin-Andrews, & Carlson, 2016; Herbert, 2015). Since the

opportunities of a globalised world are no longer valuing the Eurocentric ideology, it is providing

teachers an opportunity to distil cultural understanding and awareness for all students. Teachers

must provide a safe place for students to share their opinions and welcome new perspectives

within the classroom. In addition, they must teach students to become critical thinkers of the world

around them. However, Teachers are not the only one responsible for imparting Indigenous

knowledge (Herbert, 2015). Universities and policymakers must come up with strategies that would

better prepare pre-service teachers to become culturally aware and to build their own cultural

competency when teaching Indigenous histories (Rose, 2015). Effective strategies within the

classroom are implementing theory into practice by merging the cross-curriculum of ‘inclusiveness’

from the Quality Teaching (QT) framework (NSW DET, 2003), the APST standard 1.4 and 2.4, and

the “8 Aboriginal Ways of learning” from the Aboriginal pedagogical approach (Harrison, &

Sellwood, 2016, pp. 80). An example for an English lesson on comprehension and storytelling would

be is to get in contact with an Indigenous community member to relay their stories and

dreamtimes, such as an Aboriginal Education Officer (AEO), or an Indigenous Education Worker

(IEW) (Evans, 2015). This ensures that a valid source of Indigenous perspective is taught in class,

acknowledging Indigenous culture in a genuine approach that goes beyond the surface level (Troy,

2015). This will inform my praxis to create a cultural awareness for students when understanding

the different teaching framework while including a combination of government documents and

policies.

One of the key aspects of closing the gap in education is Indigenous’ voices and perspectives.

Unfortunately, Indigenous people are inadequately represented in school, especially in inner

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regional areas (Australian Government, 2018). Many Indigenous students do not continue on with

further education as this has been a result of the family’s’ distrust towards the system (Evans, 2016;

Kostogriz, 2011). Government policies are trying to implement 'Indigenous Leadership' across the

nation. However, reports suggest that there are fewer qualified teachers and academics that are

employed to assist with Indigenous educational issues (Herbert, 2015; Jones, & Harris‐Roxas, 2009).

In addition, a school will not be funded by IEW, or AEO if it does not meet a certain percentage of

Aboriginal or Torres Strait Islander students (Australian Government, 2017; Evans, 2015). Aspects of

quality teaching demands teachers to adhere to certain levels of expectations, such as showing

‘high expectations’ of students, shown in the quality Teaching (QT) framework, parents/carers

involvement shown in the APST standard 2.4 and 7.3 and ‘inclusivity’ for all student that is

presented in both the QT model and APST standard 2.4. It is the historical aspect that has led to a

distrust of the institution for many Indigenous people. The government and institution must go

back to the root of the problem and understand their history to strengthen the Aboriginal and

Torres Strait Islander’s identity (Jones, & Harris‐Roxas, 2009). Essentially, if the parents don't value

education, it will be tough dealing with Indigenous students (Evans, 2016; Kostogriz, 2011). It is

imperative that teachers and school must provide a mutual trust and shared expectation with

parents and Indigenous people (Jones, & Harris‐Roxas, 2009). While there is a need to include

Indigenous’ perspective, being a non-Indigenous teacher imposes some limitation as well within the

classroom when attempting to impart Aboriginal culture and knowledge. This may lead to the

teacher and the classroom feeling uncomfortable or that the lesson covers only the surface level

that the essence of the lesson unrelatable (Troy, 2015). It has been reported that a non-Indigenous

teacher may feel a sense of discomfort when there is no Indigenous support staff presented in the

class, leaving the teacher to revert back to what they can fully understand and feel comfortable

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doing (Yunkaporta & McGinty, 2009). Therefore, Indigenous’ perspective and pedagogy as a

strategy within the curriculum will aid with closing the gap.

It has been understood that quality teaching is an integral aspect of any positive learning

environment and closing the gap. While there are many aspects that are responsible for creating

quality teachers, it is the responsibility of the university teacher preparation training program and

practical supervisor to monitor and critique quality teaching, in order for early graduate teachers

complying with the AEP (Burridge, Whalan, & Vaughan, 2012; Jones, & Harris‐Roxas, 2009; NSW,

DET, 2008). One of the biggest problems when teachers are facing Indigenous students, the pre-

conceived ideas on a particular background could impact the way the students see themselves, as

many may be unconscious of it (Garvis, 2006). It is important that if a teacher has a negative

perception of a particular student, they need to be mindful of their attitude and demeanour as it

could impact on the students’ self-worth (Garvis, 2006; Jones, & Harris‐Roxas, 2009). It is noted that

the teachers’ attitude towards Indigenous students reflects misbehaviours displayed in the class

(Jones, & Harris‐Roxas, 2009). Essentially, teachers must put in the effort and commitment, as they

must do everything in their power to maintain reflective practices that will promote cultural

competency and continually willing to expand their own knowledge from research, conferences

and the community (Herbert, 2015). A quality teacher is aware of the cultural differences that will

enable them to promote positive students’ identity for all students within the classroom (Jones, &

Harris‐Roxas, 2009; Troy, 2015). Furthermore, the teacher will be able to critically examine the

curriculum from a Eurocentric position, that will allow them to include the Indigenous culture that

is more meaningful for students (Jones, & Harris‐Roxas, 2009). As engagement is one of the most

critical aspects for retention rates, promoting more positive cultural identity will allow students to

find their own sense of identity, making a place that is welcoming for the Indigenous students. An

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example of a lesson that could promote a better self-identity is to build cultural competency by

incorporating Indigenous community into the school and classroom (Jones, & Harris‐Roxas, 2009).

This aligned with the APST standard 1.7 in community engagement, standard 7.3 to include history

and culture and standard 2.4 in reconciliation between Indigenous and non-Indigenous students.

Engagement and teaching Indigenous perspectives are crucial for promoting Indigenous student’s

sense of identity (Jones, & Harris‐Roxas, 2009; Troy, 2015). Only when a teacher is better prepared

with intense training while continuing to look to government policy and research will enable the

teacher to better inform with their own teaching practices (Harrison & Sellwood, 2016). Teachers

will also be able to understand or challenge issues or limitations that may arise in education for

Indigenous students as a way to close the gap for academic success for Aboriginal and Torres Strait

Islander and all students alike.

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References

AITSL. (2017). Australian Professional Standards for Teachers: Graduate Teachers. Retrieved from

Australian Institute of Teaching and School Leadership:

https://www.aitsl.edu.au/teach/standards

Australian Curriculum, Assessment, and Reporting Authority. (2016). Senior Secondary. Retrieved

Aug 26, 2018, from Australian Curriculum: https://www.australiancurriculum.edu.au/

Australian Government. (2018). Closing the Gap: Prime Minister's Report 2018 - Chapter 3:

Education. Retrieved Aug 25, 2018, from Australian Government: Department of the Prime

Minister and Cabinet: https://closingthegap.pmc.gov.au/

Bodkin-Andrews, G., & Carlson, B. (2016). The legacy of racism and Indigenous Australian identity

within education. Race Ethnicity and Education, 19(4), 784-807.

Burridge, N., Whalan, F., & Vaughan, K. (2012). Aboriginal Education policy contexts and learning

pathways. In Indigenous Education (pp. 1-7). SensePublishers, Rotterdam.

Evans, C. (2015). Your professional experience and becoming professional about working with

Aboriginal and Torres Strait Islander students and communities. In K. Price (Ed.), Aboriginal

and Torres Strait Islander Education: An Introduction for the Teaching Profession (2nd ed.,

pp. 52-65). Melbourne: Cambridge University Press.

Garvis, S. (2006). Optimising the learning of gifted Aboriginal students. International Journal of

Pedagogies and Learning, 2(3), 42-51.

Harrison, N. E., & Sellwood, J. (2016). Learning and teaching in Aboriginal and Torres Strait Islander

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Herbert, J. (2015). Delivering the promise: Empowering teachers to empower students. In K. Price

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Jones, A., & Harris‐Roxas, B. (2009). The Impact of school retention and educational outcomes on

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Kostogriz, A. (2011). Interrogating the ethics of literacy intervention in Indigenous schools. English

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NSW Department of Education. (2008). Aboriginal Education Policy. Retrieved Aug 25, 2018, from

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