TEACHING AND LEARNING IN ABORIGINAL EDUCATION ESSAY

This essay will discuss the ways of incorporating Aboriginal and Torres Strait Islander studies
into the classroom curriculum. The key concepts involved in this essay are the history of
Aboriginal and Torres Strait Islander people and how this has impacted not only students
but also their parents and caregivers. I have also discussed the key themes in the
Aboriginal and Torres Straight Islander studies curriculum and how this links to my chosen
subject, Design and Technology. Finally, there will be a small assignment plan outline
which follows the curriculum and STEM.

Australia’s history and contemporary issues have impacted on Aboriginal and Torres Strait
Islander people dramatically in the past. There has been an “unequal power issue”
between Aboriginal and Torres Strait Islander people and non-indigenous people for the
“past 220 years” (Harrison, 2011, p. 8). The key points that I believe have impacted
Aboriginal and Torres Strait Islander people are past policies and legislations, the forced
removal of children from their families and racism. Past policies and legislations have had
an ongoing impact on Aboriginal and Torres Strait Islander people as these documents
allowed their land, loss of languages and separation of families and communities to
begin. This has impacted education due to still having limited access and participation in
the areas of “education, health and employment” (Beresford, 2012, p.153). The forced
removal of children from Aboriginal and Torres Strait Islander families and communities still
have an impact on people today. The Europeans separated children from their families to
be used as cheap labour (Beresford, 2012). A total of 26,900 Aboriginal and Torres Strait
Islander people had personally experienced removal in 2008 (Beresford, 2012). These
numbers provide evidence as to exactly why these are a huge part of Aboriginal and
Torres Strait Islander history. Children who were involved in the stolen generation
experienced feelings of not being wanted and have struggled bringing up their own
family as they have “no idea how to parent in either the conventional Aboriginal or non-
Aboriginal way” (Beresford, 2012, p.157). Therefore, due to this more Aboriginal and Torres
Strait Islander children are still getting taken away from their families. Racism is another
huge issue which Aboriginal and Torres Strait Islander people must face daily. After
interviewing Aboriginal and Torres Strait Islander people it was found that “93 percent of
those interviewed had experienced racism at least sometimes and two thirds reported
experiencing it often” (Beresford, 2012, p.158). This can lead Aboriginal and Torres Strait
Islander students to feel nervous and stressed about attending school as they could be
surrounded by a majority of non-indigenous people.

These historical events have impacted the education of Aboriginal and Torres Strait
Islander people today as it is “assumed that Aboriginal kids lack something and hence
are deficient” (Harrison, 2011, p.9). Stereotypes have been created for Aboriginal and
Torres Strait Islander people as we can “easily move from talking about some people to
talking about all the people in that group” (Harrison, 2011, p.14). Aboriginal and Torres
Strait Islander people just like non-indigenous people have been learning new skills since
birth and every child learns differently and has different needs. Students need to have a
thorough understanding of the history of Australian and this includes Aboriginal and Torres
Strait Islander histories.
It has been recognised in ACARA, AITSL and other published documents that there is a
gap between Aboriginal and Torres Strait Islander people compared to non-indigenous
people. The Australian Government has made a campaign to close the gap as “quality
education is good for our economy, good for our community and good for individuals”
(Buckskin, 2012, p.166). Mainstream education has failed to provide quality education for
Aboriginal and Torres Strait Islander students for the past 100 years and this has impacted
on the students and their parents/caregivers. Aboriginal and Torres Strait Islander students
haven’t been given the opportunity to gain success in education and parents/caregivers
are becoming more aware of the mainstream education system (Buckskin, 2012).

After viewing the ACARA document, it came to my attention that Aboriginal and Torres
Strait Islander histories and cultures are incorporated into the curriculum for each learning
area. ACARA recognises that there is a gap in the learning outcomes of Aboriginal and
Torres Strait Islander people and non-indigenous people.

It was anticipated that the gap between Aboriginal and Torres Strait Islander students and
non-indigenous students wouldn’t be closed for another 20 years. This is why incorporating
Aboriginal and Torres Strait Islander studies is so important in tertiary education as teachers
need to be able to cater for this gap and work to reduce it as soon as possible. Therefore,
as an educator it is important to begin ‘doing things “with” Indigenous communities and
not “to” Indigenous communities’ (Buckskin, 2012, p.167).

For this reason, there are two distinct needs which the curriculum is working towards
addressing. These are:

1 – “That Aboriginal and Torres Strait Islander students are able to see themselves, their
identity and their cultures reflected in the curriculum of each of the learning areas, can
fully participate in the curriculum and can build their self-esteem”
(Australiancurriculum.edu.au, 2018).

2- “That the Aboriginal and Torres Strait Islander Histories and culture cross-curriculum
priority is designed for all students to engage in reconciliation of the world’s oldest
continuous living cultures” (Australiancurriculum.edu.au, 2018).

Therefore, a framework has been created to provide a context for learning which focuses
on the topics of identity and living communities. The three key concepts within this is
culture, people and country/place. Students will need to understand that identities and
cultures for Aboriginal and Torres Strait Islander people have been, are and always will be
a source of resilience and strength.

The concept of culture refers to the diversity of Aboriginal and Torres Strait Islander
people. This is represented through “language and ways of life”
(Australiancurriculum.edu.au, 2018). Experiences are expressed through a historical, social
and political lens. Therefore, this topic is included in the curriculum as it allowed students
to understand and gain knowledge in Aboriginal and Torres Strait Islander people’s ways
of “being, knowing, thinking and doing” (Australiancurriculum.edu.au, 2018).

The concept of people is expressed through the contributions which Aboriginal and Torres
Strait Islander people make “locally, nationally and globally”
(Australiancurriculum.edu.au, 2018).

Finally, country/place refers to the special connection Aboriginal and Torres Strait Islander
people have with the land, sea, sky and waterways (Australiancurriculum.edu.au, 2018).
Students will need to understand that there is a physical and spiritual connection shared.
As my major subject is Technology I have decided to focus on the Technology Learning
area. In ACAR is states that:
“Students will identify the interconnectedness between technologies and identity, people,
culture and country/place. They will explore, understand and analyse how this intrinsic link
guides Aboriginal and Torres Strait Islander peoples in sustaining environments, histories,
cultures and identities through/by creating appropriate and sustainable solutions”
(Australiancurriculum.edu.au, 2018).

Aboriginal and Torres Strait Islander studies are important for students to learn throughout
their schooling as they live in this country and need to have a good knowledge of
Australia’s history (Price, 2012). Teaching about the history of Aboriginal and Torres Strait
Islander people allows students to gain knowledge and understanding in the areas of
“histories, societies and cultures” (Price, 2012, p.152). AITSL have included Aboriginal and
Torres Strait Islander studies into their standards as educators need to “know students and
how they learn”, standard one, which means teachers need to “demonstrate broad
knowing and understanding of the impact of culture, cultural identity and linguistic
background on the education of students from Aboriginal and Torres Strait Islander
backgrounds” (Aitsl.edu.au, 2018). Standard two states that educators need to know the
content and how to teach it. This ensures educators understand and have “knowledge of
having respect towards Aboriginal and Torres Strait Islander languages, histories and
cultures” (Aitsl.edu.au, 2018). These standards are also outlined in the National Aboriginal
[and Torres Strait Islander] Education Policy as goals 20 and 21. These are “enable
Aboriginal and Torres Strait Islander students at all levels of education to have an
appreciation of their history, cultures and identity and to provide all Australian students
with an understanding of and respect for Aboriginal and Torres Strait Islander traditional
and contemporary cultures”(Evans, 2012, p.55).

Aboriginal and Torres Strait Islander parents/caregivers want educators to understand

their children, know their strengths and assess what they already know therefore being
able to extend them to new learning. According to Beresford it is important to assist
Aboriginal students to “experience a sense of belonging and respect as they and their
family’s journey through the schooling system” (Beresford, 2012).

Aboriginal and Torres Strait Islander parents/caregivers have different ways of bringing
their children up and sometimes non-indigenous parents don’t agree with it (Harrison,
2011). I believe this is an important topic to keep in mind when teaching Aboriginal and
Torres Strait Islander students as you want both indigenous and non-indigenous
parents/caregivers to be comfortable visiting. Aboriginal and Torres Strait Islander parents
can come to their child’s schools with a negative “sense of what has happened in the
past” (Harrison, 2011, p.167). Parents have been subject to “white authority” for majority of
their lives and this can make parents/caregivers feel uncomfortable in an educational
environment as “who in their right mind would want to re-enter the place that defined
them as failures?” (Harrison, 2011, p.168). These feelings of being reluctant to become
involved in education systems could be due to a discomfort from their experiences,
feeling overwhelmed with the use of formal standard English, meetings, procedures and
having little to no understanding of the education systems and how it works (Harrison,
2011).
Therefore, to encourage Aboriginal and Torres Strait Islander parents/caregivers to
become involved in their child’s schooling experiences I would need to look at how I talk
and present myself. Rather than greeting parents poorly I would greet the parents with a
simple hello and a smile to allow Aboriginal and Torres Strait Islander people to feel
comfortable in my classroom (Harrison, 2011). As I will be teaching in a secondary
education environment I would most likely use email or phone to keep in contact with
parents/caregivers. I believe an important part of keeping a healthy and positive
relationship is to contact parents with positive information rather than every contact
becoming negative. Praising my students when they have achieved a high standard not
only will give the student a sense of pride and a confidence boost, but it will also allow the
parent/caregiver to be proud of their child. I believe that it is very important for the
parent/caregivers of Aboriginal and Torres Strait Islander students to be notified when they
have done well as this will provide evidence that their children are not being defined as
failures.

Therefore, from the above information I believe that as an educator my main priority
towards teaching Aboriginal and Torres Strait Islander students is to never assume what
they are capable of and always enter a classroom with an open mind. I want my students
and their families to feel comfortable getting involved with the school and the students
learning. Contacting my school’s indigenous student coordinator would allow me the
opportunity to invite Aboriginal and Torres Strait Islander people or elders into my classes
to help teach Aboriginal and Torres Strait Islander studies.

To provide evidence that I understand the need to incorporate Aboriginal and Torres
Strait Islander studies into design and technology I have brainstormed a project plan
below.

One project which I would like to conduct with my students is investigating, designing,
producing, testing and evaluating a traditional aboriginal spear. Traditionally Aboriginal
spears were used for a variety of different purposes and made from materials to best suite
the purpose. I would be in contact with my school’s Indigenous student coordinator to
organise for an Aboriginal elder to come into the school for the duration of the project.
The Aboriginal elder would speak to the students about how the spears were traditionally
used and why they were invented. Students could then do an investigation project on the
history of Aboriginal people and the different tools they used in everyday life. The
Aboriginal elder could then assist the students designing and producing their own spear
(with as many traditional methods as possible). Once students have completed their
spear, videos could be taken in slow motion and students could evaluate at what angle
and speed they are throwing their spears at and compare this to how Aboriginal people
would have needed to throw the spears to achieve the purpose of it.

I believe incorporating Aboriginal and Torres Strait Islander studies into a design and
technology assignment would focus on looking at and creating different traditional
Aboriginal artefacts. I believe the above project outlines the requirements in ACARA as it
identifies people, culture and country/place. By using as many traditional methods
students will be sustaining environments, histories, cultures and identity.

In conclusion the history of Aboriginal and Torres Strait Islanders not only needs to be
taught to all students in Australia but will also impact on how Aboriginal and Torres Strait
Islanders learn. As an educator it is my duty to ensure I am incorporating Aboriginal and
Torres Strait Islander studies into my curriculum and to have a thorough knowledge and
understanding of Australia’s history. This will help me to understand my students and how
they learn as well as knowing the content and how to teach it. Finally, the gap between
Aboriginal and Torres Strait Islanders and non-Indigenous people needs to close to allow
all students to have equal opportunities whether it be at school or in every day life.
Bibliography

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https://www.aitsl.edu.au/teach/standards.

Australiancurriculum.edu.au. (2018). Aboriginal and Torres Strait Islander Histories and

Cultures. [online] Available at: https://www.australiancurriculum.edu.au/f-10-
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Buckskin, P 2012 ‘Engaging Indigenous students: The important relationship between

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