Excerpts from Indigenous Education Assessment Task - Professional

Development Package
Rationale for the Inclusion of Indigenous Perspectives in English
In order for English educators to understand the reasons for including Indigenous
perspectives in their practice and the strategies by which this can be enacted, they must
possess a significant degree of cultural awareness. This refers to an informed appreciation of
Indigenous historical, current, and personal perspectives, and how they have been overtly
and covertly undermined by the influences of the dominant culture (Williams, 2014, p. 8).
Understanding the legacy of Australias shared history is vital, as it provides some
explanation of the present sense of injustice felt by Indigenous people, as well as their
disadvantaged status today (Johnston, 1991. p. 3). This disadvantaged status has both
caused and been compounded by Indigenous students being positioned at the periphery of
education (Herbert, 2012, p. 96). When educators possess an awareness of such historical
and contemporary circumstances, they will value the necessity of allowing their students to
engage with Indigenous perspectives and the associated literature and literary heritage, as
required by the Rationale of the NSW English K-10 Syllabus (Board of Studies NSW, 2012,
p. 10). This Syllabus also outlines the essential nature of providing students with the
opportunity to explore a range of experiences and achievements of Aboriginal peoples in
historical and social contexts and the links between cultural expression, language, and
spirituality in their study of English (Board of Studies NSW, 2012, p. 27). As the only Key
Learning Area that remains compulsory throughout the entirety of students experience of
secondary school, English holds a unique position in educations potential to counteract past
injustices. It is also important to note that existing attempts to embed Indigenous
perspectives in the English classroom have resulted in statistical improvements to
Indigenous attendance, engagement, participation, and pathways into further education
(Shipp, 2013, p. 24).
Inclusive Classroom Practices

Promotion and allowance of autonomy - Indigenous children are often afforded with a
significant degree of freedom, with the aim of facilitating their capacity to attend to their
own needs (Williams, 2014, p. 62). An awareness of this cultural preference needs to be
present in the classroom.

An understanding of lack of eye contact - Many Indigenous students do not need and
prefer not to look at the speaker when actively listening (Harrison, 2011, p. 51).

Less focus on competiveness and individualism - Collective cultures, such as those of

Australian Indigenous people, discourage their children from these notions, believing that
they are unacceptable and behaviourally inappropriate. Rather, children are taught to
support and share with one another from an early age (Williams, 2014, p. 60). This is
reflected in the collaborative focus of the pedagogy.

Allowance of extended silent pauses during question and response activities - Many
students, including those who are Indigenous, do not respond immediately to questions
and verbal prompts. They should not be interrupted, as they are often forming and
considering an answer (Williams, 2014, p. 66).

Understanding, respect, and inclusion of Indigenous languages - This should reference

the schools contextual and local Indigenous language group.

The formation of partnerships between teachers, parents, and members of the local
Indigenous community - The building of trust between the school, home, and community
is vital, as it creates a defined foundation upon which it is possible to weave Aboriginal
knowledge into the fabric of the curriculum and its associated pedagogy (Harrison,
2011, p. 174).