102085: Aboriginal and Culturally Responsive Pedagogies: Assignment 1 (Critically reflective essay)

Student ID: 17235482

Essay Question: Sarra’s work suggests that his success has been achieved by his ability to
develop and embrace the Aboriginal identity of his students and the community.

This essay will critically analyse the strengths and limitations of the work of Dr. Chris Sarra

via an examination of his work and that of other leading academics in the field of Indigenous

education whom also embrace the view that improving educational outcomes for all

Australian Indigenous students can be achieved via culturally responsive pedagogies which

encourage teachers, Indigenous students, their families and community to develop and

embrace their Indigenous identity. Central to the analysis will be the inextricable nexus

between NSW DET Indigenous Education policy reform and the success of Sarra and his

counterpart’s pedagogical initiatives. Included are the opinions of Price (2015) whom

advocates that “achieving good practice to become a quality teacher, requires building the

capacity to engage with Indigenous students and develop teacher attitudes that enable open,

honest and accepting cross-cultural engagement” (p. 48).

In response to overwhelming evidence that Indigenous students in NSW schools are

underperforming in comparison to their non- indigenous classmates, the NSW DET has

developed and implemented policy to support improved student outcomes for Indigenous

students. Strong commitment has been made by the NSW government, supported in policy

development to recognising the unique ways in which Indigenous students learn and the

contribution that good teaching practice can have when a cultural lens is used to help teachers

to see each child and their relationship to their own family and community from their

perspective.

In 2008, The Aboriginal Education and Training Policy coined by the NSW DET highlighted

“the need for all staff to focus on three guiding elements for effective implementation, they

are: relationships, engagement and ongoing learning” (2008, p.2).

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102085: Aboriginal and Culturally Responsive Pedagogies: Assignment 1 (Critically reflective essay)

Student ID: 17235482

Developed in response to the Report of the Review of Aboriginal Education, 2004 (NSW

DET, 2009) and in collaboration with Indigenous communities and key partners, the policy’s

goal was to review Indigenous education, with the focus to have “Aboriginal student

outcomes match or better the outcomes of the broader student population’ (DET, 2009, p. 9).

In more recent times, the Aboriginal and Torres Strait Islander Education Action Plan 2010-

2014 (the Action Plan) “endorsed by COAG 2011, commits all governments in Australia to a

unified approach to ‘closing the gap’ in education outcomes between Indigenous and non-

Indigenous students” (Buxton, 2009). The 2010 Commonwealth launched National

Aboriginal and Torres Strait Islander Education Policy submits that Governments across

Australia affirm the right of Aboriginal and Torres Strait Islander people to sustain their

languages and cultures and acknowledge associations with land and water (Education

Council, 2015). The NSW government has an ambitious Indigenous Education Action Plan,

which has stated targets to, “within a decade, close the gap in literacy and numeracy between

Aboriginal and non- Indigenous students by 2020” (NSW DET, 2010). This sentiment is

outlined in the (Aboriginal and Education Policy, 2009, p.5), which emphasises that quality

education can be achieved by delivering content that is “connected to country, aspects of the

local Aboriginal culture, local Aboriginal history and the local Aboriginal community”

The above policies reinforce Sarra’s robust stance on the value and effect of culturally

responsive education. Sarra’s stance is additionally corroborated and supported by many

academics in the field including Gay (2000, cited in Dunbar & Scrimgeour, 2009, p. 2) who

states that "culturally responsive teaching is positioned as fundamental to improving the

academic outcomes for students commonly referred to as members of marginalised, diverse

or minority groups worldwide".

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102085: Aboriginal and Culturally Responsive Pedagogies: Assignment 1 (Critically reflective essay)

Student ID: 17235482

Lewthwaite et al (2015) also suggests that “teachers ensure that they build positive

relationships, adapt their teaching style to accommodate diversity, and bridge cultural barriers

in order to ensure improved learning outcomes for Indigenous students”.

Purdie (2011) proposes that use of a ‘Two-Way Teaching and Learning’ pedagogy, whereby

two cultures meet; in the classroom, the school, the community, and in both state and national

education curricula is effective for learning outcomes of Indigenous students. Implying that

this works toward entrenching a more culturally reflective, relevant and inclusive agenda in

places of learning for the subsidy of all. Establishing more positive and powerful tools of

engagement for Indigenous students and community enables a culture of infusion and

interaction with the teaching and learning space (David & Grose, 2008, p. 5) as such,

fostering high-expectation relationships.

In relation to this, Sarra’s ‘Stronger Smarter’ approach to Indigenous education implies that

“a high expectations student/ teacher relationship requires policies, programs and processes

that are both fair and firm. It requires time to observe and acknowledge the strengths of an

individual or community”. Culturally responsive practice includes teachers taking the time to

talk to their Indigenous students and asking them directly about their mob, family, country

and culture, instead of relying on information about Indigenous people from other sources,

such as the media” (Krakouer, 2015).

The research of Buxton (2015) further supports the importance Sarra places on valuing

Indigenous students and their learning, suggesting that teachers need to embrace the cultural

identity of their Indigenous students and the wider community through professional learning

and curriculum programs. It is also very important teachers are aware of their cultural

assumptions and beliefs, and be mindful of this when engaging with students, parents, and

fellow teaching professionals. The Australian Professional Standards for Teachers- 1.4 and

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102085: Aboriginal and Culturally Responsive Pedagogies: Assignment 1 (Critically reflective essay)

Student ID: 17235482

2.4 respectively ask that teachers demonstrate broad knowledge and understanding of

“Strategies for teaching Aboriginal and Torres Strait Islander students and the promotion of

“reconciliation between Indigenous and non-Indigenous Australians” (AITSL, 2012). The

Australian Charter for the Professional Learning of Teachers and School Leaders (2012)

supports this notion by explicitly stating that teachers should “change professional practice in

ways that improve the learning, engagement and wellbeing of every Australian student”.

AITSL (2012), highlighting the need for community partnership at all levels, across all stages

of planning and decision making within NSW schools.

The policy and academic research findings as outlined above impact greatly on me as a future

teacher. My philosophy on teaching is driven by the need to form links and relationships that

help students learn more effectively in the classroom. Thus successfully pedagogical practice

for Indigenous students requires that teaching strategies reflect the learning style of the

students.

I believe that the adoption of the “The eight-way framework of Aboriginal pedagogy, which

brings Aboriginal ways of knowing and being into the Australian classroom” (Yunkaporta &

Kirby 2011, p. 206) is fundamental to achieve student learning outcomes. This framework

models learning through eight interconnected pedagogies that see teaching and learning as

profoundly holistic, non-linear, visual, kinaesthetic, social and contextualised (Yunkaporta,

2009, p. 10). The eight-ways details the idea that learning for Indigenous students should be

taught in context. As a future teacher, I hope to contextualise learning for all students.

In Geography students learn to “explore how people perceive places, the meanings they

attach to places, how they experience places, and how their identities and cultures are

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102085: Aboriginal and Culturally Responsive Pedagogies: Assignment 1 (Critically reflective essay)

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formed by the places in which they have grown up. By investigating their own place and its

significance to them, students can develop a personal sense of identity, while through the

study of Australia’s distinctive geography they can develop their identities as Australians”

(ACARA, 2011, P. 11).

For Indigenous students an 8-ways Geography classroom allows students to see “themselves

within the curriculum in an education setting that respects and promotes their cultural

identities and heritage” (ACARA, 2011, P. 11). The focus of content delivery is heavily built

on the need to manifest a learning environment that gives Indigenous students the opportunity

to explore dreams, insight, inspiration and reflection. The Indigenous classroom is a key

element of culture and pedagogy. In Geography, teaching could be constructed around The

fifth way- Land Links. I could craft my lesson by using metaphors to teach key geographical

terminology e.g.: animals, plants and geographic forms that make up the land and water. In

Indigenous culture, “there is no story without place, and no place without story. Therefore,

linking lesson content to land is one way of maintaining cultural integrity within a language

program” (Yunkaporta, 2009, p. 6) for Indigenous students.

Price (2015) highlights the need to adopt appropriate pedagogy that sets high-expectations

and asserts the work of Sarra, claiming that “Dr. Chris Sarra has said on many occasions, the

way forward is to develop and embrace a positive sense of Indigenous identity within

schools, for the truth is the stronger we become in our Indigenous identity, the greater the

scope for us to get smarter” (p. 182). I concur with Sarra (2014) whom advises that his

philosophy honours a positive sense of cultural identity, acknowledges and embraces positive

community leadership, enabling innovative and dynamic approaches and processes that are

anchored by high expectation relationships. I intend to instil in my students high expectations

so that I can engage with students in their learning and potentially motivate all students to

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102085: Aboriginal and Culturally Responsive Pedagogies: Assignment 1 (Critically reflective essay)

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strive at continuing to achieve high learning outcomes. As a future Geography teacher I

should consider the continual learning of Indigenous cultures and the respectful practice as

professional development, and continue to engage in this throughout my entire teaching

career.

I harmonize with Sarra (2014) and his effort to challenge principals to increase Aboriginal

students’ outcomes “by taking risks through different, yet imaginative, approaches to

schooling” (p. 3) which challenge past approaches to educating Aboriginal students. The

Stronger Smarter approach aims to change the tide of low expectations in Aboriginal

education. If Indigenous students are to overcome the disadvantage stemming from cultural

bias found in Australian schools, it is paramount that educators challenge 'white privilege' so

that cultural responsiveness with children who are not of the dominant culture can be ensured

(Quinn et al, 2011).

'White privilege' is also evident in a recent paper written by Klenowski (2009) who argues

that assessment practices in Australia perpetuate inequity for Indigenous students by

favouring western knowledge over other kinds of cultural knowledge. Klenowski (2009)

argues that students of the dominant culture in Australia are advantaged in Australian

assessment regimes due to the cultural capital they already hold, that is, the skills and

knowledge they have been able to develop due to their background and/or ethnicity

(Klenowski, 2009). It stands to reason that a systemic approach to indigenous education is

paramount particularly in the area of assessment to allow indigenous students equal access to

a range of tasks that are suited to their style of learning.

As a teacher I would endeavour to “adopt culturally responsive pedagogy to open up the

curriculum and assessment practice to allow for different ways of knowing and being"

Klenowski (2009) I would design lessons which address "issues in language, cultural content,

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102085: Aboriginal and Culturally Responsive Pedagogies: Assignment 1 (Critically reflective essay)

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development sequence, framing, content and interpretation" (Klenowski, 2009, p. 85) in order

to ensure equity for Indigenous Australians in testing regimes, in today's era of national

teaching standards, assessment benchmarks and rigorous national .

Whilst Sarra’s work is considered successful, it is not widely and consistently used across all

NSW schools. I believe the initiative would be more successful if it was adopted by the DET,

as the preferred choice of delivery. “Since 2005, the delivery of over 60 Stronger Smarter

Leadership Programs has engaged more than 1,400 school and community leader participants

in almost 400 schools across Australia, with a reach that has potentially impacted upon

30,000 Indigenous students” (Sarra, 2013). If adopted and written in policy the benefits

would be immeasurable in NSW schools.

In conclusion, whilst Sarra and his supporters have had success with the Stronger Smarter

approach there are some limitations to the approach. The limitations in my opinion are not

with the concept, but rather with the inconsistent delivery and institutionalised negative

perception in the wider community of Indigenous students, their families and communities.

Widespread education programs aimed at changing negative perceptions of Indigenous

people in the broader community will enhance the Stronger Smarter mindset. Stronger

Smarter must be supported by government policy, long term financial commitment, and all

teachers across the state.

Additionally it must have in built evaluation processes which can be used to measure the

initiative’s success in closing the gap between indigenous and non- indigenous students as

outlined in the NSW DET Aboriginal and Torres Strait Islander Education Action Plan 2010-

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102085: Aboriginal and Culturally Responsive Pedagogies: Assignment 1 (Critically reflective essay)

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2014. As Price (2015) illustrates, any program implementation for Indigenous education

must be for the long term, with a demand for sustainable commitment.

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References

ACARA Australian Curriculum Assessment and Reporting Authority. (2011). Geography.

Retrieved: http://www.acara.edu.au/_resources/2._Draft_F-
12_Australian_Curriculum_-_Geography.pdf

Australian Government. (2010). A Stronger Fairer Australia, National Statement on Social

Inclusion. Department of the Prime Minister and Cabinet, Canberra, p.3.

(AITSL) Australian Institute for Teaching and School Leadership. (2011). Retrieved:
http://www.aitsl.edu.au/australianprofessional-standards-for-teachers

Buxton, L. (2015). Classroom teachers meeting the new National Professional Standards for
Teachers specifically standards 1.4 and 2.4 (Master of Philosophy (School of
Education)). University of Notre Dame Australia. Retrieved:
http://researchonline.nd.edu.au/theses/107

Council of Australian Governments. (2011). National Indigenous Reform Agreement

(Closing the Gap). Retrieved: http://www.coag.gov.au/node/145

David, J. & Grose, S. (2008). Which way? What happens when embedding Aboriginal and
Torres Strait Islander perspective’s in schools meets the professional standards for
teachers and an accountability matrix?. Retrieved: http://strongersmarter.com.au/wp-
content/uploads/2013/01/Which_Way__by_John_Davis_and_Sharon_Grose_for_Wip
ce_2008.pdf

Harrison, N. (2008). Teaching and Learning in Indigenous Education. Oxford University

Press, South Melbourne.

Klenowski, V. (2009). Australian Indigenous students: Addressing equity issues in

assessment. Teaching Education, 20(1), pp. 77-93.
DOI:10.1080/10476210802681741

Krakouer, J. (2015). Literature Review relating to the current context and discourses on
Indigenous cultural awareness in the teaching space: Critical pedagogies and
improving Indigenous learning outcomes through cultural responsiveness. Retrieved:
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1043&context=indigenous_ed
ucation

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102085: Aboriginal and Culturally Responsive Pedagogies: Assignment 1 (Critically reflective essay)

Student ID: 17235482

Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., . Wills, J.
(2015). Seeking a Pedagogy of Difference: What Aboriginal Students and Their
Parents in North Queensland Say About Teaching and Their Learning. Australian
Journal of Teacher Education, 40(5), 132-159.

MCEEDCYA Ministerial Council for Education, Early Childhood Development and Youth
Affairs. (2010). Aboriginal and Torres Strait Islander Education Action Plan 2010-
2014. Retrieved:
http://scseec.edu.au/site/DefaultSite/filesystem/documents/ATSI%20documents/ATSI
EAP_web_version_final.pdf

NSW Department of Education and Training. (2009). Aboriginal education and Training
Policy: An introductory Guide. Retrieved:
https://www.det.nsw.edu.au/policies/students/access_equity/aborig_edu/aetp_intro.pd
f

NSW Department of Education and Training. (2004). The Report of the Review of Aboriginal
Education. Retrieved:
https://www.det.nsw.edu.au/media/downloads/reviews/aboriginaledu/report/aer2003_
04.pdf

Price, K. (2015). Aboriginal and Torres Strait Islander education: An introduction for the
teaching profession (2nd ed.). Port Melbourne, Australia: Cambridge University
Press.

Purdie, N., Milgate, G., & Bell, H. R. (Eds.). (2011). Two way teaching and learning:
Toward culturally reflective and relevant education. Camberwell, Australia: ACER
Press.

Quinn, D., Duff, A., Brodie, T., Darzanos, K., Smith, E., Carmody, M., & Dansie, B. (2011 ).
Indigenous knowledge, cultural awareness and communication skills for information
technology, engineering, mathematics and environmental disciplines. Paper presented
at the Proceedings of the Australian Technology Network Assessment Conference
2011: meeting the challenges : standards, leadership, practical solutions and student
engagement Curtin University, Perth, Western Australia.

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102085: Aboriginal and Culturally Responsive Pedagogies: Assignment 1 (Critically reflective essay)

Student ID: 17235482

Sarra, C. (2016). High Expectations Relationships versus High Expectations Rhetoric

Retrieved:
http://www.aheiaconference2016.com.au/site_templet/images/group8/site48/Dr%20C
hris%20Sarra.pdf

Stronger Smarter. (2014). High Expectations Relationships – Position Paper. Caboolture,

Queensland: Stronger Smarter Institute. Retrieved:
http://strongersmarter.com.au/resources/high-expectations-relationships/

Yunkaporta, T. (2009b). Our Ways of Learning in Aboriginal Languages. In T. Yunkaporta

(2009) Aboriginal Pedagogies at the cultural interface. PhD thesis, James Cook
University.

Yunkaporta, T & Kirby, M. (2011). ‘Yarning up Indigenous pedagogies: A dialogue about

eight Aboriginal ways of learning’. In R Bell, G Milgate & N Purdie (eds.) Two Way
Teaching and Learning: Toward culturally reflective and relevant education, ACER
Press, Camberwell Victoria.

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