Assignment 2 Victoria Hender 110195722 EDUC 2061 Tutor: Michelle Simmons

Key Issues Educators Need to Consider for Working Successfully with Aboriginal
and Torres Strait Islander Students

Educators in Australia today will likely face a diverse classroom of students. Educators
need to address all students’ needs and abilities, striving to create an equitable and
inclusive classroom. Closing the Gap is government initiative that seeks to
acknowledge and reduce the disadvantage that Aboriginal and Torrens Straight
Islander people experience. The Australian Curriculum Assessment and Reporting
Authority (ACARA) (2010), acknowledges the gap in educational outcomes between
Aboriginal and Torrens Straight Islander students and non-Aboriginal students. The
key objectives ACARA (2010) impose are that Aboriginal and Torrens Straight Islander
students can recognise their culture and identity throughout the curriculum, building
their self-esteem and that all students can engage in reconciliation. Although
generalisations are made in this paper, it is important to recognise that no two
Aboriginal and Torrens Straight Islander people are alike, individual students’
scenarios need to be addressed separately. In the last 230 years, since colonisation,
there has been a significant history of racism, discrimination, abuse and neglect of
Aboriginal and Torrens Straight Islander people by the Australian government,
education systems and the Australian public (Beresford 2012). Reports such as
Bringing Them Home, highlight these hardships which educators need to be of; these
hardships are a part of the family history of the current generation Aboriginal and
Torrens Straight Islander students; many will still personally experience racism and
discrimination. Dealing with racism in schools requires a whole-school or holistic
approach. Building strong relationships and community engagement are key solutions
to tackling low academic participation and achievement. Issues surrounding
Aboriginal and Torrens Straight Islander people need to be addressed and this paper
discusses what educators may face and suggests solutions and insights to these
encounters. The Australian Institute for Teaching and School Leadership (AITSL)
(2014), outlines 7 teaching standards, these are referred to throughout the paper as
they form a base for excellent pedagogy.

Statistics show that many Aboriginal and Torrens Straight Islander students are
attaining lower levels of education and are performing well below their non-Aboriginal
Assignment 2 Victoria Hender 110195722 EDUC 2061 Tutor: Michelle Simmons

peers. The Australian government has addressed these issues with The Closing the
Gap initiative. Over a 20-year period, this initiative aims to half the gap in year 12
attainment for 20-24-year-olds and half the gap in NAPLAN results between Aboriginal
and Torrens Straight Islander students and their peers (Buckskin 2012). Educators
need to understand and address the gaps in education participation and outcomes if
the gap it to be closed (Evans 2012). By engaging in the sixth teaching standard,
‘engage in professional learning’ (AITSL 2014), educators can become informed about
theories and strategies that relate to Aboriginal and Torrens Straight Islander
education. Educators can accomplish Professional development through National
Professional Development Programs (Price 2012b). Any research an educator
conducts with Aboriginal and Torrens Straight Islander people needs follow strict
guidelines, for example, it is to be conducted by or with significant collaboration and
oversight with Aboriginal and Torrens Straight Islander people (AIATSIS 2010; Foley
2008). Furthermore, educators need exposure to Aboriginal and Torrens Straight
Islander people as well as pre-service teacher education about Aboriginal and Torren
Straight Islander education.

The second AITSL (2014) teaching standard is to ‘know the content and how to teach
it’. Educators need to demonstrate their knowledge of the Australian Curriculum, as
well how to incorporate Aboriginal and Torrens Straight Islander cultures, value and
knowledge into practice (Harrison 2011). This is one of the three cross curriculum
priorities in the Australian Curriculum (ACARA 2010). Educational outcomes improve
when Aboriginal education is integrated throughout the curriculum (Price 2012b). For
example, playing traditional games in Health and P.E, developing handwriting using
sand or exploring the use of traditional tools in design and technology. The Australian
Curriculum and AITSL websites have many more practical examples (AITSL 2014;
ACARA 2010).

The third teaching standard is to ‘plan for and implement effective teaching and
learning’ (AITSL 2014). This involves educators planning their classroom structure,
teaching strategies and resources to ensure they are appropriate and relevant, as well
as encouraging students to set personal goals that are achievable. Harrison (2011)
points out goal setting is effected by an educator’s expectation of a child. How can a
child strive to achieve highly when their educators expect them to fail? Historically,
Assignment 2 Victoria Hender 110195722 EDUC 2061 Tutor: Michelle Simmons

Aboriginal and Torrens Straight Islander education was viewed as a problem, this
created a negative attitude that educators need to challenge (Beresford 2012).
Educators need be aware of their attitudes and avoid talking about the deficits of a
child; there is nothing wrong with Aboriginal and Torrens Straight Islander children
(Gollan & Malin 2012). By promoting and modeling positive attitudes, students will be
encouraged to reach goal attainment. Praising and acknowledging student learning
is also vital. It can be a catalyst in furthering education as well as being part of the
fifth teaching standard: ‘assess, provide feedback and report on student learning’
(AITSL 2014).

The fourth teaching standard is for educators to ‘create and maintain supportive and
safe learning environments’ (AITSL 2014). This is very important because if students
do not feel safe they will not learn. Educators need to form collaborative class rules
and expectations and encourage students to make the school their own, taking pride
and ownership in their school environment and community. There is a large pressure
in school to produce academic results. However, the priority should be to understand
and connect with students and their communities and build positive relationships
(Harrison 2011; Buckskin 2012). Building relationships between teachers and
students is paramount to any child’s education and is part of the seventh standard for
teaching: educators need to ‘engage professionally with colleagues, parents/carers
and the community’ (AITSL 2014). When educators persist with positive relationships
between schools, caregivers and the community, student engagement is improved. It
is through shared experience and expertise that goals are reached.

Sharing experiences is a premise in Reconciliation. Reconciliation in Australia started

around 1980 and tries to ‘raise awareness, facilitate change and simulate actions to
redress past wrongs’ (Short 2005). It is an intercommunity co-operation to take on
another’s perspective at an emotional level. This involves critical emotional literacy,
dissolving any ‘us vs. them’ mentality, developing respect, empathy and co-existence
with other communities (Zembylas 2007). These ideas can be promoted through
Peace Education and learning about conflict resolution. Students can also reflect on
alternative narratives, gaining an understanding that there are always two sides to a
story (Zembylas 2007). Ensuring all students learn about Reconciliation is a part of
the Australian Curriculum (ACARA 2010). Many schools participate in Reconciliation
Assignment 2 Victoria Hender 110195722 EDUC 2061 Tutor: Michelle Simmons

week and National Sorry Day. Educators also can teach the importance of the 1967
referendum where Aboriginal and Torrens Straight Islander people won the right to
self-determination (Behrendt 1995). When teaching Australian history, educators
need to ensure it is an Aboriginal and Torrens Straight Islander history. In 1900’s,
Australian history was taught from a European perspective (Carter 2006). Text and
literature used in teaching Australian history and all other learning areas needs to be
reviewed to ensure that outdated texts are not used within the classroom (Price
2012b). Such texts can insight negative views and stereotypes and have a powerful
influence in shaping a person’s view of a race or culture (Langton 1993).

Racism assumes that a group of people are all the same (Langton 1993). It is vital
that teachers are aware of racism within the classroom, school and online (Harrison
2011). Racism is ideally confronted with a whole-school approach (Gollan & Malin
2012). Educators need to be familiar with their school’s anti-bullying policy and ensure
it is up to date and enforced. Growing up racially abused, many Aboriginal and Torrens
Straight Islander children will have little respect for a teacher of non-Aboriginal
background and they may mistrust the school (Beresford 2012; Gollan & Malin 2012).
Building positive relationship is vital in this scenario. Gollan & Malin (2012) recounts
a lovely way of a parent instilling cultural pride in their child by reminding the child that
Aboriginal and Torrens Straight Islander people were the first Australians, they have
connections to the land, plants, animals and spirits and that it is a very special thing to
be an Aboriginal person. By using the correct terminology outlined by Flinders
University (2017), Educators can demonstrate respect to Aboriginal and Torrens
Islander people.

The 1997 Bringing Them Home report highlights the atrocities that Aboriginal and
Torrens Straight Islander people have faced; racial discrimination, arbitrary deprivation
of liberty, pain and suffering, abuse, disruption of family life, loss of cultural rights, loss
of native title rights, labour exploitation, economic loss and loss of opportunities
(Williams-Mozley 2012). These issues are a part of Aboriginal and Torrens Straight
Islander students’ family histories, many are still suffering because of this history which
has lead significant disadvantage in their lives. It is expected that Aboriginal and
Torrens Straight Islander people will live shorter lives, have higher rates of infant
mortality, have higher rates of incarceration and more mental health problems
Assignment 2 Victoria Hender 110195722 EDUC 2061 Tutor: Michelle Simmons

compared to non-Aboriginal people (Martin 2008). Educators need to recognise these

issues and the unequal power between Aboriginal and Torrens Straight Islander
people and non-Aboriginal people in history (Harrison 2011). Additionally, members
of the Stolen Generations are effected with psychological damage, they were removed
from their family and culture and this in turn affected their ability to parent (Beresford
2012). Descendants of the Stolen Generations may have attachment issues due to
this damage (Dwyer 2005). Families and culture are central to learning, educators
can encourage parents to attend education programs, this will enhance student
outcomes (Buckskin 2012). Programs such as Circle of Security, often run at local
Child and Youth Health Centers.

The first teaching standard is that educators ‘know the students and how they learn’
(AITSL 2014). If educators are going to be successful when working with any student,
they need to understand the students background, culture and learning styles.
Services SA (2010), highlights the importance of matching teaching styles
appropriately to learner styles, educators need to build of a learner’s strengths and
knowledge. Many Aboriginal and Torrens Straight Islander students use observational
learning and imitation (Price 2012a). Educators and easily incorporate this into
classroom practice with demonstrations and allowing time to replicate instruction.
Many Aboriginal and Torrens Straight Islander children are social and collaborative,
demonstrating high levels of ‘sharing and caring deeds’ (Gollan & Malin 2012). It is
common for Aboriginal and Torrens Straight Islander children to have excellent spatial
knowledge and know which way is home (Harrison 2011). Teachers can use and build
on these strengths within the classroom, however, caution is needed. Aboriginal and
Torrens Straight Islander people are not all the same. In 1778, when colonists arrived
to Australia, it is estimated that there were between 260-270 different Aboriginal and
Torrens Straight Islander language groups (Martin 2008). Cultural practices between
groups are diverse (Foley 2008; ACARA 2010). Educators need to avoid grouping all
Aboriginal and Torrens Straight Islander people as the same, it would be like grouping
all European’s as the same. Some commonalities worth noting are the significance of
Dreaming, ancestors, identity and country along with the idea of ‘relatedness’ (Martin
2011). ‘Relatedness is to give function and service to the spirit of the child so that it
emerges as the child grows and fulfils the tasks of lifehood’ (Martin 2008). In this
Assignment 2 Victoria Hender 110195722 EDUC 2061 Tutor: Michelle Simmons

definition, educators can value their importance to Aboriginal and Torrens Straight
Islander children.

Many Aboriginal and Torrens Straight Islander people believe that education is given
to a child when they are ready to receive the knowledge and a child is taught with a
tutor and a peer (Price 2012a). Educators can reproduce this with a child-centered
approach and paired working. Aboriginal and Torrens Straight Islander people also
recognise skills in their young and work as a community to develop those skills and
foster grown in their children (Price 2012a). Grandmothers are often the primary
caregiver of Aboriginal and Torrens Straight Islander children; however, Aboriginal and
Torrens Straight Islander children are often reared by their community and several
women will care for one child (Gollan & Malin 2012). Educators should be aware when
assessing child/carer attachments that a child may have formed several attachments
and will not fit theoretical attachment styles (Yeo 2003).

Many educators fail to acknowledge that English is often a second or subsequent

language for Aboriginal and Torrens Straight Islander people. Engaging such students
in English as an Additional Language or Dialect (EAL/D) programs will help strengthen
students understanding of Standard Australian English (SAE) without offending
students’ native tongue (Buckskin 2012). Furthermore, it supports students if
educators learn words or phrases from their native language (Harrison 2011).

Aboriginal and Torrens Straight Islander people want to educate their children with
value to their culture, where education is holistic, healing, spiritual and evolving
(Beresford 2012; Gollan & Malin 2012). Most schools in Australia teach to a
mainstream culture, in a mainstream way, where discipline, respect for authority and
fitting in are objectives for children. This does not allow for cultural difference in
children. Often Aboriginal and Torrens Straight Islander people will avoid eye contact
as a sign of respect, however, this means something different in mainstream
Australian culture (Harrison 2011). Educators need to be aware of their own cultural
constructs so they can avoid practice that favours similar culture and disadvantages
other. Educators must aim to create a culturally friendly environment and attitude
(Harrison 2011). One example of a cultural construct that educators may celebrate is
Australia Day. For Aboriginal and Torrens Straight Islander people, January 26 is a
day of mourning; the anniversary of their country’s invasion, not a day for celebration
Assignment 2 Victoria Hender 110195722 EDUC 2061 Tutor: Michelle Simmons

(Carter 2006). Educators need to be informed and exercise consideration in such

instances. Gaining advice from Aboriginal and Torrens Straight Islander Elders and
community will be an educator’s best resource. It will also encourage school
attendance and provide accurate and relevant information about Aboriginal and
Torrens Straight Islander education (Gollan & Malin 2012; Harrison 2011). Teachers
must engage with caregivers to reveal individual’s values and strengths (Buckskin
2012).

There are many other practical measures for educators to improve Aboriginal and
Torrens Straight Islander education outcomes, such as identifying and acknowledging
the traditional custodians of the land and country, collaborating with Aboriginal
Education officers, inviting family members into the school, attending local Aboriginal
community events, hosting informal school community events and ensuing
newsletters are regularly sent out advertising upcoming events (Gollan & Malin 2012;
Evans 2012). There are also many digital resources such as the Indigenous Education
pages on the DECS website, the Dare to lead website, AITSL and the Australian
institute of Aboriginal and Torrens Strait Islander Studies website which will helps find
ancestry, learn about histories, land titles and research (AIATSIS 2014).

Educating Aboriginal and Torrens Straight Islander people needs to be done with care
and respect. Educators need to understand the gaps in educational attainment and
achievement to endeavour to create and equitable classroom. The Australian
Curriculum provides a framework for engaging Aboriginal and Torrens Straight
Islander cultures and knowledge throughout the curriculum, as this is vital in improving
student engagement (ACARA 2016). Educators need to be aware of their own
attitudes and culture, ensuring classrooms are positive, nurturing and inclusive.
Racism and discrimination needs to be challenged and all students need to engage in
Reconciliation. Educators must learn about the adverse history of Aboriginal and
Torrens Straight Islanders Students and assess students individually. Learning should
build on students’ current strengths and knowledge. The strong connection to country
and family needs to be valued with educators endeavouring to connect with family and
the community. They will also be a valuable resource. Educators need to use the
correct terminology and offer an acknowledgment of country. Commitment to AITSL
is vital for all educators (Education Services Australia 2013). The Indigenous
Assignment 2 Victoria Hender 110195722 EDUC 2061 Tutor: Michelle Simmons

Education Ambassador reminds the world ‘our [Aboriginal and Torrens Straight
Islander] people have the right to a good education. Our children need the skills,
experiences and qualifications to be able to choose their futures’ (AIATSIS 2014).

Word count: 2578/2500 words

Assignment 2 Victoria Hender 110195722 EDUC 2061 Tutor: Michelle Simmons

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Assignment 2 Victoria Hender 110195722 EDUC 2061 Tutor: Michelle Simmons

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