Elise Connolly

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Indigenous perspectives ACARA

Per the national curriculum indigenous culture is central and linked to living, the aim of the
curriculum is that it will provide a holistic understanding world view for Australians (ACARA,
2014). The curriculum framework is a structural tool to embed indigenous perspectives into the
curriculum (ACARA, 2014). This is achieved through history, culture and the unique aspect of
Australian culture interconnecting ideas, based and founded in the concepts of country and place
(ACARA, 2014). This includes looking at contemporary issues in society, economics, social and
political relationships, future implications, gender placement effects and the historical events that
lead to where society stands now (ACARA, 2014). Therefore, through implementation of
indigenous perspectives in varying subject areas enhanced educational experiences for all
students can be achieved (ACARA, 2014).

Numeracy, literacy and Indigenous culture

Numeracy and Literacy are important components of the framework of education and is valued
highly in a westernized society advantaging those with higher developed levels of education
(Partington, 2003). Educators in society today must be able to balance and uphold indigenous
cultural difference, whilst producing outcomes that will support the students in a mainstream
society (Partington, 2003). Largely valued by the Australian government the concept of
numeracy considered to be integral aspects of society to which student must learn about to be
able to participate more functionally (Partington, 2003). Nakata (2003) argues that in turn the
policy which has been created for indigenous students that there is a varied difference between
cultural understanding of indigenous and non-indigenous Australian whereby each culture
foreground differing values and concepts which impedes upon the ability to raise the level of
education to what is perceived as suitable for acquired standards (Partington, 2003)
(Stock,1995).
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Strategies to Support Indigenous Students

Within the classroom there are different pedagogical methods which can be explored to
support Indigenous Australian and educator (Yunkaporta, 2007). The use of deconstruction and
reconstruction is one way of learning it builds on understanding concepts from the whole, rather
than through sequential steps (Yunkaporta, 2007). This might prove to be difficult within the
process of mathematics relying on sequential steps to move through the process, however when
using this method, it provides a reason and aim for the for the learner and can be used at the
beginning or completion of a task (Yunkaporta, 2007).

Strategies to Support Indigenous Students

Learning maps allows for explicit and visual representation of methods, providing a way for
students to learn and progress at their own speed and backtrack upon to reinforce further
understanding (Yunkaporta, 2007). Community links, this way of learning draws upon group
orientated understanding and supports real life decision making and context (Yunkaporta, 2007).
Symbols and images for visual and spatial learners also building upon symbolic meaning in
supporting new concepts (Yunkaporta, 2007). I believe this method is an effective tool, not only
for indigenous students but for visual learners. This method can show the links between content
as well as providing a visual aid and expressing information through nonverbal methods
(Yunkaporta, 2007). Nonverbal methods are based upon a kinesthetic hand on approach and
historically supported. Land links looks at the process of being able to relate the land into the
process, in integral aspect of indigenous culture (Yunkaporta, 2007). Story sharing is a method
that uses personal narrative to relay information as well as observed that the elders can teach how
to draw and actively involving leaners, this element can be used in all school learning activities
(Yunkaporta, 2007) (McGinty, & Yunkaporta, 2009).
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Numeracy links to indigenous Culture

Mathematics is a social construct that is based on the dominate culture and can be used as a
cultural artefact (Haylock, 2001). Indigenous Australians have their own version of
mathematics, however Deakin, who revises the curriculum argues that technically that
indigenous mathematics does not exist (McNaughton, 2001). There is an underlying assumption
that mathematics and other disciplines only exist within western frameworks (McNaughton,
2001). It has been established that mathematics is a social and cultural construct and can be
explore through a variety of different modes and mediums building creativity and working
abstractly (Partington, 2003) (Blair, 2008). This can be used to focus on pre-algebra concepts,
understanding symbols and patterns through abstract story telling which in turn leads to simple
story telling and representation leading to modifying the story (Partington, 2003).

Historically Indigenous Australians learnt through the process of doing and acting as a
community contributing towards the final goal, this process is an effective way which can be
supportive of all differential learners (Warren, & Young, 2000). The use of oral language within
the indigenous society is paramount and often this method can be extended into classroom
situations in turn this strategy can prove to be either positive and negative, as the use of spoken
language is not given the same support of that of written languages and often many young
indigenous students cannot make a strong start in this area (Warren, & Young, 2000) (Blair,
2008).

Literacy features

With families being from where a child first learns his/her language skills this must be taken
into consideration as English may not be their first language in the Indigenous culture
disadvantaging the student in the classroom (Partington, 2003). Long term problems may occur
in numeracy without addressing this communication block first (Partington, 2003).
Communication between the educator and student is a learning experience for both and
expanding upon this area will improve the environment and enrich the learning environment for
all stakeholders (Partington, 2003). Mathematics itself is a language which is supported in the
dominate views of society and requires certain terminologies and constructs and to develop
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further ideas, communication is required, whether this be visually or verbally and it will require
the acceptance of Aboriginal English in the classroom (Partington, 2003). The use of the
pedagogy mentioned above provides strategies which support these methods (Price, 2012).

Example of incorporating indigenous perspectives

In the past Indigenous cultures supported a child centered approach, building upon their
direction and understanding (Phillips, & Lampert, 2005). This child centered approach is
supported in the Early Years learning environment, however moving further through the upper
schooling years it moves away from this approach to achieving definitive outcomes without
personal and cultural influences (Phillips, & Lampert, 2005). An example of a method for
mathematics involving different cultural perspectives with the use of the Cloud method refer to
appendix A. The could model supports the use of creativity and the often-abstract nature of
mathematics having cross curriculum ideas and the ability to make links to other subject areas
which are not commonly explored during the mathematical understanding (Price, 2012). This
includes art, dance, building positive dispositions towards the subject as well as incorporating
cultural understanding and being able to construct relationships between real life situations and
their applications such as links to the land compared to classroom (Bird,1996) (Price, 2012).

Conclusion

In conclusion, it is the role and responsibility of the educator to utilize appropriate

cultural information for students and be familiar and mindful of the diverse nature and cultural
understanding of Aboriginal and Torres Strait Islanders, to be able to effectively implement and
embed these perspectives into educational understanding. The application of different
pedagogies provides a wide variety of teaching approaches and strategies in which educators can
incorporate and support Indigenous Australian students, as well as providing accurate
information which will effectively impact on the future of Australian education. Upon reflection,
I felt that I have grown as an educator and these strategies will assist in making informed choices
for the diverse needs of Indigenous students.
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Appendix A

Appendix B

Appendix C