Teaching and Learning in Aboriginal Education

Assignment 2 - Essay
Victoria Fraser

The teaching and learning in Aboriginal education essay involves identifying some of the
key issues teachers need to consider for working successfully with Aboriginal and Torres
Strait Islander students. The key issues which have been highlighted throughout the
readings are having an understanding of the complex relationship between the Aboriginal
community and the non-Aboriginal people; demonstrate acknowledgement and respect
to the owners of the land; cater for every childs needs; get to know students and value
their beliefs and past experiences; close the gap between Aboriginal students and non-
Aboriginal students and focus on an equal balance of power. The identified key issues
will be taken into considerations and will be reflected upon for future teaching practices
when working with a range of children from different cultural backgrounds. Strategies and
practical implications to support teachers’ practices when working with Aboriginal and
Torres Strait Islander students will be discussed. A range of readings will be critically
reviewed, analysed and interpreted.

The Harrison (2011, p. 8) reading outlines an important issue teachers need to be

informed and aware of when teaching students from an Aboriginal or Torres Strait
Islander background. Teachers need to have an understanding of the complex
relationship between Aboriginal peoples and the non-Aboriginal people. The relationship
has been impacted over time due to the horrific treatment from non-Aboriginal people to
Aboriginal peoples which has largely shaped the history of Australia. The forced removal
by the government of Aboriginal children from their parents and the relocation of the
Aboriginal community from their homes and reserves still has a lifetime lasting effect on
the Aboriginal community. While many people are trying and are working towards
rebuilding these relationships, Aboriginal peoples still have resentment and it is still being
passed down through generations. There is still an evident imbalance of power between
Aboriginal peoples and the non-Aboriginal people.

The term paternalism refers to restricting a person or community to the rights of freedom
and responsibilities. Paternalistic attitudes have helped determined and shape the
relationship between the Aboriginal community and the non-Aboriginal people. This
occurred when Captain Cook first came to Australia in 1770. The British people treated
Aboriginal peoples with disrespect by shooting them, locking them up, taking their land
and treating them like slaves. This behaviour continued when the non-Aboriginal people
believed that Aboriginal peoples couldn’t raise their children, so the non-Aboriginal people
stole their children and took them away from their families. The Aboriginal community still
doesn’t have the same rights as the non-Aboriginal people.

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Teaching and Learning in Aboriginal Education
Assignment 2 - Essay
Victoria Fraser

Due to these events and the paternalism attitudes, there have been massive implications
between the relationship of the Aboriginal community and the non-Aboriginal people.
William Mozley (2012, p. 27-28) outlines the impacts and effects of the stolen generation
of the Aboriginal peoples. These include racial discrimination; arbitrary deprivation of
liberty; pain and suffering; abuse including physical, sexual and emotional; disruption of
family life; loss of cultural rights and fulfillment; loss of native title rights; labour
exploitation; economic loss and loss of opportunities.

This is a main issue teachers need to be conscious of when supporting all students with
different backgrounds within their class. Teachers need to get to know their students,
learn and establish understanding of their personal values, beliefs and their past
experiences of what they and their family have been through and have been exposed to.
Developing this knowledge with students will allow the teacher to gain an in depth
perspective of the students actions and behaviours when they interact and work alongside
non-Aboriginal students. Teachers can also carefully consider and ensure that each child
is valued and have an equal contribution to the classroom activities and responsibilities.
As mentioned above, there is an unequal balance of power throughout society with the
non-Aboriginal people and Aboriginal peoples. It’s crucial for teachers to have the same
high expectations for every student without discriminating against their socio-economic
status, cultural background, learning needs and abilities. Each student should receive the
support and guidance to thrive and learn within the school environment. When allocating
class activities, roles and responsibilities, teachers need to ensure that each student will
have a turn, there is equal opportunity and that no student is favoured over another.

The Harrison (2011) reading highlights the important differences between the terms
equality and equity. The term 'equality' has been described as all individuals receiving
equal or the same treatment, while the term 'equity' refers to all individuals being given
the opportunity to succeed in ways that cater for their own specific learning needs and
abilities. As there is an evident imbalance of power between the non-Aboriginal people
and Aboriginal peoples, the term equality might be used by teachers. This will ensure all
students are treated the same according to the classroom opportunities, roles and
responsibilities (for example: star of the week, cleaning monitor, library or lunch order
monitor). However, when students learning are considered, teachers should be aware to
accommodate to students learning needs and abilities through equity.
This allows for each student to be able to thrive and strengthen their knowledge and
understanding by catering to all students needs and providing them with that support and
guidance they require.

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Teaching and Learning in Aboriginal Education
Assignment 2 - Essay
Victoria Fraser

Teachers who have students with an aboriginal background need to know the importance
in which they inform and impart information when teaching those with a non-Aboriginal
background about the horrific events that has shaped Australian history. Teachers should
be empathetic and demonstrate respect and acknowledgement about what has happened
in the past and recognise the owners of the land. Teachers need to consider the language
they use when teaching non-Aboriginal students about Aboriginal peoples. They have to
inform their students about the appropriate and inappropriate terminology to ensure that
students do not accidently insult or offend another student. When referring to the correct
and appropriate names, students should learn Indigenous Australian people/s; Aboriginal
people/s; Aboriginal person; Torres Strait Islander people/s and Torres Strait Islander
person (Appropriate terminology guide). Less appropriate names are Aborigines; the
Aborigines; the Aboriginal people; the Torres Strait Islanders; blacks; whites; yellafellas
and coloured (Appropriate terminology guide).

In order to work successfully with Aboriginal and Torres Strait Islander students, teachers
need to not have an deficit views, stereotypes, and negative opinions of non-Aboriginal
people towards Aboriginal peoples. These deficit views include believing or having the
opinion that Aboriginal students are not motivated, have the inability to learn, are
disadvantaged compared to non-Aboriginal students and have the inability to be
successful. Teachers, who carry this belief and have a negative opinion, will greatly
disadvantage the Aboriginal students learning, potential and prevent them from being
able to thrive and learn. Teachers should educate and inform non-Aboriginal students in
the class about these views to promote non bullying strategies in the classroom
environment.

The Martin (2005) reading discusses a range of key issues involving the identity, beliefs,
values and the cultural background of Aboriginal peoples. Key insights into the
relatedness theory were discussed which is widely used by Aboriginal peoples. The
relatedness theory is based on phases that people transition through life as they develop.
The phases are not restricted to a particular age range. Children will transition to their
next life hood phase when they are ready and prepared for it.
Through traditional schooling, the Australia curriculum is extremely biased on what
children should already know and what they should be learning throughout the year
according to their age (Australian Curriculum 2016). It does not take into consideration
the children’s individual learning needs, experiences and resources. The theories outlined
by Woolfolk and Margetts (2013) and Berk (2013) implemented by Piaget and Vygotsky

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Teaching and Learning in Aboriginal Education
Assignment 2 - Essay
Victoria Fraser

are based on children’s age, rather than when the child is ready to transition to the next
stage of development.

The relatedness theory allows for inclusivity and acknowledges individual children’s
needs rather than expecting all children to be at a particular stage according to their age.
Teachers who are teaching students from an Aboriginal cultured background need to
have a strong understanding of the relatedness theory. This knowledge will allow teachers
to recognise student’s values and beliefs and support students to progress to their next
life hood stage when they are ready.

Martin (2005) claims that for teachers to work successfully with Aboriginal and Torres
Strait Islander students, teachers need to present a high level of respect of the Aboriginal
student’s identity, culture and spiritual connections to the land. It’s important for teachers
and schools to not try and mold or shape Aboriginal students to fit in with the western
traditions, behaviours and expectations of schooling and how non-Aboriginal people
believe people should live in the society.

According to the Martin (2005) reading, western schools claim that Aboriginal students
only become literate when they are able to speak and write in the standard Australian
English. This does not recognise the many languages the Aboriginal students have
already learnt through their traditional languages. Western schooling tries to mold and
shape the Aboriginal students by expecting them to participate in western behaviours of
looking at a person’s eyes when engaging in a conversation; the use of physical body
space without consideration for gender and age differences; the avoidance of silence as
it is seen as awkward; and the use of direct questions and direct answers to those
questions. We must recognise the indigenous language and respectfully implement this
learning into schools to educate non-Aboriginal students. Recognising these cultural
differences, will help teachers to support Aboriginal students in the classroom and allow
them to feel safe and secure in the classroom environment.

The Gollan and Malin (2012) reading highlights the views and opinions of an Aboriginal
mother about the quality of schooling. This is a key issue teachers need to consider when
working successfully with Aboriginal and Torres Strait Islander students. Parents are an
essential aspect of the school environment and teachers should allow parents to have a
say to improve the quality of their childs schooling experiences. The Aboriginal mother

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Teaching and Learning in Aboriginal Education
Assignment 2 - Essay
Victoria Fraser

claims that the quality of schooling is similar and reminds her of Aboriginal Dreaming. She
envisions education to be an evolving, holistic, healing, educative and spiritual process
that provides meaningful opportunities for personal growth. The Aboriginal mother agrees
that quality schooling teaches Aboriginal students the rules for living, caring and
understanding the environment, their social relationships, the importance of the land and
animals, the history and important events that impacted on the Aboriginal community and
the learning messages from their ancestors. Quality schooling allows Aboriginal students
to realise their full potential while providing them with support and a range of resources
and opportunities to encourage them to learn and thrive.

The Aboriginal mother displays her concerns and worries in ensuring the educator has
adequate knowledge and understanding of Aboriginal people’s cultural values, beliefs,
history and experiences. She expresses concerns on how the school has included
Aboriginal perspectives in its practices, routines, environments, philosophies and policies
to educate and inform the non-Aboriginal students. She highlights her opinion that
Aboriginal Elders, parents, family and the wider community should be included in the
schools decision-making process. She outlines her concerns of the teacher’s possible
misconceptions and labeling of Aboriginal students due to their Aboriginal heritage. These
are all important issues that teachers need to address when working with Aboriginal and
Torres Strait Islander students.

In order to support this concerned parent and help their child in the classroom, the teacher
should be educated, informed and strengthen and develop any knowledge of the
Aboriginal culture, this will allow the teacher to successfully teach in the classroom. The
teacher should demonstrate a level of respect and acknowledgement towards Aboriginal
culture, history, experiences and owners of the land. To enrich the learning for the non-
Aboriginal students about Aboriginal culture, the teacher should organise and utilise
family members and the wider community to allow students to hear from a different
perspective and view point. Teachers should treat all students with a high level of respect
and acknowledge that they are all unique individuals with different learning needs and
abilities.
Students shouldn’t be judged, labeled or treated in a certain manner due to stereotypical
opinions and attitudes. It is vital for teachers to embrace and celebrate the Aboriginal
culture, support students to develop their cultural identities and most importantly create a
classroom that is inclusive of all cultural backgrounds, respectful and welcoming and
provides a safe environment for all students.

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Teaching and Learning in Aboriginal Education
Assignment 2 - Essay
Victoria Fraser

Teachers need to consider the main issues discussed above to support the successful
collaboration between the teacher and the Aboriginal and Torres Strait Islander students.
Teachers need to acknowledge and demonstrate a high level of respect for the Aboriginal
and Torres Strait Islander students cultural backgrounds, values, beliefs and ownership
of the land. Teachers need to treat all students individually based on their learning needs
and abilities, get to know their students and don’t portray negative deficit views and
stereotypes. Teachers who follow the strategies listed above will be able to create a safe,
secure and welcoming environment for all students and they will play an important part in
trying to mend the relationship between Aboriginal peoples and non-Aboriginal people.

References:
 Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, The

Australian Curriculum v8.3, viewed 13 March 2019,

<http://www.australiancurriculum.edu.au/>.

 Berk, LE 2013, Child development, 9th edition, Pearson/Allyn and Bacon, Boston.

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Teaching and Learning in Aboriginal Education
Assignment 2 - Essay
Victoria Fraser

 Flinders University, Adelaide, Appropriate Terminology, Indigenous Australian

Peoples, general information folio 5.

 Gollan, S and Malin M 2012, ‘Teachers and families working together to build

stronger futures for our children in school’ in Q Beresford, G Partington & G Gower

(eds) Reform and Resistance in Aboriginal Education, UWA Publishing, p. 149 -

174.

 Harrison, N 2011 ‘Starting out as a teacher in Aboriginal education’ in Harrison,

N Teaching and Learning in Aboriginal Education, Oxford University Press,

Australia, p. 1 – 15.

 Martin, K 2005 ‘Childhood, lifehood and relatedness: Aboriginal ways of being,

knowing and doing’ in J Phillips & J Lambert (eds) Education and diversity in

Australia, Pearson Education Australia, Frenchs Forest, NSW, p. 27 - 39.

 William-Mozley, J 2012, The stolen generations: what does this mean for

Aboriginal and Torres Strait Islander children and young people today? Chapter 2.

 Woolfolk, A & Margetts, K 2013, Educational Psychology, Pearson Australia, NSW,

Australia.

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