What are some of the key issues teachers need to consider for working successfully with

Aboriginal and Torres Strait Islander students?

As an educator, the feeling of being overwhelmed by the extensive depth that comes with
the teaching and learning successfully with Aboriginal and Torres Strait Islander students
may be considered. The feeling of limited understanding of the content, cultural
understanding and histories may impact the ways educators successfully work collaborative
with Aboriginal and Torres Strait Islander students. Therefore, recognising that the
educator’s role that is to facilitate the learning rather than being an expert in all subject
matters (Craven 2011, p. 3). The scope of this paper will entail great discussion on the key
matters and issues which may impact a successful and collaborative teaching and learning
with Aboriginal and Torres Strait Islander students. Considerations for future teaching
practices will also be explored. To begin the essay, the history and cultural impact on
education will be explored through the lens of Aboriginal and Torres Strait Islander people.
Following, the appropriate choice of terminology, language choice and naming will be
addressed. Next, the importance of power relationship and community responsibilities will
be discussed. The final point which will be explored is the importance of cultural
inclusiveness. and what teaching implications can be put in place to support the teaching
and learning for the educators and Aboriginal and Torres Strait Islander students. To begin,
the history and culture of Aboriginal and Torres Strait Islander and the impact this has on
education in Australia will be explored.

Aboriginal and Torres Strait Islander history and culture has had an impact on Australian
education. Beresford (2012, p.85) discusses that the history of Aboriginal education in
Australia has not received the attention it deserves due to educational policy makers,
teachers and school communities being uneducated or only partly educated of the
educational experiences of Aboriginal and Torres Strait Islander people. Beresford (2012, p.
106) continues to explore the approach of school through highlighting the remoteness of
schools from Aboriginal students who were under their care. Research which was
undertaken in the 1970’s demonstrated that most educators and education policy makers
had not questioned their approach in educating Aboriginal and Torres Strait Islander
students (Beresford 2012, p. 106). Moreover, Beresford (2012, p. 106) states that schools
generally did not refer to the problems of their Aboriginal students as an outcome of the
school, rather the implications of their home backgrounds and living environment. Overall,
What are some of the key issues teachers need to consider for working successfully with
Aboriginal and Torres Strait Islander students?

the research had found that the problem between Aboriginal students and the school
environment was due to the lack of culturally appropriate curricula and the limited access to
culturally competent educated educators (Beresford 2012, p. 106). For future teaching
practices, educators need to ensure that they are well educated and knowledgeable on
Aboriginal and Torres Strait Islander history through allowing the role of the educator to
facilitate the learning and cultural understanding which will promote a flow throughout the
classroom learning, rather than needing to and have to be the expert (Craven 2011, p. 3).
Through embedding this practise into education, the key matter of not fully understanding
Aboriginal and Torres Strait Islander history and education is to be turned around and
viewed as educators to facilitate the learning. By apply culturally appropriate curricula and
demonstrating being culturally competent through education, educators will promote the
respect and trust from Aboriginal and Torres Strait Islander students and the families.

Moreover, Martin (2008, p. 138) explores the matter of value in schooling. While many
Aboriginal and Torres Strait Islander people earnestly value schooling, is this the same
response for schools and educators regarding their values towards Aboriginal people? As an
educator, it is critical to not teach Aboriginal and Torres Strait Islander student to be
Aboriginal, rather it is necessary to support the cultural heritage, respect Aboriginal ancestry
and to acknowledge and understand that this can never be replaced by non-Aboriginal
heritage or ancestry (Martin 2008, p. 138). Buckskin (2012) expresses the necessity of the
importance of being culturally competent as an education teacher. To work successfully
with Aboriginal and Torres Strait Islander students to foster and facilitate their learning,
there is a need for an increased number of Aboriginal and Torres Strait Islander peoples
employed in school which will foster the engagement, participation and support the
building of positive learning relationships and prospects for Aboriginal and Torres Strait
Islander students (Buckskin 2012, p. 168). Every student deserves an educator who has an
understanding of the foundations to apply such skills from the beginning and throughout
students educational journey. To follow, the choice of appropriate terminology, language
and naming of Aboriginal and Torres Strait Islander people will be explored.
What are some of the key issues teachers need to consider for working successfully with
Aboriginal and Torres Strait Islander students?

Another key matter that educators need to consider whilst successfully teaching effectively
with Aboriginal and Torres Strait Islander students is the understanding and knowledge of
the appropriate choice of language and ways of communicating with Aboriginal and Torres
Strait Islander students. Bunda and Wilson (2012) explore appropriate ways to acknowledge
and identify Aboriginal and Torres Strait Islander people through both verbal and non-verbal
communicative ways. As an educator, to successfully form a grounded relationship with
Aboriginal and Torres Strait Islander students within the classroom in a respectful manner,
educators need to demonstrate and apply appropriate language and terminology through
communication. Through the recognition and appropriate application of choice of language
and terminology, educators are presenting an effective representation of Indigenous
Australian social justice and respect (Bunda & Wilson 2012). Moreover, Harrison (2011, p.
11) discusses the language and dialect differences between Aboriginal and Torres Strait
Islander and non-Aboriginals students in your classroom. As an educator, an important point
to consider is that Aboriginal and Torres Strait Islander students tend to focus more on who
is saying what to who and how it is being said rather than the content that is being taught.
As for non-Aboriginal students, they somewhat are preoccupied with the knowledge and
skills being taught rather than analysing the language being transferred amongst students
and educator (Harrison 2011, p. 11). Moreover, Buckskin (2012, p. 171) explores that
Aboriginal and Torres Strait Islander student’s language is reflected on culture, self-identify
and self-esteem. The languages along with the cultural concepts and perspectives that
Aboriginal and Torres Strait Islander students bring forward in the classroom environment
must be respected by the school for the students to feel respected and positive about
learning. As an educator, it is possible to teach the class about ways of home language that
students bring to school differs to the English language that is taught at school (Buckskin
2012, p. 171). The power relationships between Aboriginal and non-Aboriginal people
through the vision of a diverse influence will now be discussed.

Harrison (2011, p. 8) explores the matter of unequal power relationship between Aboriginal
and non-Aboriginal people which has been around for the last 220 years, and how this
contributes to being a key issue that educators need to consider working successfully with
Aboriginal and Torres Strait Islander students. As an educator, it is important to remember
What are some of the key issues teachers need to consider for working successfully with
Aboriginal and Torres Strait Islander students?

that is this between Aboriginal and non-Aboriginal Australians, along with the unequal
power relationship that is between them. This has impacted what has been, and still is,
taught in schools today therefore, may have a significant impact on Aboriginal and Torres
Strait Islander students due to the pass down in generations, but we also need to
acknowledge and uphold a strong and positive relationship with Aboriginal and Torres Strait
Islander students (Harrison 2011, p. 11). Moreover, Gollan (2012, p. 161) explores the
factors of cultural values and how this effect the relationships regarding family and identity
for Aboriginal and Torres strait Islander students. Aboriginal families are diverse in regard to
culture, history, size and appearance who are connected to one another through family
(Gollan 2012, p. 161). As an educator, it is important to acknowledge the structure of the
Aboriginal and Torres Strait Islander families that may be in the classroom and being aware
of the protection and teaching of Aboriginal and Torres Strait Islander students is a
‘community responsibility’ due to the living between parents, grandparents and other
extended family members. Harslett et al (2000, pp. 40-41) discuss the importance of having
an understanding and to have the ability to form and sustain a positive and powerful
relationship with Aboriginal and Torres Strait Islander students. Not only does a well-formed
relationship need to occur with the students but also the families that are brought along in
the students backpacks. As mentioned before, the close family of Aboriginal and Torres
Strait Islander students might entail mum, dad, grandparents, older or younger siblings or
extended family. Therefore, there needs to be an effort made by the educators to build a
strong relationship with student families (Harslett et al 2000, p. 41). The importance of
achieving cultural inclusiveness in schools and classroom environments will be discussed
next.

Another key issue that needs to be considered for working successfully with Aboriginal and
Torres Strait Islander students is the importance of cultural inclusiveness in the learning
environments. Gollan (2012, pp. 167-168) explores the factors in which educators can
facilitate effective learning for Aboriginal and Torres Strait Islander students to ensure
inclusiveness is employed. The importance of having access to support and cultural training
in order to provide a safe environment for Aboriginal and Torres Strait Islanders in the
classroom and school community. Addressing racism is another important factor to consider
What are some of the key issues teachers need to consider for working successfully with
Aboriginal and Torres Strait Islander students?

as an educator due to this being an implication for Aboriginal and Torres Strait Islander
students to be disengaged in classroom learning (Gollan 2012, p. 168). Moreover, Reynolds
(2005, p. 32) explores the matter of the ignorance of prejudice and racism. The families of
Aboriginal and Torres Strait Islander student concerned about the impact of racism on the
lives of their children which can placed the children in a marginalised position (Reynolds
2005, p. 32). Reynolds (2005, p. 32) continues to express the matter that many educators do
not understand the attitudes and motives of Aboriginal and Torres Strait Islander students
which made educators unresponsive to their needs. This is influenced by the lack of
education and training that educators have received during their educational programs.
As an educator, implications to address this matter can involve many factors, but one that
can be done cohesively is to develop a community of learning culture. By opening up, a
dialogue around the issue of racism as a school can create a positive space for voices of
Aboriginal and Torres Strait Islander students and their families to be heard (Gollan 2012, p.
169).

Furthermore, Price (2012, p. 154) discusses the importance of including things Aboriginal
and Torres Strait Islander within the Australian Curriculum. Educators need to educate
students to gain the understanding of and respect for Aboriginal and Torres Strait Islander
traditional and contemporary cultures. To facilitate the learning and to successfully work
with Aboriginal and Torres Strait Islander students, educators need to consider that all
students have equitable access to opportunities in schooling, students have the knowledge
and understanding of the value of cultural and linguistic diversity of Aboriginal and Torres
Strait Islanders through implementing skills, knowledge and understanding which
contributes to reconciliation between Aboriginal and non-Aboriginal Australians (Price 2012,
p. 154).

In conclusion, it has been greatly evident throughout this paper that there are many factors
and issues educators need to consider for a successful and collaborative relationship with
Aboriginal and Torres Strait Islander students and implications that educators can apply into
their teaching and learning. The history and culture that Aboriginal and Torres Strait Islander
students being into the classroom was explored and must to be considered and understood
What are some of the key issues teachers need to consider for working successfully with
Aboriginal and Torres Strait Islander students?

by the educator whilst incorporating appropriate choice of language through verbal or

written communication. Additionally, different languages, cultural concepts and
perspectives that Aboriginal and Torres Strait Islander students bring in their backpacks
from home must be respected by the school for the students to feel respected and positive
about learning. The importance of power relationship and the community responsibilities
was deeply through the lens of understanding the wider community that Aboriginal and
Torres Strait Islander student may have around them. For example, parents, grandparents
or extended families. The final issue of concern that was delved into was importance of
cultural inclusiveness and ways that educators can incorporate inclusiveness in classrooms.
On a final note, for work successfully with Aboriginal and Torres Strait Islander students, it is
important to recognise and understand that the educator’s role that is to facilitate the
learning rather than being an expert in all subject matters (Craven 2011, p. 3).
What are some of the key issues teachers need to consider for working successfully with
Aboriginal and Torres Strait Islander students?

Reference List

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Buckskin, P. 2012. Engaging indigenous students: the important relationship between

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180. Cambridge: Cambridge University Press.

Bunda, T., & Wilson, R. 2012. Appropriate terminology, representations and protocols of
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Price, K. 2012. A brief history of Aboriginal and Torres Strait Islander education in Australia.
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