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Option 1

In the Australian education system is it essential to build positive and respectful

relationships with Aboriginal and Torres Strait Islander students in order to improve

retention. Different components such as, teacher-student relationships, cultural

understanding and community engagement are all aspects of a students educational

experience that can affect attitudes towards school and overall affect retention rates.

This essay will discuss government policies, declarations and frameworks that are

currently embedded in the education system to help assist the inclusion of Aboriginal

and Torres Strait Islander students into the education system and therefore lead to

improving attitudes and retention rates in the current and future Australian education

system.

In 2008 two major influences were introduced into the Australian education system in

regards to Aboriginal and Torres Strait Islander students and their education. The

NSW Department of Education implement the Aboriginal Education Policy, which

was developed to focus on advancing the appreciation of Aboriginal cultures within

the education system. This policy involves the commitment to improving educational

outcomes as well as the wellbeing of Indigenous students to help them excel in

education (NSW Department of Education, 2018). The Australian Education

Ministers introduced the Melbourne Declaration which saw specific changes made in

the Australian curriculum focusing on the inclusion of Indigenous students a priority

in the Australian education system. The focus of the declaration is to promote high-

expectations for the students overall educational performance and involves Australian

schools engaging with Indigenous students, families and communities in order to

increase Indigenous participation (Ministerial Council on Education, Employment,

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Training and Youth Affairs, 2008). Both these implementations were made to ensure

a high quality of schooling that takes advantage of the ongoing changes in today’s

modern society and the demands this has on the Australian Education (Ministerial

Council on Education, Employment, Training and Youth Affairs, 2008; NSW

Department of Education, 2018). A teacher should engage in these aspects in their

classroom and teaching practice in order to gain a relationship with their Indigenous

students in the hope that inclusion and relationships with their students would help

student’s academic success and retention.

The Melbourne Declaration and the Aboriginal Education policy are not the only

systems in place to help encourage academic improvement, inclusion and retention

for Aboriginal and Torres Strait Islander students. The ‘Close the Gap’ project

focuses on targeting school attendance, academic performance and year 12 attainment

(Australian Government, 2018). The Closing the Gap framework as been an active

part of the Australian Education system for 10 years and has focused on working

towards an education system to design and create programs and services that develop

and implement partnership with the Aboriginal and Torres Strait Islander community

(Australian Government, 2018). In the decade that the program has been running it

has been able to achieve such successes such as, the amount of students enrolled in

the education system, the retention rates and an improvement in literacy and

numeracy performance (Australian Government, 2018). The Close the Gap project

acknowledges that although they have achieved the above targets there are still more

action and progress required to help to achieve their overall target. To improve these

sectors in the framework consist of a lengthy process that involves all aspects of the

education system as well as Aboriginal and Torres Strait Islander communities

working together to achieve the same goal. As an educator it is crucial to

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acknowledge that a change in the education system needs to involve the students and

the Aboriginal and Torres Strait Islander community. An educator should try to

continuously be up to date with these reports in order to see the progress being made

in the education system.

The major focus on a majority of government frameworks and policies is to improve

the enrolment, attendance and retention rates for Indigenous students. According to

the Australian Government in relation to the Closing the Gap framework there are

nine possible causes of non-attendance for the students. These include the attitudes

towards the schools, lack of value towards the education/schooling system, poor

teaching, unsuitable curriculum, low self-esteem and differences between aspirations

and achievements (Australian Government, 2010). Positive school environments and

the quality of the teacher are linked with playing a significant part to improve the

attendance and retention rates in Australian schools. Research surrounding this topic

emphasises that the link between students and their perceptions of school are connect

with their achievements and motivation towards school, which leads to a stronger

connection to the school and motivates attendance and engagement (Australian

Government, 2010). Teachers should not only just focus on teaching the curriculum

but also focus on their students as this relationship is reflected on their attendance and

performance in school.

In the textbook - Aboriginal and Torres Strait Islander Education, An Introduction for

the teaching profession, Kaye Price along with other Aboriginal and Torres Strait

Islander academics discuss strategies to assist teachers with the challenges they might

face during their teaching profession. The textbook discusses the importance of

improving teacher student relationships, knowledge about our Aboriginal and Torres

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Strait Islander community as well as giving insight to the history revolving around the

Aboriginal and Torres Strait Islander students and the education system (Price, 2012).

Carol Garlett (2012), states that teachers who are ‘more culturally competent’ (p. 5),

are able to effectively teach Aboriginal and Torres Strait Islander students and

therefore are able to provide an education experience that creates more pathways and

lifelong success for their students. In chapter 3 Jeannie Herbert (2012) discusses the

importance of not only just empowering the students, but also empowering the

teachers. Student empowerment can stem from the way in which teachers engage with

students and build a relationship. Herbert also discusses the importance of not only

focusing on the relationships built with the students in the school but also to build

relationships with their families (as cited in Price, 2012). Building relationships

between the students and their families allows for a greater mutual understanding and

can help assist with more support for the students to stay in school, therefore can help

improve student attitudes and retention rates.

Jaky Troy in chapter nine focuses on the importance of not just English language in

the education system but also the inclusion and acknowledgement of Aboriginal

English in the education system. Troy discusses how there are major differences

between Standard English and Aboriginal English and it can cause Indigenous

students to become quite disadvantaged as their teachers believe they are lacking in

their literacy abilities (as cited in Price, 2012). Troy discusses the importance of

introducing Aboriginal and Torres Strait Islander students to have access and be able

to study in their own language across the whole education system (as cited in Price,

2012). The benefits of this allows for a deeper understanding of Aboriginal and

Torres Strait Islander students and community. Students being to progress through

school with reassurance that their culture is accepted and important will lead to a

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more positive outlook on school and the education system and once again can lead to

more students wanting to stay in school as they wont feel segregated. Teachers

should also familiarise themselves with the appropriate terminology in regards to

Indigenous Australian peoples as they are able to gain more respect with their

students and to avoid disrespecting their students.

Scott Gorringe and David Spillman (2008), write that it is crucial for Australian

schools to replace the low-expectations practices they have for Indigenous children

with high-expectations. This switch in the expectations allow for a smarter and

stronger realities for Indigenous students (Gorringe & Spillman, 2008). They believe

that this ‘sustainable school transformation’ (Gorringe & Spillman, 2008, p. 2),

requires the establishment of authentic learning community as well as leadership that

is culturally competent (Gorringe & Spillman, 2008). This positive shift in the

education system can allow for a more positive relationship between the student and

teachers as well as the students and the school. Gorringe and Spillman discuss that

this positive shift must involve ‘shared leadership approaches’ (Gorringe & Spillman,

2008, p. 2). This approach involves both the school and community being involved in

the transformation for the improvement in Indigenous students learning outcomes

(Gorringe & Spillman, 2008). The purpose of this approach is to have an inclusive

schooling environment which celebrates Indigenous identities as well as having a

environment that encourages the sharing and learning of the Indigenous culture

(Gorringe & Spillman, 2008). Applying these strategies and components to a school

or a teaching practice can allow for more positive respectful relationships for the

students and the wider community.

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The Stronger Smarter Institute (SSI) also discusses the importance of a high-

expectation relationships and how they can affect a students schooling experience.

The SSI defines a high expectations relationship to be a ‘two-way relationship’

(Stronger Smarter Institute, 2014, p. 4) that is not only supportive but also

challenging. This relationship allows the acknowledgement of individual strengths

and capacity as well as a space for equal power to be achieved (SSI, 2014). By

creating this relationship there is space for both parities to have a respectful and

trusting environment, which can allow for important changes and differences in the

schooling environment and community. High-expectation relationships also create

space for dialogue and this can build a platform for the teacher to really understand

the student, which again allows for a strong student teacher relationship. If a student

feels that there is at least one person who can be their support system at school it can

change their perceptions of school in a positive way.

As an educator a teacher should be aware that how they decided to teach the

curriculum and their pedagogical approach affects the attitudes of their students. A

students attitude is directly linked to their approach towards school, therefore overall

effects their academic performance and attendance. An educator plays a vital role in

modelling and responding to the educational needs of both Indigenous students and

their communities (Madden, 2015). Madden (2015), discusses that it is crucial that an

educator can integrate their knowledge and understanding of the Indigenous culture

into their pedagogical methods and approaches. Norman (2014), discusses the

importance of how educators should incorporate Aboriginal pedagogy into their

classrooms. When educators are teaching Aboriginal issues they are faced with

complex issues as they have to consider how they discuss certain topics without

creating a bias opinion/approach or not to offend any of their students (Norman,

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2014). Norman discusses that if a teacher can successfully create a classroom that is

build on respectful relationships the discussion of sensitive topics can be turned into

constructive conversations rather then a hostile environment. A teacher should be able

to comprehensively take these approaches into their teacher practice and these

strategies can help successfully build a positive classroom.

In relation to my own teaching practice understanding my Aboriginal and Torres

Strait Islander students and their community is an extremely important factor in my

classroom and would help create an inclusive classroom and can hopefully help assist

in Aboriginal and Torres Strait Islander retention. This aspect of my teacher practice

would correlate with the Australian Professional Standards for Teachers (Australian

Institute for Teaching and School Leadership Limited, 2011). Shifting the focus in

my classroom would help me excel in the professional knowledge, practice and

engagement domains of my teaching practice. The standards achieved by altering my

classroom and teaching practice would relate specifically to standards 1, 2, 4 and 7

(Australian Institute for Teaching and School Leadership Limited, 2011). These

standards relate to knowing my students and how they learn, as well as gaining wider

knowledge about their community, traditions and their language, which allows a more

inclusive learning environment. Improving my knowledge on the Aboriginal content

I will be teaching and how I teach it is also extremely important in my teaching

practice. Gaining the assistance and knowledge from people in the Aboriginal

community such as Aboriginal elders or the school Aboriginal liaison would help

assist in improving my classroom. Creating and maintaining a supportive and safe

learning environment would help assure that my students are free to express

themselves in a classroom without judgement. Students being able to acknowledge

and express who they are and what culture they come from is extremely important for

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students being able to connect with their school as well as creating a positive student

teacher relationship. Lastly, engaging with Aboriginal colleagues, parents/carers and

the Aboriginal community is extremely important for my own teacher practice as it

not only allows my own professional development to expand but I am also able to

relate my connections into the classroom to create a more inclusive environment.

In conclusion, to create positive and respectful relationships with Aboriginal and

Torres Strait Islander students a teacher must be able to work with their students in a

positive and safe environment. A teacher can create this environment by being

understanding and culturally aware of their students and work not only with the

students but also the wider Indigenous community to achieve academic inclusivity.

Respectful relationships, academic inclusivity and correct pedagogical approaches can

overall help improve retention rates as students will feel included and valued in the

education system.

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References:

Australian Government. (2018). Closing the Gap, Prime Minister’s Report 2018.
Retrieved from, https://closingthegap.pmc.gov.au/sites/default/files/ctg-report-
2018.pdf?a=1

Australian Government. (2010). School Attendance and Retention of Indigenous

Australian Students, Closing the Gap Clearinghouse. Retrieved from,
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1045&amp=&context=indige
nous_education&amp=&sei-
redir=1&referer=https%253A%252F%252Fscholar.google.com.au%252Fscho
lar%253Fhl%253Den%2526as_sdt%253D0%25252C5%2526q%253Daborigi
nal%252Bstudents%252Bhigh%252Bschool%252Bretention%2526btnG%25
3D#search=%22aboriginal%20students%20high%20school%20retention%22

Australian Institute for Teaching and School Leadership Limited. (2011). Australian
Professional Standards for Teachers. Retrieved from,
https://www.aitsl.edu.au/docs/default-source/general/australian-professional-
standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12

Gorringe, S., Spillman, D. (2008). Creating Stronger Smarter Learning Communities:

The role of Culturally Competent Leadership. Paper presented at the World
Indigenous Peoples Conference--Education, Melbourne Australia. Retrieved
from,
http://qutss.cms.live.esa.edu.au//verve/_resources/Culturally_Competent_Lead
ership_by_Gorringe_and_Spillman_for_WIPCE_2008.pdf

Madden, B. (2015). Pedagogical Pathways For Indigenous Education With/In Teacher

Education Education, Teaching and Teacher Education, 15, 1-15. Retrieved
from, https://ac.els-cdn.com/S0742051X15000840/1-s2.0-
S0742051X15000840-main.pdf?_tid=a0645c0f-7886-4507-add4-
b39571900e2a&acdnat=1545281634_f46c581c98e3098441130d2a5bcb625b

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008).

Melbourne Declaration on Educational Goal for Young Australians. Retrieved
from,
http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educati
onal_goals_for_young_australians.pdf

Norman, H. (2014). Mapping More Than Aboriginal Studies: Pedagogy, Professional

Practice and Knowledge, The Australian Journal of Indigenous Education,
43(1), 42-51. Retrieved from, https://www-cambridge-
org.ezproxy.uws.edu.au/core/services/aop-cambridge-
core/content/view/04A2E65E7A3F4CA019D1B3F73710189B/S13260111140
00064a.pdf/mapping_more_than_aboriginal_studies_pedagogy_professional_
practice_and_knowledge.pdf

NSW Department of Education. (2018). Aboriginal Education Policy, Policy Library.

Retrieved from, https://education.nsw.gov.au/policy-
library/policies/aboriginal-education-and-training-policy

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Price, K. (2015). Aboriginal and Torres Strait Islander Education: An Introduction

For The Teaching Profession (2nd ed.). Port Melbourne, Australia: Cambridge
University Press.

Stronger Smarter Institute Limited. (2014). High-Expectations Relationships: a

Foundation for Quality Learning Environments in All Australian Schools,
Stronger Smarter Institute Limited Position Paper. Retrieved from,
http://strongersmarter.com.au/wp-content/uploads/2015/01/SSI-HER-Position-Paper-
Final-lowres.pdf

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