17468695 Zachary Ryan

Critically analyse how intersections of race, ethnicity and class might impact

upon a students educational aspirations and life chances. Reflect on how

your own intercultural understandings might influence your teaching practice.

As diversity in Australian schools increases, so does the need to strengthen social

cohesion and cultural understanding (Ho, 2011). Aboriginal and Torres Strait

Islander students now comprise almost 5.5% of all students, rising 3.6% from 2015

(Australian Bureau of Statistics, 2016). Students differences may have significant

impacts on their educational aspirations and life chances.

In this essay, I will examine the underlying racial biases and dominant discourses

which disadvantage students of different ethnic, racial and socioeconomic

backgrounds (Ho, 2011). Focusing on Indigenous students, I will discuss how deficit

discourses are influencing the Australian education system and its policies. I will

utilise social theories including Post-colonialism, Privilege theory and Whiteness

theory to examine social injustices evident. Lewis (2006) case study suggests

mainstream curriculum and pedagogy lack relevance to Indigenous students by

failing to recognise their language, traditions and Indigenous identity. I will use this

example to discuss the impact of race, ethnicity and class on Indigenous students

life chances and educational aspirations.

Finally, I aim to reflect on my own intercultural understandings and how they may

influence my teaching practice.

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The term ethnicity is complex and often used interchangeably with race. Although

definitions are blurred, for the purpose of this essay, where race may refer to

physical characteristics, ethnicity will refer to cultural factors including but not limited

to language, religion and social groups.

Ethnicity, unlike race, has many aspects and each individual can belong to multiple

ethnic groups. Students educational aspirations and life chances may be influenced

as a result of their ethnicity. The term life chances refers to all aspects of an

individuals life which may impact their future. An example of this is seen when

students use Aboriginal English in schools. Teachers comments such as say it

properly, and use proper English imply Aboriginal English is an inferior dialect to

the colonial norm (Shipp, 2012). According to Australian education standards this

form of English is deficit and not accepted in standardised testing. The academic

disadvantage toward Indigenous students in this case is poor test results. These

reduced results have the potential to drastically impact future career opportunities.

The question to ask is, why should they be marked down or wrong for using their

native language? One answer is the theory of Post-colonialism.

Post-colonialism is the social and political aftermath of countries, such as Australia,

who were colonised. Australia continues to be dominated by power relations and

internal divisions based on linguistic, ethnic, and religious identities. Post-

colonialism makes clear the socio-historical discourses that continue to disadvantage

minority groups including Aboriginals. This cultural inequity in schools is ever

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present, and poses a challenge to educators to create new ideas and pedagogical

strategies to combat this deficit.

Currently, teachers lack of understanding of Aboriginal language and culture, and

students failure to meet mainstream educational expectations, often categorises

Indigenous students as underachievers (Lewis, 2006). In order to remain competitive

with the other students, Indigenous students must learn proper English while

maintaining their classwork. In comparison, white privileged students need only

focus on the latter. The theory of Privilege suggests there are deficit and

dominant discourses surrounding specific groups in society (McIntosh, 2012).

Critical race theory (CRT) is a theory concerned with understanding the structures

that maintain racial discourse. Whiteness theory is an element of CRT that involves

the discrimination of non-white groups, and includes the dominance and racial

privilege of white people (Gunstone, 2009). These theories interconnect and form

racial discourses. According to Lopez (2013), race is a social construct. He suggests

the concept of race has been created by humans, categorising individuals based on

biological factors such as ancestry and appearance (Lopez, 2013). Solorzano and

Yosso (2002), strongly argue that white cultures created race. Due to this

underlying racism, educational policies, frameworks and societal structures have

been created with a notion of white superiority (Ferfolja, Diaz & Ullman, 2015).

This notion has encrypted the foundations of education with advantages for white

students and disadvantages for students of other races, including the Indigenous.
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An example of this is the failure to provide quality outcomes for Indigenous students

within the Australian national curriculum. Sarra (2012) supports, suggesting that the

curriculum for Indigenous students has been dumbed down causing many teachers

to have low expectations of their students academic capabilities (Perso, 2012).

Disturbingly, Luke, Cazden and Coopes (2013) found the expectations of a teacher

to be pivotal in students learning. This order of thinking creates a discourse toward

Indigenous students, framing and representing aboriginal identity in a narrative of

disempowerment and negativity. These deficit discourses continue to reproduce

existing inequities for students who differentiate from the norm (Sarra, 2012).

Socioeconomic status is another factor that differentiates students.

Socioeconomic status is a central predictor of educational achievement (Dietrichson

et al, 2015). Perry (2013) found students academic achievement to be positively

influenced by a high socioeconomic status. This statistic is expected, as students

coming from a family of a high socioeconomic status will have the option to purchase

educational resources to aid success such as textbooks, tutors etc. In

addition, Ferfolja et al., (2015) found middle and upper-class families will have a

greater sense of ease working with and understanding the education system. As the

majority of teachers in Australia are middle-class, it can be assumed through friends

and/or family, middle-class parents and/or students may easily procure a teaching

professional to provide assistance (Perso, 2012). In contrast, a family of

low socioeconomic status may find it difficult to access the same kind of resources.

Furthermore, Marchant and Finch (2016) found the schools level of socioeconomic

status directly linked to student achievement.

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As a result of unaffordable school-fees or religious preference, private schools are

not structured to represent the full diversity of society (Ho, 2011). In contrast, Public

schools have the highest levels of cultural diversity, followed by Catholic schools and

Independent schools the lowest (Ho, 2011). It is disconcerting that the Federal

Government triple the funding for private schools while public schools funding

doubles over the same period (Buckingham, 2010). The Closing the Gap policy to

promote equity for Indigenous Australians has long been a focus for the Federal

Government. The Federal Governments inequitable funding has effectively

lengthened the gap by giving more money and resources toward predominately

white private schools and less money to underachieving public schools, whom

represent the vast majority of diverse students.

Students attendance and engagement in schools is vital for academic success

(McGregor & Mills, 2012). In students aged 20-24, non-indigenous students are 30%

more likely to have attained a Year 12 certificate or equivalent than an Indigenous

student (Australian Bureau of Statistics, 2011). This statistic makes clear that

Indigenous students are disengaging from education more often than non-

indigenous students. McGregor & Mills (2012) found socioeconomic background to

be a common reason for students to disengage. Furthermore, Ferfolja et al.,

(2015) states that young people who disengage from education, experience

economic disadvantage and poorer health outcomes, both impacting life chances.
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Pedagogy and quality student outcomes are crucial factors to maintaining student

engagement (Hayes et al, 2006). Hayes' et al., (2006) productive pedagogy

assumes all students have the right to experience quality teaching and a right to

equitable distribution of educational resources. Furthermore, it advocates that all

students should be set tasks that require them to demonstrate high-quality academic

outcomes (Lewis, 2006). The Department of Education and Training [DET] (2016)

has implemented an 'Indigenous schooling' policy to improve access to schools and

outcomes for Indigenous students. This policy includes specific reform focused on

Indigenous outcomes, as an offshoot of 'Quality Schools, Quality Outcomes'

which supports improved outcomes for all students. Schools are required to set

recruitment targets for Indigenous teachers, meet attendance requirements

and report how funding will support outcomes for Indigenous students (DET, 2016).

This policy serves to 'Close the Gap' between Indigenous and non-Indigenous

students in Australian schools by providing equality in academic outcomes and

encouraging Indigenous attendance.

The National Aboriginal and Torres Strait Islander Education Strategy (2015) is a

more current policy which builds on existing national initiatives (Department of

Education, 2016). Utilising the current Australian Curriculum and the Australian

Professional Standards for Teachers, this policy aims to accelerate the rate of

improvement for Aboriginal and Torres Strait Islander student outcomes (Department

of Education, 2016). Action areas include; Attendance and Engagement, Transition

Points (including pathways to post-school options) and Australian

Curriculum (Department of Education, 2016). The reoccurrence of student

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engagement, attendance and curriculum outcomes in Australian policies validates

the need for improvement in these areas. It also confirms the significance of the

educational disadvantages for Indigenous students. Hayes (2006) productive

pedagogy suggests student direction of activity as a strategy to foster engagement.

Lewis case study found implementing Hayes pedagogy allowed students to choose

class activities and effectively engaged them. Students insinuated they were

confident in their task, stating they feel better and knew how to do stuff. Students

actively engaged in directing class activities, stating it was fun to do things you had

chosen to do (Lewis, 2006). Teachers using Hayes pedagogy had high

expectations of their Indigenous students and found improved school engagement

and enhanced student learning (Luke et al, 2012).

Teachers attitudes and cultural intelligence are significant in creating positive

learning environments. Lewis (2006) case study found the attitude of the teacher

towards students as Aboriginal people, including an interest in their culture and

history, to be a critical part of the relationship-building process. The case study

demonstrates a supportive and culturally respectful classroom with the teacher

utilising Aboriginal literature and paintings in class activities (Lewis, 2006). These

efforts are acknowledged and appreciated by the Indigenous students, whom

respond with extremely positive feedback. The findings suggest that educators

should understand the importance of promoting cultural understanding in the

classroom to better engage students (Mooney, 2016). The Aboriginal cultural

standards framework is a policy to set cultural standards for educators when working
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with Aboriginal students, families and communities. The framework allows staff to

reflect on their attitudes and practices. Self-reflection and continual improvement of

staff will maximise learning outcomes for Aboriginal students (Department of

Education, 2016). By increasing the number of 'culturally sensitive' classrooms,

Indigenous education standards and engagement will presumably improve. These

improvements are likely to lead to greater academic results for Aboriginal students,

enhancing life chances such as superior career options or potential for further study.

In addition to cultural understanding, teacher/student relationships greatly influence

student engagement and learning (Luke et al, 2013). Lewis (2006) found that

teachers implementing simple diagrams and step-by-step instructions met the

students needs for slower instruction. Responding to students needs has created a

positive teacher/student relationship rewarded with good behaviour and academic

achievement (McGregor & Mills, 2012). To cultivate positive relationships with

students in my teaching practice, I aim to develop my Intercultural understanding.

Intercultural understanding is the acknowledgement of culture as a dynamic concept

and involves learning about and engaging with diverse cultures, recognising both

differences and commonalities (ACARA, 2013). The Australian curriculum

categorises Intercultural understanding into 3 elements; recognising culture and

developing respect, interacting and emphasising with others and reflecting on

intercultural experiences and taking responsibility (ACARA, 2013).

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Educational Strategies Australia (2012) offers approaches to improve my ability to

Interact and empathise with others. Re-writing a story such as Little Red Riding

Hood in the perspective of the wolf, is an example of how I may consider multiple

perspectives and challenge my personal biases and stereotypes (ACARA, 2016). In

reference to reflecting on intercultural experience and taking responsibility I will look

at my use of Inclusive language. Reflecting on my use words such as we, us and

them and how people are positioned in relation to these words will help me to avoid

differentiating and segregating my students (Educational Strategies Australia, 2012).

By developing sensitive and effective communication skills, I can avoid unintentional

prejudices. Finally, to recognise culture and develop respect I will aim to articulate

my own values, attitudes and beliefs and develop my understanding of other cultures

to mediate cultural differences in classrooms. To communicate across cultures I will

engage with people from diverse backgrounds and develop my respect for cultural

diversity (ACARA, 2016).

Discourses and power in society are significant and influential in Australian

education. Indigenous students and those who do not adhere to cultural norms, are

the most harshly impacted by the subsequent standards and policies. Intercultural

understanding, equitable policies and pedagogy can mitigate these disadvantages

and improve life chances for these students.

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