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Engagement through (1) culturally responsive pedagogies, (2) localised curriculum and (3) a

culture of inclusion that values meaningful collaborations with local Aboriginal and Torres

Strait Islander communities are essential components to building positive and respectful

relationships with Aboriginal and Torres Strait Islander students and improve student

retention (New South Wales Aboriginal Education Consultative Group Inc. [NSW AECG],

2017), What Works, 2011; Price, 2015, p.2-17). The NSW Aboriginal Education Policy

developed by the NSW Department of Education [DET] (2008), the ‘Closing the Gap Prime

Minister’s Report’ developed by the Commonwealth of Australia (2017), professional

teaching standards developed by the Australian Institute for Teaching and School Leadership

[AITSL] (2016) and the Australian Curriculum Assessment and Reporting Authority

[ACARA] (2016) as well as web resources that were published in collaboration with

Aboriginal and Torres Strait Islander communities have shaped my understanding and will

direct and inform my practice as a teacher. As a beginning teacher, I will support Aboriginal

and Torres Strait Islander students’ learning, success and retention by prioritising and

developing localised Aboriginal and Torres Strait Islander pedagogies and curriculum

through collaboration with local community members and representatives such as local

AECGs. I will also collaborate with my colleagues, know current policies and advocate for

the representation of Aboriginal and Torres Strait Islander leaders in my school community to

improve student retention and raise the standard of educational outcomes.

Outlining the needs of Aboriginal and Torres Strait Islander learners

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There is a shared recognition among Australian governments and researchers that an

inequality exists in the educational outcomes for Aboriginal and Torres Strait Islander

students, especially for those in remote communities (Australian Research Alliance for

Children & Youth [ARACY], 2014; NSW DET, 2009, section 1.1.; Jones & Harris-Roxas,

2009, p.6; Commonwealth of Australia, 2017, p.34-45). Historically, education and schooling

have contributed to the disempowerment of Aboriginal and Torres Strait Islander students

including experiences of social exclusion and poor academic achievement (Mellor &

Corrigan, 2004, p.38; Godfrey, Partington, Harslett, & Richer, 2001, p. 1-7; Malin, 2003, p.

10). The NSW DET’s Aboriginal Education Policy (2009) developed in collaboration with

Aboriginal communities and key partners responds to the Report of the Review of

Aboriginal Education written by the NSW DET and NSW AECG (2004). The policy

highlights the need to improve the educational outcomes and the wellbeing of Aboriginal

and Torres Strait Islander students to ‘match or better the outcomes of the broader student

population’ (NSW DET, 2009, section 1.1.2.) as well as develop every school’s

understanding and recognition of Aboriginal and Torres Strait Islander individuals within the

community (NSW DET, 2009, section 1.1.). The Closing the Gap Minister’s Report

additionally recognizes the need to raise the educational outcomes for Aboriginal and Torres

Strait Islander students as a measure of equity (Commonwealth of Australia, 2017, p.6).

Engagement through culturally responsive pedagogies

Mainstream pedagogies can result in Aboriginal and Torres Strait Islander students receiving

disengaging messages resulting in low academic performance (Munns, Lawson, O’Brien,

Johnson, 2006, p. 9-11; Nichol, 2009, p. 4). The Australian Curriculum has shown to

exaggerate and reinforce pedagogical approaches that are not responsive to the needs of

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Aboriginal students (Feirer, 2004, p. 3). In contrast, ‘Deadly Ways to Learn’, an approach

developed by Cahill and Collard (2003, p.211-219) and the ‘8 WAYS’ pedagogical model

developed by Yunkaporta and Kirby (in Purdie, Milgate & Rachael-Bell, 2012, p.205-213)

have shown to engage Aboriginal and Torres Strait Islander students through pedagogies that

consider the needs of Aboriginal and Torres Strait Islander learners. The 8 WAYS

pedagogical approach recognises that Aboriginal and Torres Strait Islander students connect

through story, picture pathways for learning, use non-verbal learning strategies, share

knowledge through art, learn from land and country, think non-linearly, think holistically

(from the whole to the part), and bring knowledge home to help improve their communities

(Yunkaporta & Kirby in Purdie, Milgate & Rachael-Bell, 2012, p.205-213). These strategies

are useful to many learners and could be employed as strategies that are apart of a universal

design for learning [UDL] since UDL utilizes multiple means of representing, expressing and

engaging (National Center on Universal Design for Learning, 2014). Culturally responsive

pedagogies can be used to address the incongruence between the home and classroom

environment which can raise educational outcomes for Aboriginal and Torres Strait Islander

students and improve retention (Nichol, 2009, p. 4; National Center on Universal Design for

Learning, 2014; Cahill & Collard, 2003, p. 217).

In my key learning area of English, I can link narrative and story to the Aboriginal and Torres

Strait Islander oral tradition, I can deliver content using a holistic approach utilising learning

maps, and I can develop assessments that allow students to work according to their own

interests (using the principles of enquiry based learning). Using enquiry based learning

strategies, I can allow all students to represent, engage and express their perspectives and

their individual and collective identities in multiple and meaningful ways, validating

Aboriginal and Torres Strait Islander students in the ‘micro-public’ of the classroom space

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(Ho, 2011). Training in these inclusive pedagogies is essential. One researcher points out that

‘without professional development resources it is not possible to ensure that educational

services are of the highest quality, include cross-cultural input, and recognise the need for

high-level involvement of indigenous educators, elders, parents and community members’

(Kronemann, 2007, p. 22). Training is an integral part of having the willingness and the

confidence to engage with Aboriginal and Torres Strait Islander students. As Nichol writes,

“Ignorance and arrogance…will lead to even greater resentment, social alienation, poverty

and divisiveness” (Nichol, 2008, p. 1).

Engagement through culturally responsive curriculum

Researchers (Munns et al., 2006, p. 10; Nichol, 2008, pp. 3-4) and the NSW DET’s

Aboriginal Education Policy (2009) suggest that one of the key pedagogical strategies for

bridging the gap in educational outcomes for Aboriginal and Torres Strait Islander students is

through engagement that encompasses cognitive affective and operational elements. This

involves valuing Aboriginal and Torres Strait Islander students’ voices and abilities in the

classroom, and drawing on prior and other forms of knowledge that ‘understand and respect

Aboriginal and Torres Strait Islander people to promote reconciliation’ (AITSL, 2016,

standards 1.4, 2.4.). The NSW DET’s commitment to increasing student participation and

educational outcomes involve using quality teaching and resources that are culturally

relevant, responsive and inclusive (NSW DET, 2009, sections 1.3.1, 1.5). Using the

pedagogical models of inquiry based and project based learning as well as student centred

learning along with the integration of localised Aboriginal and Torres Strait Islander

knowledge in all key learning areas give Aboriginal and Torres Strait Islander students the

opportunity to engage and take ownership of their learning, share their perspective and

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develop their identity as an Aboriginal and Torres Strait Islander person. (Mooney, Halse, &

Craven, 2003; Folds, 1992, p. 11 Price, 2015, p.2-17) which is significant to their wellbeing

(NSW AECG, 2017).

In order to improve educational standards and retention, teachers must address the problem of

literacy and numeracy delay among Aboriginal and Torres Strait Islander (ARACY, 2014, p.

8, 20, 21). The use of localised curriculum, including local art, outdoor activities, Aboriginal-

produced readers, storytelling and other local resources in my subject area of English can be

used to engage Aboriginal and Torres Strait Islander students while also promoting and

developing students’ literacy skills, intercultural understanding and Aboriginal and Torres

Strait Islander localised knowledge which are key general capabilities and cross curriculum

priorities in the Australian Curriculum (ACARA, 2016). This can be done in consultation

with local AECGs.

Engaging strategies for Aboriginal and Torres Strait Islander learners are holistic, imaginal,

kinaesthetic, cooperative, contextual and person-oriented (Nichol, 2008, p. 4). Teachers must

‘incorporate the cultural context, values and practice of local Aboriginal communities into the

mainstream delivery of education and training’ (NSW DET, 2009, section 1.5.5) in order to

respond to the needs of Aboriginal and Torres Strait Islander learners. Yet, Munns and

associates (2006) note that ‘isolated compensatory activities that temporarily boost student’s

self-esteem reflect tokenistic views of student participation in learning’ (p. 8). Engaging

programs will not succeed long-term without a collaborative partnership with the local

community and government bodies, or without building a level of trust and mutual

understanding within these communities based on the fact that Aboriginal and Torres Strait

Islander cultures are relevant and meaningful in all aspects of school life. Intentional and

5
meaningful inclusions of Aboriginal and Torres Strait Islander cultures in all aspects of

school life is essential for the building of positive, respectful relationships with Aboriginal

and Torres Strait Islander students to improve retention.

The importance of community participation, recognition and involvement

The Association of Independent Schools of South Australia Report (AISSA, 2005) notes that,

‘greater understanding comes from a willingness to open channels of communication to

encourage connections between Indigenous and non-Indigenous communities and families

within and beyond the school boundaries’ (p, 4). One of the key components of the 8 WAYS

pedagogical framework is community involvement, inclusion, participation and recognition

(Yunkaporta & Kirby in Purdie, Milgate & Rachael-Bell, 2012, p.205-213). Involving local

community in the development and implementation of localised Aboriginal and Torres Strait

Islander responsive pedagogies and curriculum is critical to the success of programs and

meaningful engagement with students. Involving the community utilises resources that are

already available (for instance local storytellers or artists) and provides an important local

representation dispelling misconceptions about Aboriginal and Torres Strait Islander

communities which helps to break the cycle of racism and discrimination (Nichol, 2008, pp.

17-18). It also gives students the opportunity to develop personal and social skills (ACARA,

2016). Involving the local community responds to the NSW government’s mandate to

‘engage the NSWs AECG Inc and Aboriginal communities as partners in Aboriginal

education and training’ (NSW DET, 2009, section 1.2.4). Local AECG teachers and

community members work collaboratively to plan educational programs that are specific to

the needs of localised Aboriginal and Torres Strait Islander communities (Feirer, 2004, p. 2).

6
Successful collaborations will be dependant on the safety and inclusivity of the school

environment for Aboriginal and Torres Strait Islander people (Buckskin, Hughes, Teasdale,

Gregory, Clarke, Morgan, & St Clair, 2008, p. 27). This could be achieved by celebrating the

local Aboriginal culture through publically displaying the Aboriginal flag and local artworks

(Buckskin et al., 2008, p. 80), putting a copy of the Reconciliation Statement in the reception

area and by developing an Aboriginal garden (AISSA, 2005, 1-2). To foster community

ownership and pride, school buildings can also be used to provide onsite services such as

health care, study support, adult education, sporting programs and child care (Lowe, 2009, p.

3). Another method to foster community, inclusion and collective responsibility is to invite

Aboriginal elders to join classroom activities, local excursions and to participate in

storytelling (Howard Feirer, Lowe, Ziems, Anderson, 2005, pp. 5-9; Lowe, 2009, p. 4). One

paper notes that ‘belief impacts not only on conscious, planning decisions such as our

selection of strategies and resources but on spontaneous…response’ (Cahill & Collard, 2003,

p. 218). Creating opportunities to develop meaningful relationships with local Aboriginal and

Torres Strait Islander communities and valuing their representation in the school community

can do a great deal to value Aboriginal and Torres Strait Islander people and has a significant

impact on students (Commonwealth of Australia, 2017).

Representation and culture of inclusion

Engagement, representation and community involvement will help heighten parental

expectations about the importance and relevance of school, improving retention via familial

support. The NSW DET is committed to ‘increasing employment, promotional opportunities,

and potential of Aboriginal people in a broad range of positions across all areas of the

department’ (NSW DET, 2009, section 1.3.1). Appointing more Aboriginal and Torres Strait

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Islander teachers and policy makers in local Aboriginal communities will provide an

opportunity for Aboriginal and Torres Strait Islander people to impart their knowledge and

experience on systems that are inappropriate or ignorant of the realities of the teaching

situation (Stronger Smarter Institute (n.d.); Nichol, 2008, p. 4; Section 6.11, 2009). The

strategy of advocating for meaningful representation will also lead to greater engagement

with students and collaboration and cooperation with local communities (Feirer, 2004, p. 8)

as well as providing role models for Aboriginal and Torres Strait Islander students (ARACY,

2014, p. 8, 20, 21). Lowe writes ‘without direct and ongoing government input, social capital

projects that act in isolation may in fact further entrench community disadvantage’ (Lowe,

2009, p. 2). I must therefore continue to advocate for political solutions that promote the the

inclusion of Aboriginal and Torres Strait Islander students in our educational communities.

Conclusions

Embracing the strategies addressed in this paper, namely engagement through the

development and implementation of localised and responsive pedagogies and curriculums

and the inclusion and representation of local communities will help to bring equity to

educational outcomes for Aboriginal students (Walton, 1992, p. 44). Using the 8 WAYS

pedagogical framework in my universal design for learning and fostering a culture of

inclusion through localised pedagogies, curriculums and community engagement, I believe

that I can build positive, respectful relationships with Aboriginal and Torres Strait Islander

students to improve their educational outcomes and retention.

8
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