Assignment 2- Essay

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EDU10005: Indigenous Education and Perspectives Assignment 2: Essay Student ID: 103694503 Chelsea Smith

'The impact of historical and contemporary events and issues demonstrates the importance of embedding Indigenous perspectives into Australian education.' Discuss. Aboriginal and Torres Strait Islander people stand to be one of the oldest cultures in the world (Gillen et al., 2017). This culture and the people of the land were invaded by British colonisation, changing Australia forever. The colonisation and events that followed have impacted on Australian education today. It is important that Indigenous perspectives are embedded into Australian education so that every individual living in Australian is able to understand and appreciate the history of the land. It is important that the Aboriginal and Torres Strait Islanders are able to learn about their identities and history. The current educational context for Indigenous People sees the government implementing Indigenous culture into the curriculum. Unfortunately, the cultural perspectives are often being compromised. Cross-curricular priorities have been embedded into ACARA since the 2008 apology, ‘Aboriginal and Torres Strait Islander Histories and Cultures’. In 2008, an apology was made to the Aboriginal and Torres Strait Islander people of Australia. The Prime Minister at the time Kevin Rudd apologised and reflected on the pain that the Indigenous people of Australia suffered (Rudd, 2008). Since the apology, cross- curricular priorities have been embedded into the Australian Curriculum, meaning that Aboriginal and Torres Strait Islander history and cultures are now embedded through each learning area of the Australian Curriculum. Assessment and Reporting Authority (ACARA) aims to ‘close the gap’, by encouraging Aboriginal and Torres Strait Islander people to be able to learn about their identities and history throughout the curriculum, which in turn will boost self-confidence of students. By having an Indigenous based cross-curriculum priority, the curriculum allows for all students, Indigenous and non-Indigenous to be exposed to the true history of the land. Allowing all students to engage with and understand the history of Australia, more respect for the land and ancestors will be developed (ACARA). Unfortunately, the availability for Indigenous teachers within schools is scares, so the cultural perspectives are often compromised. Many teachers have not had the sufficient training in this area, therefore lack the ability to inform students to the necessary high standard. Reconciliation Action Plans (Reconciliation Australia) are now used in

organisations to plan what they would like to set out to do in their role of reconciling in Australia. A Rap is a framework for organisations to follow in order to develop a high level of knowledge in the history and culture of the land and Aboriginal and Torres Strait Islander people. The goal of these plans is to eliminate racism by creating stronger relationships between Australian people, both non-Indigenous and Indigenous (Reconciliation). The new Australian Curriculum will also be adding a document explaining further guidance to teaching Australian languages. This will be called ‘Framework for Aboriginal Languages and Torres Strait Islander Languages’. Once completed, the document will be available for schools to use as a tool to develop their own programs (Troy, n.d.). Regardless of these efforts, school still does not always provide a sense of security for the Indigenous students due to the flow on effect of the Stolen Generations, still feeling disconnected and unwelcome. The Aboriginal and Torres Strait Islander students are still the most academically underprivileged in the nation (Troy, n.d.). There has been no noteworthy decrease in ‘Closing the Gap’ between Australian students (Mellor & Corrigan, 2004). Both historical and contemporary events and issues have impacted on today’s educational context. Aboriginal and Torres Strait Islander People stand to be the oldest culture in the world. This culture contained many different tribes who spoke different languages, but all with the same connection in respect for their land. These people were invaded by the British people in 1778. The British named the land ‘Terra Nullius’, meaning ‘Nobody’s land’. The British stole the land as their own, and so began the awful time for the Aboriginal and Torres Strait Islander people (Gillan et al., 2017). Due to the land not being recognised as previously owned, the British were able to come in and take everything they wished from the Indigenous people already living on the land. It was back at the time of the invasion which caused an impact on modern education for Indigenous people. This invasion caused ongoing trauma for those at the time which has been passed on through generations ultimately causing intergenerational trauma. The intergenerational trauma has affected the coping skills and cognitive skills individuals need for education today (Gaywish & Mordoch, 2011). The Stolen Generations was a horrific time for all Aboriginal and Torres Strait Islander people. Children were taken away from their families as an attempt to ‘breed out’ their race (Read, 2006). Many children were so young when they were taken that they cannot remember their homeland or who their family was, and so many could not report back to

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their own home (read, 2006) it was in the Bringing them Home Report that it was deemed an attempt at Genocide (Brunton, n.d.). The Silent Apartheid is another historical issue that has had a huge impact on education today. The sad truth of the silent apartheid is that people were not taught and educated correctly and enough on Australian history. Over years, the reality of the Stolen Generations and Invasion were hidden. Hiding these events were and still is highly detrimental to creating a country which respects the people that were here before them (Price, 2015). Teachers are not educated correctly and therefore are fearful of embedding Indigenous culture into the classroom in dread of being politically incorrect or racist (Price, 2015). Due to this, the Aboriginal and Torres Strait Islander students are not receiving the education they deserve regarding their own history and land. The non-Indigenous students are not learning the truth of Australia’s history. Aboriginal and Torres Strait Islander students are not given the high standards of other students; the teacher lets them off with easier work in order to avoid scrutiny of being racist. These historical events are still impact today’s educational context. Still to this day contemporary events are still too impacting on the educational context. Unfortunately, Australia was still the land of nobody’s up until 1992. It was then that Eddie Mabo fought at the Mabo High Court for recognition of the land after 200 years (Fields, 1995). In 1992 Aboriginal and Torres Strait Islander people were finally recognised as living in Australia prior to the British people (Gillan et al., 2017). It was Paul Keating; the Prime Minister at the time who decided that Mabo’s fight should be recognised, and it was time to gain better relationships between the Indigenous and non-Indigenous people (Brennan, 2011). Keating made a speech where he acknowledged that it was the Non- Indigenous Australian’s that had failed (Keating, 1992). He recognised that the European settlers were responsible for Aboriginal and Torres Strait Islander People’s hardships (Fredericks, 2010). Keating was the first Prime Minister to publicly recognise the impact that the invasion had made (Fredericks, 2010). This speech was the beginning of publicly recognising Aboriginal and Torres Strait Islander people, from here it laid the grounds for recognition (Fredericks, 2010). The beginning of recognition meant the beginning of eventual Indigenous embedding into schooling contexts. Another contemporary event which has impacted on today’s educational context is the 2008 apology. In 2008, Kevin Rudd; the Prime Minister at the time delivered a public

apology to the Stolen Generations. The apology recognised acceptance in the history of the European Invasion and stood for change in righting those wrongs. It was a step in establishing relationships between Indigenous and Non-Indigenous Australians (Reconciliation Australia). Fortunately, the Federal Government has implemented funding and assistance to Aboriginal and Torres Strait Islander people since the apology to help Indigenous individuals through their healing process (Reconciliation Australia). Although this was and is a step in the right direction, the fact that it took 200 years to recognise the people of Australia suggests a major lack of respect on these people today. Regardless of the apology and funding, intergenerational trauma still impacts on individuals today. Unfortunately, indigenous children’s desire to interact with an institutional education may still be reduced due to intergenerational trauma. Both historical and contemporary events have and still do impact on educational contexts every day. Embedding Indigenous culture into schooling is important to help Aboriginal and Torres Strait Islander Students to feel respected and welcome. By having the culture publicized in their environment, Indigenous students are more likely to feel comfortable in their environment. Helping these students become more comfortable to be at school will in turn improve their attendance (Shipp, 2013). When Aboriginal and Torres Strait Islander students are more likely to attend and engage in school, they are also more likely to want to continue into further education and workplaces following school (Shipp, 2013). It Is very important that all students learn the history and culture of Aboriginal and Torres Strait Islander People. This gives Indigenous children an opportunity to learn of their own culture and gives non-Indigenous children an opportunity to understand the culture of their peers and the history of the land that they live on. All children should be given the opportunity to gain a relationship with their land. It important for all students to acknowledge the land and be aware of why they are acknowledging the land (Harrison & Greenfield, 2011). Indigenous perspectives need to be delivered in an authentic manner in an Early Years Setting or Primary classroom to ensure a deep connection with the Indigenous perspectives. The Eight Aboriginal Ways of Learning (Works & Days) is a great place to start when embedding Indigenous culture into the classroom. The eight ways include: Story sharing, Community Links, Deconstruct-Reconstruct, Non-Linear, Land Links, Symbols and

Images, Non-Verbal and Learning Maps (Works & Days). A simple yet effective way of Indigenous embedding is a yarning circle. A yarning circle involves building respectful relationships by having the children sit in a circle and share their ideas with their peers (Dialogue Circles, n.d.). Sitting in a circle represents that everyone is equal and on the same level. Yarning circles have been used by Aboriginal and Torres Strait Islander people for years; it is a great way to get back to cultural roots by sitting, sharing and listening to peers (Dunvleavy, 2013). Reading books about the dreamtime or stories of Aboriginal and Torres Strait Islander people and animals can be effective in gaining the attention of children and embedding rich culture. Creative arts such as song and dance, painting, drawing, dramatic play and so on can be another way of embedding culture into an Early Childhood Setting. It is important that this is not only done on certain days such as NAIDOC week or National Sorry Day, but all year round. Aboriginal and Torres Strait Islander people suffered and still continue to suffer from the British colonisation. These people suffered an immense disrespect; they had their land taken; their families taken, and dignity crushed. It took many years for the Non-Indigenous Australian’s to even acknowledge the Aboriginal and Torres Strait Islander people. Fortunately, contemporary events have made an attempt in apologising to the original people of the land. Historical and contemporary events have made an impact on Australian education today. It is important that Aboriginal and Torres Strait Islander perspectives are embedded in Australian classrooms for both Indigenous and Non-Indigenous students.

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References Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Aboriginal and Torres Strait Islander Histories and Cultures . Retrieved from https://www.australiancurriculum.edu.au/resources/aboriginal-and-torres-strait- islander-histories-and-cultures/ Brennan, E. (2011). Indigenous servicemen: Their contribution. Australian Geographic Online. Retrieved from https://www.australiangeographic.com.au/topics/history-culture/2011/05/indigenous- servicemen-their-contribution/ Dialogue Circles (n.d.). Aboriginal and Torres Strait Islander Perspectives – Resources. Retrieved from https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_res_dialogue_circ.pd f Dunleavy, J. (2013). About Yarning Circles, a guide for participants. Southern Cross University. Retrieved from https://www.scu.edu.au/media/scueduau/academic- schools/-gnibi-college-of-indigenous-australian-peoples/About-Yarning-Circles-A- Guide-for-Participants.pdf Fieldes, D. (1995). Mabo: end of terra nullius. The Hummer, Informit. Retrieved from https://search.informit.org/doi/abs/10.3316/ielapa.960100627 Gaywish, R & Mordoch, E. (2011). Situating Intergenerational Trauma in the Educational Journey. University of Manitoba. Retrieved from https://journals.uregina.ca/ineducation/article/download/386/964 Gillan, K., Mellor, S., & Krakouer, J. (2017), The Case for Urgency: Advocating for Indigenous voice in education , , Australian Council for Educational Research, Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi? article=1027&context=aer

Harrison, N., & Greenfield, M. (2011). Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education, 52(1), 65-76. doi: 10.1080/17508487.2011.536513 Keating, P. (1992). Redfern Speech. Retrieved from https://antar.org.au/sites/default/files/paul_keating_speech_transcript.pdf Mellor, S & Corrigan, M. (2004). The Case for Change: A review of contemporary research on Indigenous education outcomes. Australian Education Review. Retrieved from https://research.acer.edu.au/aer/7/ Price, K. (2015). Aboriginal and Torres Strait Islander Education. An introduction for the teaching profession (2 nd Ed). Retrieved from https://books.google.com.au/books? hl=en&lr=&id=v_oKCgAAQBAJ&oi=fnd&pg=PA66&dq=silent+apartheid+indigenous+ australia&ots=I8SKV5PpUU&sig=kpS3VhEQ5KHEDYO10gfVzHEjbpc#v=onepage& q=silent%20apartheid%20indigenous%20australia&f=false Read, 2006. The Stolen Generations. The removal of Aboriginal children in New South Whales 1883 to 1969. Retrieved from https://dietitiansaustralia.org.au/wp-content/uploads/2016/07/Reading- 7_StolenGenerations.pdf Reconciliation Australia. (n.d.). Reconciliation . Retrieved from https://www.reconciliation.org.au/ Rudd, K. (2008). Apology to Australia’s Indigenous Peoples. SPEECH. Retrieved from http://www.unitcare.com.au/pdfs/Sorry_Transcript.pdf Shipp, C. (2013). Bringing Aboriginal and Torres Strait Islander perspectives into the classroom: Why and how. Literacy Learning: The Middle Years. 21 (3). Retrieved from https://search-informit-org.ezproxy.lib.swin.edu.au/doi/epdf/10.3316/ aeipt.200573

Troy, J. (n.d). Language and Literacy. Aboriginal and Torres Strait Islander Education. Retrieved from https://www-cambridge-org.ezproxy.lib.swin.edu.au/core/services/aop-cambridge- core/content/view/B0E5822BA1C24F6E42506017368FF11C/ 9781139519403c9_p131-150_CBO.pdf/language_and_literacy.pdf Works & Days (n.d.). Eight Aboriginal Ways of Learning. Retrieved from https://newlearningonline.com/literacies/chapter-1/eight-aboriginal-ways-of-learning

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