Assignment 2: Essay

What are some of the key issues teachers need to consider for working successfully with
Aboriginal and Torres Strait Islander students?

“When I was at school, who I was [as an Aboriginal woman] was not important. That is not
what I want today [for my children]” (Boon et al. 2017, p. 85). No parent wants their child to
feel that their cultural identity was/is not important at school. For a teacher to create a
classroom where various cultural identities are ignored and the dominant culture to be the
norm, would be discriminatory to numerous students in the classroom. Unfortunately,
however, there are many Aboriginal and Torres Strait Islander children who feel as though
their identity is not represented or celebrated in the school. This can have numerous
detrimental effects for Indigenous students. Some include, low attendance, high drop-out
rates and negative social relations with peers and teachers (Halse & Robinson 2011). It is
therefore, critical to consider the key issues teachers need to consider for working
successfully with Aboriginal and Torres Strait Islander students. Although there are various
issues that can be mentioned, this essay will focus around the concerns of culture represented
in the classroom, engagement with Indigenous students (behavioural, affective and
cognitive), Aboriginal English and hearing loss with Aboriginal and Torres Strait Islander
students. By addressing these issues and considering the ways in which teachers can promote
a positive learning space for students plays an integral role in supporting and promoting
positive learning outcomes for Indigenous students in school (Bellen & Maher 2014).

Australian education has evolved from a colonialist past that has actively excluded, oppressed
and assimilated Aboriginal and Torres Strait Islander peoples (Daniels-Mayes 2016). Cultural
identity and practices had been developed from a ‘westernised’ perspective and omitted
other forms of culture as they were seen as inferior or inadequate (Daniels-Mayes 2016).
Critical race scholars have argued that schools in Australia are not politically neutral but
mirror the beliefs and ideologies of the dominant culture, being Western (Riley 2018). As
such, Aboriginal students are forced to relinquish their individual ways of learning and
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abandon their cultural identity in order to receive a formal education (Daniels-Mayes 2016).
Schools that follow traditional values and beliefs that seek to conform students into the
dominant culture, is evidently unsuccessful in engaging Aboriginal students in the learning
environment (Daniels-Mayes 2016). The Ministerial Council on Education, Employment,
Training and Youth Affairs report, stated that research indicates positive outcomes occur
when the school culture acknowledge and upholds students’ Aboriginal and Torres Strait
Islander cultures and identities, and when learning programs ‘challenge, develop and
embrace this positive sense of Indigenous identity’ (MCEETYA 2006, p.16). Therefore, it is
critical to specifically consider how teachers can create a culturally responsive classroom and
environment.

Firstly, it is crucial to consider that Aboriginal and Torres Strait Islander children embrace their
culture on the basis on which they form their sense of personal identity and self-esteem (Price
2012). As such, there is not a ‘one size fits all’ approach in regards to Aboriginal and Torres
Strait Islander culture. Each Aboriginal and Torres Strait Islander children’s identity is a
construction of social and historical relations formed by the culture and social setting in where
they have been raised (Boon et al. 2017). Therefore, it is imperative that teachers have a
comprehensive understanding of this in order to create effective learning relationships with
students (Price 2012). Ways in which teachers can achieve this are by getting to know their
students and their cultures at a sophisticated level and develop Individual Learning Programs
(ILPs) (Price 2012). Teachers should also contextualise and localise curriculum and pedagogy
so that it reflects the knowledge and learning of local communities (Daniels-Mayes 2016). The
beliefs, knowledge, values and resources of communities also need to be viewed as essential
and to be integrated into the classroom and school (Daniels-Mayes 2016). This can be
achieved through building positive relationships with families, and working with community
members and elders (Halse & Robinson 2011).

Secondly, teachers must incorporate experiences that facilitate the learning of local
community knowledge (Daniels-Mayes 2016). Teachers can become more welcoming to
Indigenous communities by honouring and following Indigenous models of governance, such

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as, Aboriginal advisory committees and Indigenous leadership positions (Riley 2018).
Teachers should also be proactive in developing a “relationship to place” where teachers are
encouraged to learn about community through home visits, talking with community
organisations and by participating in community events (Riley 2018). Teachers can also make
sure that their classroom is culturally sensitive by focusing on content areas that develop
cross-cultural themes such as, Indigenous and Western dance (Halse & Robinson 2011).
Incorporating Aboriginal perspectives in all learning areas, for example, Aboriginal designs in
art and craft. Teachers also need to be aware of Anglo-European bias in teaching resources
and instead have a wide range of culturally appropriate resources for Indigenous students,
such as, dreaming stories, productions by Aboriginal film makers and Aboriginal literature and
poetry (Halse & Robinson 2011). Teachers should also invite Aboriginal and Torres Strait
Islander guest speakers (e.g. storytellers and dancers) into the classroom as often as possible
(Halse & Robinson 2011). Through honouring cultural distinctiveness by recognising and
respecting the culture and identities of Indigenous peoples, teachers can better understand
their students and make them feel welcome in their classroom (Halse & Robinson 2011).

Working successfully with Aboriginal and Torres Strait Islander students also involves actively
engaging them in the classroom. The MCEETYA report also stated that students are ‘at risk’
of failing school if the school and teachers have not appropriately engaged them (MCEETYA
2016). Students who are actively engaged strongly correlates with academic achievement
and fosters a sense of belonging and self-worth in students (Halse & Robinson 2011). Children
are more likely to develop lifelong skills in learning, participation and communication when
they are engaged in school (Halse & Robinson 2011). As such, engaging Aboriginal and Torres
Strait Islander students is necessary for improving educational outcomes (Halse & Robinson
2011). In order for teachers to positively engage Aboriginal and Torres Strait Islander
students, it is important to consider three dimensions that make up engagement;
behavioural, affective and cognitive (Halse & Robinson 2011).

School policies, rules and behaviour codes, have inadvertently allowed for the socialisation of
Aboriginal students into western norms (Daniels-Mayes 2016). As such, these students from

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Indigenous backgrounds may feel oppressed and humiliated (Daniels-Mayes 2016). It is
therefore important to consider the ways in which teachers can be culturally responsive in
their behaviour management towards these students in order to positively involve Indigenous
students in the classroom. Five strategies have been developed in the endeavour to support
culturally responsive behaviour management. These strategies involve; using group work;
controlling indirectly rather than confrontationally; avoiding “spotlighting” students; using an
unhurried pace; and taking into consideration their home life and how it may contribute to
their learning (Daniels-Mayes 2016). These proactive approaches to classroom management
are more successful than following an authoritarian approach such as, “because I said so”,
“because I am the teacher” or removal from the learning space (Daniels-Mayes 2016). An
example of this can been seen where a few students were playing with their iPads when the
teacher was talking. Instead of picking on those two children publically to the class, the
teacher said, “Can we all please put the iPads down. Make sure the screen is locked so we are
not distracted”. As such, the focus is placed on all students not just the few that continued to
use their iPads. Using collective words such as, “we” instead of “you” is a less confrontational
approach. Furthermore, behaviour management needs to be delivered in a caring and
respectful manner with a Culturally Responsive Teacher (CRT) remaining calm and decisive
(Boon et al. 2015). CRTs never sound sarcastic, angry or threatening in their interactions with
students (Daniels-Mayes 2016). These ways of considering behaviour management prevent
Indigenous students from feeling oppressed or humiliated and avoid their cultural identity
becoming lost (Daniels-Mayes 2016).

Affective relationships are another key factor towards positive engagement for Aboriginal and
Torres Strait Islander students in schools. Boon et al. (2017) reported what Aboriginal parents
and students considered teacher’s positive relationships with students and their families to
be a quality teaching practice and a foundation for their student’s learning. Halse & Robinson
(2011) acknowledged that a classroom environment where students feel safe, positive about
learning and willing to take risks and attempt new tasks are dependent on establishing
positive and trusting relationships with teachers. As such, teachers who genuinely care and
show interest in Indigenous students earn the respect and contribute to building this type of
classroom environment (Halse & Robinson 2011). Aboriginal and Torres Strait Islander
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students also developed positive relationships with teachers who showed sensitivity towards
their cultural background and especially towards language competencies (Boon et al. 2017).
Further ways in which teachers can promote positive relationships with Aboriginal and Torres
Strait Islander students can be as simple as smiling regularly at them, warmly welcoming them
to class, spending time individually with students, encouraging self-esteem through positive
reinforcement and show consistent interest in the student’s family, community and extra-
curricular activities outside the classroom (Halse & Robinson 2011).

The final dimension that influences engagement is cognitive. This refers to the learning styles
of Aboriginal and Torres Strait Islander students. Although Aboriginal and Torres Strait
Islander culture varies according to region, clan, language groups and individuals; a common
ground between mainstream and Indigenous pedagogies can be identified (Turner et al.
2017). ‘Yunkaporta’s 8 Aboriginal ways of Learning’ (2009) is a framework that demonstrates
eight interrelated pedagogies that contributes to cultural competence in the classroom
(Turner et al. 2017). The eight interconnected pedagogies consider, learning through
narrative; visualised learning processes; working non-verbally and self-reflective through
hands-on methods; learning through images, metaphors and symbols; land and environment
based learning; using indirect and interdisciplinary approaches; modelling and scaffolding
learning; and connecting learning to local values, needs and the community (Turner et al.
2017). These pedagogies act as a starting point that teachers can incorporate in their
classroom with Aboriginal and Torres Strait Islander students but also to work with the local
Aboriginal community and the school (Turner et al. 2017).

Another issue that teachers need to be made aware and understand is that some Indigenous
students do not speak Standard English as their first language (Halse & Robinson 2011).
Standard English may even be their third or fourth language (Korff 2018). Teachers need to
take into consideration that when a students’ home language is Aboriginal English and/or one
or more Indigenous languages, students may be limited in their understanding or ability to
communicate successfully in using Standard English (Halse & Robinson 2011). Aboriginal and
Torres Strait Islander students’ home language is central to their cultural identity, therefore
it is crucial that teachers incorporate both standard English and Aboriginal English into
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students learning of literacy (Halse & Robinson 2011). By not including Aboriginal English in
Indigenous students’ learning will discourage participation in classroom activities, prevent
effective learning and hinder the development of positive social relations at school (Halse &
Robinson 2011).

Strategies in which teachers can integrate Aboriginal English in the classroom is firstly,
developing a comprehensive understanding of Aboriginal English. By engaging with students’
families and communities about the language they speak will be beneficial as teachers will
learn to understand the language and be able to communicate effectively with Indigenous
students (Halse & Robinson 2011). To improve the successful literacy and learning among
Indigenous students, teachers can use Aboriginal English as a basis for building confidence,
understanding and skills in standard English. Doing so, will also be beneficial for students
learning in other subject areas, such as mathematics (Halse & Robinson 2011). Additional
strategies teachers can incorporate are avoiding over correction, demonstrating that there
are both verbal and non-verbal acceptable ways of saying the same thing, translating
Aboriginal English into standard English when students are speaking and writing and
encouraging students to do their own translations between languages (Halse & Robinson
2011). Teachers can also find and use local resources about students’ languages. Kaurna
Warraarra Wonbawonbandi (Counting in Kaurna) (Kalaya Children’s Centre 2010a) and
Nunno Kaurnaarra (Body Parts in Kaurna) (Kalaya Children’s Centre 2010b) are excellent
teacher resources for children who speak Kaurna to use in their learning.

Teachers must also be made aware that up to 80 per cent of Aboriginal children in Australia
(specifically in remote areas) suffer from otitis media (glue ear) (Halse & Robinson 2011). This
rate is nearly ten times higher than for other non-Indigenous Australians (Halse & Robinson
2011). Otitis media can damage the eardrum and hearing bones, which can lead to permanent
hearing loss (Halse & Robinson 2011). In South Australia, children aged between 5 and 12,
37% suffered from Tympanic Membrane (eardrum) perforation and 55.6-66.3% had abnormal
hearing uni/bi laterally (Department for Health and Ageing 2017). The combination of hearing
loss and if their home language is not incorporated into their learning with standard English,

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considerably hinders a student’s learning progress (Halse & Robinson 2011). If a teacher
suspects a student may be suffering from hearing loss then the teacher should seek advice
from the school nurse, school counsellor, school executive and the Aboriginal support teacher
(if available) as they may benefit from receiving treatment from a medical professional (Halse
& Robinson 2011).

Teaching is a complex process, specifically in creating a culturally responsive classroom.

However, with the appropriate support from and working with co-workers, students’ families
and communities, can help in creating a positive learning space for all students. Respecting,
including and celebrating the cultural identities and backgrounds of Aboriginal and Torres
Strait Islander students is central in promoting confident and involved learners.
Understanding that managing behaviour of students cannot be dealt in a single way. Teachers
need to be willing to work with students’ families in getting to know the student’s home life
and how it may influence their behaviour at school but by also taking on a non-authoritarian
and collectivist approach to managing behaviour. Taking on this approach can avoid students
feeling targeted and prevents cultural identity being lost. Teachers must also foster positive
relationships with Indigenous students so that they feel respected by their teacher. This will
help students feel welcomed at school and want to attend. ‘Yunkaporta’s 8 Aboriginal ways
of Learning’ (2009) is a practical resource that teachers can incorporate when planning
lessons that are engaging and appealing to Indigenous students. Furthermore, teachers must
not disregard languages other than standard English spoken at home and how they may
influence an Indigenous student’s understanding of language and learning at school.
Furthermore, teachers need to be aware of the possibility that some Indigenous students may
be suffering from potential hearing loss and have appropriate strategies in place to support
these students. In conclusion, being culturally sensitive and following pedagogies that are
sensitive towards every students’ individual needs will not only benefit Aboriginal and Torres
Strait Islander students but all Australians having a successful schooling experience.

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 References:

Bellen, L & Maher, M 2014, ‘Smoothing Children’s Transition into Formal Schooling:
Addressing Complexities in an Early Literacy Initiative in Remote Aboriginal Communities,
Northern Territory, Australia’, Early Childhood Education Journal, vol. 43, no. 1, pp. 9–17.

Boon, H, Laffin, G, Lewthwaite, B & Webber, T 2017, ‘Quality Teaching Practices as Reported
by Aboriginal Parents, Students and their Teachers: Comparisons and Contrasts’, Australian
Journal of Teacher Education, vol. 42, no. 12, pp. 80–97.

Boon, H, Lewthwaite, B, Lloyd, N & Osborne, B 2015, ‘Effective Teaching Practices for
Aboriginal and Torres Strait Islander Students: A Review of the Literature’, Australian
Journal of Teacher Education, vol. 40, no. 11, pp. 1–22.

Daniels-Mayes, SM 2016, ‘Culturally Responsive Pedagogies of Success: Improving

Educational Outcomes for Australian Aboriginal Students’, PhD thesis, University of South
Australia, Adelaide.

Department for Health and Ageing 2017, An Aboriginal Ear Health Framework for South
Australia, Government of South Australia, Adelaide.

Halse, C & Robinsion, AE 2011, ‘Working with Aboriginal Students’, in R Craven (ed.)
Teaching Aboriginal Studies: A Practical Resource for Primary and Secondary Teaching, Allen
& Unwin, Sydney, pp. 257–272.

Kalaya Children’s Centre 2010a, Kaurna Warraarra Wonbawonbandi – Counting in Kaurna,

Kalaya Children’s Centre, Queenstown, South Australia.

Kalaya Children’s Centre 2010b, Nunno Kaurnaarra – Body Parts in Kaurna, Kalaya Children’s
Centre, Queenstown, South Australia.

Korff J 2018, Ways of Teaching and Engaging Aboriginal Students, Creative Spirits, 2
February 2019,
< https://www.creativespirits.info/aboriginalculture/education/teaching-aboriginal-
students>.

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) 2006,
Report of MCEETYA Taskforce on Indigenous Education, MCEETYA, Melbourne.

Price, K 2012, Aboriginal and Torres Strait Islander Education: An Introduction for the
Teaching Profession, Cambridge University Press, Melbourne.

Riley, T 2018, ‘Exceeding Expectations: Teachers’ Decision Making Regarding Aboriginal and
Torres Strait Islander Students’, Journal of Teacher Education, vol. 1, no. 1, pp. 1–14.

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Turner, A, Wilks, JL & Wilson, K 2017, ‘Aboriginal Community Engagement in Primary
Schooling: Promoting Learning through a Cross- Cultural Lens’, Australian Journal of Teacher
Education, vol. 42, no. 11, pp. 96–116.

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