cultural understanding final essay

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Based on one of the six topics above, describe how this issue of equity manifests in school education, including the curriculum, pedagogy, policy and practice. In your response, you need to consider the implications for marginalised young people, with specific reference to your chosen topic, and their access to equal outcomes. Using appropriate theoretical concepts explored in subject TEAC7023 (Culture, Subjectivities and Schooling) explain how these concepts help to inform your understandings beyond mere description. What are the implications for teachers and their teaching? Topic: Indigeneity All young individuals in Australia have the right to an education, as it prepares them with expertise, knowledge, understanding, and values necessary to grab the opportunities and navigate challenges in today's world Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA] (2000). However, ensuring equal benefit of education for Indigenous Australians remains a significant issue for the country. The discrimination in educational outcomes among Aboriginal and Torres Strait Islander peoples and the broader population continues to be prevalent, with least progress attained for a long period Beresford et al. (2012). Thus, to close the gap in education, the Aboriginal and Torres Strait Islander Education Action Plan (2010–2014) was made to advance in educational outcomes for Indigenous Australians Ministerial Council for Education, Early Childhood Development and Youth Affairs [MCEEDYA] (2010). This essay will analyse the achievement gaps in NAPLAN between Indigenous and non- Indigenous students and the factors which result in student’s education attainment and education academy factors which are socioeconomic background, ethnicity, support, language spoken, and attendance percentage. Education has long been considered as a crucial factor in closing the gap in addressing the disparities faced by Indigenous Australians. An important concern in policy discourses related to increasing the academic participation and success of marginalized groups within Western contexts. Indigenous students perform significantly lower compared to the non- Indigenous students across all academic indicators, for example, Indigenous students’ low levels of literacy

and numeracy achievements, school attendance and retention, and underrepresented in post- graduate education Australian Bureau of Statistics (2006). Such low performance is linked with the advance levels of financial and social deprivation which continue to damage Indigenous communities. According to the National Assessment Program - Literacy and Numeracy (NAPLAN) data suggests that the Aboriginal students in remote areas are experiencing degradation and discouragement in academic outcomes Cobbold (2015). Progress in academic results for Aboriginal students is considered as one of the most important issues in Australian education DPMC-Cwth (2017). By Year 3 inequality of success is already a very significant gap for reading, writing and numeracy among indigenous students and their non-indigenous peers. The national gap for reading was 19.7 percentage points in 2009, for writing 16.7 and for numeracy 21.2 percentage points. In terms of actual percentages, nationally 94% of non- indigenous students obtained the national minimal standard or above, then 75% of indigenous students by Year 3 MCEECYDA (2010). Those States and Territories with the great number of indigenous Australians in remote areas demonstrate the huge success gaps by Year 3 Since many years, there have been growing concerns that standardised tests are culturally improper and not conducted in Indigenous languages Devlin (2011), which has been disputed as a cause for poor outcomes. In addition, it is discussed that these tests are linguistically and theoretically unknown to Indigenous students. While these reasonings seem to be culturally sensitive, it can be considered as giving excuses instead of taking action by government institutions Wigglesworth & Simpson (2009). In 2008, despite the initiation of the National Assessment Program in Literacy and Numeracy (NAPLAN), the outcomes continuously demonstrate significantly lower academic results for Indigenous students, especially in the Northern Territory. The student factors that have been found to influence educational attainment include socioeconomic status, whether students speak the language of instruction as their first language, the ethnicity of students, and the attendance rates of students. The education system factors that will be explored include the student-teacher ratios and the degree of remoteness of schools. The facts which result in student’s education attainment are widely associated to student background circumstances and education academy factors. In addition, student background

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factors observed are socioeconomic background, ethnicity, support, language spoken, and attendance percentage Coleman, Rachel (2018). Socioeconomic background may have a huge impact on a student’s academic achievement. A low socioeconomic position of students has limited access to capital and education facilities, causing low academic achievement and this could reduce the likelihood of university admission (Azzolini, Schnell, and Palmer 2012). According to Berzin (2010) found that young students from low-income families demonstrate significantly low academic goals than students from higher-income families. Support from parents plays a critical role in student academic achievement, specifically in the shape of social support, including encouragement and great expectations for educational attainment Ahmed et al. (2010). Yet perceiving social assistance has a positive influence on student educational achievement. Firstly, support comes from parents who appreciate education and educated themselves Berzin (2010). Education achievement is also affected by student ethnicity Berzin (2010). Student ethnicity seems to be damaging if the student is from a minority group Berzin (2010). Particularly, Indigenous students might be at further disadvantaged in education because of the distant and minor communities which the Indigenous people reside in and English is not their first language Bradley et al. (2007). A student’s language background effects academic achievement particularly, students who are being studied in a second language have limited education achievement Bradley et al. (2007). This negative impact on academic achievement is extreme specifically when teachers do not have proper support or practice to be teaching English as a second language Simpson, Caffrey, and McConvell (2009). In addition, attendance percentage is also a key predictor of academic attainment results Purdie and Buckley (2010). The impact of missing 10% days of school decreases student academic achievement percentages substantially Purdie and Buckley (2010). Another factor in student academic achievement is the schooling systems which they are located in. Schooling system elements include professional teachers, Teacher-student relationship, the physical learning atmosphere, and resources of school. The quality of teachers can differ based on their pre-service practices, in-service practice, and years of experience in the profession. poor quality teachers are those with limited practices pre-entering and post- entering service, and few years in the profession Harris and Sass (2011);

Peske and Haycock (2006). Poor quality educators are linked with poorer academic achievement results for the students because those teachers do not have the skills from practice and experience which properly encourage student academic achievement Montt (2011); Silver et al. (2008). Additionally, studies have found that reducing the student-to-teacher ratio causes enhanced academic outcomes, especially students who required additional support in the classroom, and underprivileged students Montt (2011). Indigenous students attending schools in most remote areas also experience disadvantage than non-Indigenous students who attend schools in most popular areas Hernandez-Torrano (2018). It could be because of lower quality teacher and higher teacher replacement which can be a problem in the remote areas Monk (2007). Historical policies established by the dominant colonist culture have caused challenges and disparities in access to education of Indigenous peoples. Thus, when measuring Indigenous education in Australia, it is critical to examine the policy context (Perche, 2011). It is imagined that policies related to education access led to effect current Indigenous academic achievement rates. Various strategies have been applied to help Indigenous students in Australia, for example, medical-focused interventions and increasing cultural awareness within schools. Additionally, reducing the student-to-teacher ratio in classrooms has been recognised as a productive approach, which will be discussed in the following paragraphs. Physical health progress has been significant in enhancing Indigenous academic achievement, particularly since health issues are common in Indigenous populations for example hearing and loss of eyesight, which can cause a serious hindrance in the involvement of classroom Davidoff and Duhs (2008). An improved mental health of Indigenous student may enhance the education achievement. According to Turner, Richards, and Sanders (2007) found that Parents of vulnerable young children took part in a program particularly designed to enhance their parenting attributes. As a result, a decrease in problematic behaviour was observed between the children of the parents who participated in the program. In recent years, there has been increased focus on Indigenous cultural awareness with cultural inclusion highlighted in the National Goals for Schooling Framework. The important consideration of the framework is Indigenous marginality and the importance of education in appreciating the cultures and histories of Indigenous group Ministerial Council on Education, Employment, Training and Youth Affairs (2008). One of the main objectives is that schools

help every student to be informed and active citizens who acknowledge and understand the importance of Indigenous cultures. Different objectives have emphasised on building more inclusive schooling settings via huge Indigenous staff representation, not usually with huge achievement. The minority of Indigenous teachers in Australia is a determining factor to the poor educational performance if Indigenous students and their reduced levels of school retainment. A federal department initiative aims to inform this disparity with its instruction to increase the number of Indigenous teachers in Australian schools, the purpose of this growth is to foster great cultural awareness and understanding of Indigenous problems and to benefit Indigenous students with positive role models in school settings which demonstrate great independence for Indigenous communities Queensland Department of Education and Training (2011). Although, schools and teachers often support initiatives which encourage equity through education, they often neglect to crucially investigate the underlying expectations and beliefs which mould their approach. In Indigenous education, as well as in different minority identity groups, there is a tendency for equity efforts to be determined by culturalist beliefs. However, school response in Indigenous education by including activities like Sorry Day, Aboriginal professional dance programs, performing with Elders on art or storytelling, and involving in NAIDOC week performances. While these kinds of programs are often criticised for being added as distinct components rather than being integrated into daily practice. NSW Aboriginal Education Consultative Group incorporated (2004), suggested that these approaches may be the more effective way of building Aboriginal knowledge in schools because Aboriginal Elders, Aboriginal parents and Aboriginal Education Officers are involved directly in these learning experiences. The engagement of schools with Aboriginal groups, including the Aboriginal Education Consultative Committee is beneficial for including Aboriginal experiences in the primary curriculum in New South Wales. However, this is significant to observe that this type of learning is special to each group and may not be recreated across every schools. Aboriginal experience is associated deeply to the local context and its best understood within that context. When this knowledge is shifted via books and learn in other locations, it becomes separate narrative. In conclusion, the level of cultural understanding between teachers is associated to the extent of involvement of Aboriginal parents in the education of their children. The significance of building greater relationships among students, teachers, and the broader community to foster student and family involvement. Therefore, efforts to improve cultural understanding of

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teachers and create positive relationships with Aboriginal parents and communities are critical in promoting significant involvement in the education of Aboriginal students. Lastly, Various schools with an important Indigenous student population manage to stick to Western pedagogical frameworks, usually causing the marginalization and silencing of Indigenous voices, specifically in decision-making methods. However, fostering involvement need a inclusive systems approach which improves Indigenous ability to allow culturally responsive education. This requires building reconciling and Indigenous-focused school settings instead of trying to force Indigenous students to adjust to Western cultures. Schools should alter their atmospheres to support Indigenous cultural ethics, which has been demonstrated to decrease strict actions as suspensions. Furthermore, doing a cultural sensitivity program for teachers causes enhanced culturally responsive pedagogy, causing higher student involvement and great retention rates in high school. Lastly, encouraging culturally responsive pedagogy, reconciling school settings, and responding to Indigenous voices and thoughts are important for mentioning the requirements of Indigenous students and fostering their involvement in education.

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DPMC-Cwth. (2017). Closing the Gap Prime Minister’s Report 2017. Retrieved 2017-04-15 from http://www.dpmc.gov.au/sites/default/files/publications/Closing_the_Gap_2015_Report.pdf Devlin, B. C. (2011). The status and future of bilingual education for remote Indigenous students in the Northern Territory. Australian Review of Applied Linguistics. 34 (3). 260-279. Ford. (2013). Achievement gaps in Australia: what NAPLAN reveals about education inequality in Australia. Race, Ethnicity and Education , 16(1), 80–102. https://doi.org/10.1080/13613324.2011.645570 Gitana Tye. (2014). Striving for equity for Australia’s Aboriginal and Torres Strait Islander students. Ethos (Carlton, Victoria) , 22(4), 20–25. Guenther, Bat, M., & Osborne, S. (2014). Red dirt thinking on remote educational advantage . Australian and International Journal of Rural Education , 24(1), 51–67. https://doi.org/10.47381/aijre.v24i1.678 Harris, Douglas and Tim R. Sass. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics , 95:798-812. doi: 10.1016/j.jpubeco.2010.11.00. Hernandez-Torrano, Daniel. (2018). Urban–Rural Excellence Gaps: Features, Factors, and Implications. Roeper Review . 40(1):36-45. doi: 10.1080/02783193.2018.1393610 Keddie, Gowlett, C., Mills, M., Monk, S., & Renshaw, P. (2013). Beyond culturalism : addressing issues of Indigenous disadvantage through schooling. Australian Educational Researcher , 40(1), 91–108. https://doi.org/10.1007/s13384-012-0080-x Rahman. (2013). Belonging and learning to belong in school: the implications of the hidden curriculum for indigenous students. Discourse (Abingdon, England), 34(5), 660–672. https://doi.org/10.1080/01596306.2013.728362 MCEETYA (2000). Achieving Educational Equality for Australia’s Aboriginal and Torres Strait Islander Peoples. Ministerial Council on Education, Employment, Training and Youth Affairs . 1-61. retrieved from: http://www.scseec.edu.au/site/DefaultSite/filesystem/documents/Reports%20and %20publications/Publications/Cultural%20inclusion%20and%20ATSI/Achieving %20Educational%20Equality%20for%20Australia’s%20ATSI%20Peoples-Discussion %20Paper.pdf

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MCEEDYA (2010). Aboriginal and Torres Strait Islander Education Action Plan 2010-2014. Ministerial Council for Education. Early Childhood Development and Youth Affairs . retrieved from: http://www.scseec.edu.au/site/DefaultSite/filesystem/documents/Reports %20and%20publications/Publications/Cultural%20inclusion%20and%20ATSI/ATSI %20Education%20Action%20Plan,%202010-2014.pdf MCEECDYA (2010). Aboriginal and Torres Strait Islander Education Action Plan 2010-2014. Melbourne: Education Services Australia Ministerial Council on Education, Employment, Training and Youth Affairs (2008). Melbourne declaration on educational goals for young Australians. Carlton South: MCEETYA. Montt, Guillermo (2011). Cross-national Differences in Educational Achievement Inequality. Sociology of Education . 84(1):49-68. doi: 10.1177/0038040710392717 Monk, David H (2007). Recruiting and Retaining High-Quality Teachers in Rural Areas. The Future of Children 17(1):155-174. New South Wales (2004). Department of Education and Training and NSW Aboriginal Education Consultative Group Incorporated. In The report of the review of Aboriginal education/ Yanigurra Muya: Ganggurrinyma Yaarri Guurulaw Yirringin.gurray Freeing the spirit: Dreaming as equal future. Darlinghurst. NSW: NSW Department of Education and Training. Harrison, & Greenfield, M. (2011). Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education, 52(1), 65–76. https://doi.org/10.1080/17508487.2011.536513 Queensland Department of Education and Training (2011). Embedding Aboriginal and Torres Strait Islander Perspectives in Schools. Queensland Government . Retrieved July 1, 2012 from www.deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf . Peske, Heather G. and Kati Haycock (2006). Teaching Inequality: How Poor and Minority Students are Shortchanged on Teacher Quality. Washington, DC: The Education Trust. Purdie, Nola and Sarah Buckley (2010). School Attendance and Retention of Indigenous Australian Students. Indigenous Education . 45. Retrieved 14 April, 2018 Simpson, Jane, Jo Caffrey, and Patrick McConvell (2009). Gaps in Australia’s Indigenous Language Policy: Dismantling bilingual education in the Northern Territory. AIATSIS

Research Discussion Paper . 24. Retrieved 14 April, 2018 ( https://trove.nla.gov.au/work/32021773?q&versionId=50804857 ) Silver, David, Marisa Saunders, and Estela Zarate (2008). What Factors Predict High School Graduation in the Los Angeles Unified School District. Santa Barbara. CA: University of California. Retrieved 14 April, 2018 ( https://www.issuelab.org/resources/11619/11619.pdf ). Stone, Walter, M., & Peacock, H. (2017). Educational outcomes for aboriginal school students in Tasmania: Is the achievement gap closing? Australian and International Journal of Rural Education , 27(3), 90–110. https://doi.org/10.47381/aijre.v27i3.148 Turner, Karen M. T., Mary Richards, and Matthew R. Sanders (2007). Randomised Clinical Trial of a Group Parent Education Programme for Australian Indigenous Families. Journal of Paediatrics and Child Health. 43(6): 429-437. doi: 10.1111/j.14401754.2007.01053.x. Wigglesworth, Simpson, J., & Loakes, D. (2011). Naplan language assessments for indigenous children in remote communities: Issues and problems. Australian Review of Applied Linguistics , 34(3), 320–343. https://doi.org/10.1075/aral.34.3.04wig

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