Adam Biggs Teaching and Learning in Aboriginal Education 110121948

What are some of the key issues

teachers need to consider for working
successfully with Aboriginal and Torres
Strait Islander students?

Essay by

Adam Biggs (Undergraduate)

110121948
Teaching and Learning in Aboriginal Education

Lecturer
Michelle Simmons
Adam Biggs Teaching and Learning in Aboriginal Education 110121948

Introduction
Aboriginal people have an extremely sad and confronting history. This history of
sadness and devastation begun on a day that we know as Australia day. Australia
day is known to some Aboriginal people as Invasion day. Invasion day is the day
English settlement arrived in Australia. For Aboriginal and non-Aboriginal
Australians alike this is such a large part of our history, however the day means
different things to each of us. For non-Aboriginal Australians it is a day of
celebration, not because it is the date that Australia was colonised, but because
it is a day that represents Australian culture and how non-Aboriginal Australians
live today. For Aboriginal Australians, this is a day of grief and sorrow as it is the
day that European settlers killed thousands of their ancestors, a day that their
land was taken away from them and a day that begun the destruction of their
culture and the land that Non-Aboriginal Australians live on. To date the history of
Aboriginal people is taught but not in the gruesome fashion that it occurred in
(Carter, 2006). Aboriginal history being taught in this way takes away from the
power imbalance that exists between Aboriginal Australians and non-Aboriginal
Australians. It wasnt until the 1967 referendum that Aboriginal people were
taken responsibility for by the Commonwealth government Australia wide
(Macoun, 2011). To date Aboriginal people are still seen as primitive or as
savages by many (Langton, 1993). These stereotypes were developed early on
after European settlement and continues to play a part in how Aboriginal people
are treated on a day to day basis. Examples of this daily racism can include
something as simple as a non-Aboriginal person being served before an
Aboriginal person even though the Aboriginal person was in line first. This isnt
necessarily a conscious decision for the shopping attendant, but it is the things
that arent said that can be the most damning. The racism, spoken and unspoken
towards Aboriginal people can deeply affect Aboriginal people especially in a
school context, therefore it is so important to understand Aboriginal history and
be educated in what is and isnt okay to say. This all begins with starting a
dialogue with your Aboriginal students, the carers/parents of these students and
learning as much as you can from their communities (Langton, 1993). These
trials and tribulations all play a part in why there is a gap between Aboriginal and
non-Aboriginal people today. Because of this, AITSL have developed standards
relevant to Australian Aboriginal people so that teachers can be better prepared
coming out of university to work with Aboriginal people. It is for these reasons
that achieving equality in Aboriginal education is so important.
Adam Biggs Teaching and Learning in Aboriginal Education 110121948

Body
As an educator, the willingness to learn is vital no matter where you go in your
career. In a job where you are to work within any Aboriginal community context
this statement couldnt be more true. As teachers we need to remember the
history between Aboriginal and non-Aboriginal Australians and the unequal
power relationship that exists between them (Harrison, 2011). The unequal
power relationship exists because of racism that occurred historically as well as
the treacherous events that transpired from settlement to today. It is because of
this unequal power relationship that relationship building is so important. As an
educator, there needs to be a willingness to try and connect to all children
however possible, for Aboriginal children this may mean learning some of their
language. Children will be more willing to try and learn from you if you are willing
to learn from them (Harrison, 2011). Aboriginal children are often seen as difficult
to teach, and teachers can become frustrated with the lack of progress made
with these students. This frustration needs to be harnessed and turned into
positive energy because all children learn differently. Historically Aboriginal
people werent learning in classrooms and were more accustomed to learning by
doing (Harrison, 2011). The willingness to reflect on ones teaching is vital to
improvement as a teacher and on a larger scale, to reaching our nations promise
as a democratic society. All young Australians are entitled to equal education
opportunity (Price, 2012b)

Aboriginal Australians at this stage are unable to choose from the same range of
futures as other Australians (Price, 2012b). Such differences exist today because
of the racial discrimination. Ultimately teachers need to show kids how to get on
with one another regardless of race. This can be done through developing good
relationships in the classroom as well as with Aboriginal adults inside and outside
school (Harrison, 2011). Developing such relationships can help you to grow as
an individual and as a teacher, when we communicate with people we learn
about them, this will mean learning how to be more sensitive towards peoples
cultures and beliefs as well as being more aware of your language (Harrison,
2011). When learning about how to be more sensitive towards Aboriginal
Australians, networking is important. Networking with other teachers who are
more experienced in their interactions with Aboriginal Australians can save you
from making a fool of yourself. Ensure that it is someone you know and trust
when asking questions on Aboriginal education (Harrison, 2011). Aboriginal
culture is constructed quite differently to what non-Aboriginal culture is
Adam Biggs Teaching and Learning in Aboriginal Education 110121948

structured. Growth of an Aboriginal Australian occurs in life stages rather than

focusing on age (Martin, 2008). The lifehood stages are heavily linked to a
concept known as relatedness which begins at conception and includes several
attributes (Martin, 2008). These several attributes are physical, biological,
emotional, cognitive, spiritual and psychological relatedness (Martin, 2008). The
concept of relatedness and lifehood stages when contrasted with the concept of
age, a western construct begs the question; are children being taught in a way
that best suits them? Children regardless of race and gender all develop at
different rates, mentally, physically, and emotionally. Because of this there is
thought that children should be educated not on an age basis but rather where
they are mentally. This means modifying curriculum to meet student need
regardless of age (Martin, 2008). Such a thing is already being done in countries
such as Finland and on a smaller scale for children with special needs in
Australia, through Negotiated Education Plans (NEPs). This should be done for all
children, not just those who are diagnosed and said to need special treatment.
Doing this will create a more valuable learning experience for all students as it
allows for students to feel that they can learn at their own pace without the
added pressure of time constraints for their entire learning experience (Martin,
2008).

Australia is a beautiful place with so many natural wonders to be seen, but the
way non-Aboriginal Australians are living today compared to how Aboriginal
people lived prior to European settlement is testimony to why our land is being
destroyed. Australia is seeing devastation environmentally, this is occurring at
the Barrier Reef with coral bleaching and even in our own backyards with the
decline of Australian animal species and plants which are being over exploited
and not looked after correctly by the locals. Prior to European settlement
Aboriginal people had knowledge of plants which were used for local medicinal
remedies, they had knowledge of farming, not in the European sense, but things
like fire farming. Over time this knowledge has become more rare and
consequently is not known by many members of Aboriginal communities
(O'Brein, 2007). This devastation being caused by how we live cultivates thought
about whether non-Aboriginal people are actually more advanced, as was the
preconceived notion during settlement and by many people to date who believe
Aboriginals are primitive or savage (Langton, 1993, O'Brein, 2007). As a teacher,
this is a question that can be very thought provoking as it applies to a variety of
contexts. Applications to this thought may include, a future in Biology teaching
Adam Biggs Teaching and Learning in Aboriginal Education 110121948

where you may apply this question to, conservation and preservation of our
environment. As a history teacher, you may discuss whether there should have
been more of a dialogue earlier on in the piece between Aboriginal and non-
Aboriginal people. Which raises questions about what may have non-Aboriginal
people learnt from Aboriginal people and vice versa.

Learning to become a teacher requires years of study. This study has standards
that need to be met many of which today are inclusive of Aboriginal education.
AITSL are responsible for these standards and ultimately the legislation that
requires teachers to stay educated on Aboriginality. Standard 1 states that
teachers must know students and how they learn. A part of knowing students is
learning about their culture, cultural identify and linguistic background, this is
especially the case for Aboriginal Australians and Torres Strait Islanders (Price,
2012c). This standard needs to be viewed in this way as it is not just about who
the student is as an individual, it is about knowing whether you need to be
sensitive to a students beliefs. Being a teacher means that you will be a
researcher, a planner; you will use the designated curriculum; you will master
the ever-changing electronic world; and you will be a decision maker (Price,
2012a). AITSL came up with a standard that is more specific to Indigenous
Australian people Demonstrate broad knowledge of, understanding of and
respect for Aboriginal and Torres Strait Islander histories, cultures and language
(Price, 2012c). Price believes it may be beneficial to have pre-service teachers be
involved with or have professional experience at a school with an Aboriginal
community attached (2012a). Having this standard and this experience will help
to create an environment where all students can succeed. Teachers being
educated to teach all students regardless of background is just the beginnings of
inclusion and closing the gap. Within Australia many teachers continue to use
older materials, the problem is not with the age of the materials themselves, but
with the way things were in the past (Price, 2012a). Although we can attempt to
close the gap now and convey equal treatment or equity so that equality can
eventually exist, this doesnt change how things were in the past. The
researcher aspect of being a teacher is about ensuring all children are given the
same opportunity, but if the texts children are reading from are painting some
people as better than others then inclusive practice cannot be truly reached. A
researcher needs to ensure that they are up to date with all knowledge relevant
to their subject area as well as staying active in their field through networking to
improve in their practice. In education, this can be the difference between deeply
Adam Biggs Teaching and Learning in Aboriginal Education 110121948

offending a student and their beliefs or bonding with a student because you
could demonstrate that you care. Teachers need to work towards a more
sensitive and inclusive curriculum and using materials that are up to date with
todays beliefs is a great start. In creating or finding more inclusive materials to
teach with and taking initiative in building your own networks teachers can
become more confident and competent in working with Aboriginal and Torres
Strait Islander students and communities (Price, 2012c).

Conclusion
As a teacher, there are going to be many different cultures and beliefs that are
experienced, but it is our responsibility to be aware of who is in the class and
how we are going to teach them. A massive part of teaching is relationship
building and to truly follow the AITSL standards in teaching you must be able to
have good relationships not just with students but with colleagues, parents, and
community leaders, especially in regards to Aboriginal education. Your
colleagues in education are your support networks, especially those who have
been teaching for longer than yourself, these are the people that you can talk to
about things you are unsure whether this be about how to avoid offending an
Aboriginal students parents or how to be culturally sensitive. If ever you are
unsure it is better to ask a colleague or a community leader before you act.
Although what happened to Aboriginal Australians was awful we all must
continue to look forward and strive for equality, only to look back so to not
repeat past mistakes. Education is very important for creating people who can
contribute to society, how long it takes to do this shouldnt be rushed. Aboriginal
lifehood stages are not so different to how the natural progression of life follows
anyway, but allows the individual to grow at their own pace rather than judging
each person based on their age. This is something that should really be taken
from their culture and implemented into non-Aboriginal culture. A great deal can
be learned from the Aboriginal people, however non-Aboriginal people and
ultimately the governing bodies of Australia must be willing to open and maintain
a dialogue. With Aboriginal community leaders at the helm of education
contributing to how students are being taught, all children may be able to have a
valuable education where they can take what they have learnt and apply it to the
world after schooling.
Adam Biggs Teaching and Learning in Aboriginal Education 110121948

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