Beruflich Dokumente
Kultur Dokumente
The terms Aboriginal and Torres Strait Islander and Indigenous used in this assignment refer to the Aboriginal and Torres
Strait Islander peoples of Australia, acknowledging them as the original owners of the land.
Incorporating Aboriginal and Torres Strait Islander perspectives into all areas and levels of schooling
is vital for achieving holistic education outcomes in Australia (Northern Territory Government:
Department of Education and Training, 2010). The importance of teaching Indigenous perspectives in
the classroom will be discussed, as an inclusive attitude and pedagogy entrenched with Indigenous
culture and history is required by primary school educators. The Melbourne Declaration on
Educational Goals for Young Australians highlights the significance and relevance of teaching
Indigenous perspectives in the classroom. It states that appropriate education is vital for developing a
society that “… values Australia’s Indigenous cultures as a key part of the nation’s history, present
and future” (Ministerial Council on Education, Employment Training and Youth Affairs
[MCEECDYA], 2008, p. 4). It is important that teachers are familiar with effective teaching strategies
to assist children in reaching learning outcomes, no matter their socio-economic background (The
Including Indigenous perspectives in the classroom is fundamental for students to understand the
issues facing the Indigenous population in 21st century Australia. Teachers need to help students
understand that respect and education are essential, valuable tools for promoting reconciliation
Students with an accurate understanding of historical and societal issues will be better equipped for
providing future help to close the gap between the Indigenous and non-Indigenous people with respect
to education, health, and human rights benefits. Embedding Indigenous perspectives in curriculum
areas demonstrates that the school community is open to providing for the needs of Indigenous
students and improving the school’s educational foundation (Harrison & Greenfield, 2011). It is
important for teachers to respect Australia’s cultural history and heritage as this will help develop a
inclusiveness (Northern Territory Government: Department of Education and Training, 2010). The
inclusion of Indigenous perspectives in the classroom improves opportunities for developing equity in
Australia; however, it does not capture true Indigenous culture, ways of learning, spirituality, and
connection with the land. Nakata (2007) highlights the injustice of having non-Indigenous people
develop curricula utilised for all cultural groups. It is also essential for teachers to identify which
Indigenous knowledge and perspectives are important and appropriate to incorporate in curriculum
teaching (Green, 2010). The subject matter will affect how teachers develop teaching strategies to
Teaching strategies must be developed to effectively incorporate Indigenous perspectives accross all
curriculum areas. Teachers should aim to broaden student’s societal views and challenge mindsets if
they see that some students are culturally biased (Northern Territory Government: Department of
Education and Training, 2010). For the purpose of this assignment, the curriculum area of History will
perspectives in the curriculum area of history will require professional knowledge about how students
learn and a deep understanding of the subject being taught (The State of Queensland: Department of
Education, Training and Employment, 2013). The impact of colonisation has caused the Indigenous
culture to be marginalised, making it an important historical aspect to teach children. A future teacher
should emphasise to the class that Aboriginal and Torres Strait Islander perspectives, cultures, and
students are valued in the classroom. This approach will demonstrate the importance of completely
abolishing labels; no student should have to feel that belonging to a marginalised culture makes it less
important. Teaching students about the first contact between cultures would be an appropriate place to
start teaching Australia’s history. Using a case study approach and the use of I.T., teachers can engage
children in real-world scenarios and situations; this strategy will enable children to engage in
historical research and reflective discussions with their peers (University of New South Wales, 2014).
An example would be to show children videos that re-enact the first landing from different
perspectives. A teacher educating students on Australian history in a lower primary classroom should
develop an emotional understanding and begin to identify with the children from the Stolen
Generation through role-play (University of New South Wales, 2014). This can be achieved, for
example, by splitting students into groups and giving each group unfamiliar ways to behave with
foreign rules that must be followed (Crawford & Tantiprasut, 2003). Students would have to act
according to the set of instructions which will prompt them to understand how it feels to have
everything familiar stripped away. This promotes an empathetic approach to historical concepts in a
practical manner whilst encouraging evaluative and critical thinking in students (University of New
South Wales, 2014). Another example for utilising simulation as a teaching strategy could be
implemented through instructing a child to leave their desk and ask another child replace them. The
child who has ‘lost’ their desk to another can describe how it feels to lose their familiar space and
have someone in their personal area and using their stationary. If children can understand these
aspects on a small, personal scale, they can begin to visualise what it feels like to lose home, land, and
therefore also the ability to be self-sufficient to obtain food, shelter and clothing (Crawford &
Tantiprasut, 2003).
Strategies such as teacher guided discussions can be useful when teaching students about the
differences between Standard Australian English (SAE) and Indigenous languages. Historical aspects
of Indigenous language can be seen integrated into the English language of Australia. Words such as
kookaburra, dingo, billabong and barramundi are all borrowed Indigenous words (Australian Bureau
of Statistics, 2013). Aboriginal and Torres Strait Islander languages are an important part of the
Indigenous culture; language is how Indigenous people preserve and pass down their history,
upholding their connection with the land, laws, ancestors and culture (Australian Bureau of Statistics,
2013). Guided discussion to teach this area would include educating students on how Indigenous
people maintain their history and culture; through the telling of ‘stories’ in Indigenous language. A
strategy for educating student about the loss of Indigenous languages could be portrayed through a
'Language Snap' game (Crawford & Tantiprasut, 2003). Students must create snap cards with the
names of Indigenous words used in SAE, saying the word on the card instead of ‘snap’ (Crawford &
centred’ pedagogical approach to teaching will be highly valuable for student’s learning; what
students do to learn is just as important as what teachers do to teach. This approach should be kept in
accordance with the guidelines of federal, state and school key learning areas and policies. For pre-
service teachers, attending practicum is important for engaging in classroom setting and implementing
a diverse range of skills. Professional experience will be vital for pre-service teacher’s learning, which
will improve on pedagogical beliefs, and put theories into practice (Herbert, 2012). It is the teacher’s
job to ensure that adequate planning, evaluation and implementation of curriculum materials includes
Indigenous perspectives to help develop the classroom ethos (Queensland Government: Department
of Education and Training, 2011). Pre-service teachers may also witness the use of programs in their
practicum classroom. Incorporating programs such as Chris Sarra’s Stronger Smarter program will
allow for critical elements in practice to be improved; the aim of the program is to “…unlock[s] the
belief and confidence of teachers and parents to give all children the opportunity to be the best they
can be” (Stronger Smarter, n.d.). Including lesson plans that have been centred on local the school’s
local Indigenous people and history will allow the teaching strategies to be related to local cultures
and Indigenous values. This strategy will allow Indigenous students to feel culturally included
(Australian Institute for Teaching and School Leadership, 2014). As the implementation of
Indigenous perspectives develop, teachers should collaborate with colleagues to utilise local
Indigenous knowledge and develop effective teaching strategies through a whole-school approach
Teachers must effectively implement Indigenous perspective and ensure that Aboriginal and Torres
Strait Islander students are receiving adequate support and reaching academic standards. Teachers will
need to promote equity and emphasize the importance of respecting and acknowledging one another’s
perspectives so that the classroom can be a place free of preconception, putting the focus on creating
an environment where students learn and grow together (Queensland Government: Department of
paramount support in the classroom, teachers must also have methods in place to assist Indigenous
students in the classroom; a comprehensive understanding of the importance of cultural and historical
Department of Education and Training, 2011). Teachers must ensure that Aboriginal and Torres Strait
Islander students are receiving the same benefits and support as non-Indigenous students and are
achieving a high academic standard. A framework developed by the Queensland Government called
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS) can be used as a
tool by future teachers to help them “…build long lasting, meaningful relationships with Aboriginal
and Torres Strait Islander people to improve Indigenous student learning outcomes, and to provide all
Australian students with an understanding of, and respect for, Aboriginal and Torres Strait Islander
Training, 2011). The EATSIPS framework provides teachers with strategies to help develop
understanding in Indigenous students of how contemporary attitudes and perceptions are constructed
Education and Training, 2011). With many negative views on Indigenous culture still existing in
modern Australian, it can be concluded that teachers should provide action plans for Indigenous
students, giving advice on how to respond to destructive stereotyping and attitudes. A future teacher
will need to work on the retention of Indigenous students in schools, educating students on the
importance of health and education since lower education rates contribute to the ‘gap’ between
Indigenous and non-Indigenous people in Australia (Australian Institute of Health and Welfare,
2011).
Teachers should aim to create a safe and supportive classroom environment for all students. It could
be useful to have an area in the classroom, or room outside the classroom, for Indigenous students to
go to if they feel the need to be with others from their culture and in an area that resonates with their
spiritual connection to the land. Learning support can be provided through ensuring Aboriginal and
Torres Strait Islander students have a personal Education Inclusion Plan (EIP) which will list their
feedback for and report on students with English as their second language (The State of Queensland:
Incorporating Aboriginal and Torres Strait Islander perspectives into all areas and levels of schooling
will ensure that students receive an inclusive education. It is vital that teachers acknowledge the
different cultures in Australia, as Indigenous and non-Indigenous students must learn about
Aboriginal and Torres Strait Islander perspectives in the classroom (MCEECDYA, 2008).
Implementing age-appropriate teaching strategies will provide students in reaching learning outcomes
and develop a deep understanding of Indigenous perspectives. Special care should be given to
Indigenous students in the clasroom so that Australia’s education can move towards becoming more
equitable for all sudents, no matter their culture and background, developing students that will
Australian Bureau of Statistics. (2013). Feature article 3: languages of Aboriginal and Torres Strait
http://www.abs.gov.au/ausstats/abs@.nsf/Previousproducts/1301.0Feature%20Article42009%
E2%80%9310?opendocument&tabname=Summary&prodno=1301.0&issue=2009%9610&nu
m=&view=
Australian Institute for Teaching and School Leadership. (2014). Australian professional standards
teachers/standards/list
Australian Institute of Health and Welfare. (2011). The health and welfare of Australia’s Aboriginal
http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id=10737418955
Crawford, J., & Tantiprasut, L. (2003). Australian Aboriginal culture. Greenwood, Australia: R.I.C.
Publications.
Harrison, N., & Greenfield, M. (2011). Relationship to place: positioning Aboriginal knowledge and
http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/prolearn/reading/Relations
hip_to_place_Doc1.doc.
Herbert, J. (2012). Delivering the promise: empowering teachers to empower students. In K. Price
(Ed.), Aboriginal and Torres Strait Islander education (pp. 35-51). Port Melbourne,
http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_go
als_for_young_australians.pdf
Nakata, M. (2007). Disciplining the savages, savaging the disciplines. Canberra, Australia: Aboriginal
Studies Press.
http://www.education.nt.gov.au/__data/assets/pdf_file/0018/15228/EmbeddingAboriginalPers
pectivesInSchools.pdf
http://www.aitsl.edu.au/docs/default-source/initial-teacher-education-
resources/guide_to_accreditation_process_elaborations_of_priority_areas.pdf
Queensland Government: Department of Education and Training. (2011). Embedding Aboriginal and
http://indigenous.education.qld.gov.au/SiteCollectionDocuments/eatsips-
docs/eatsips_2011.pdf
http://strongersmarter.com.au/about/approach/
The Department of Education & Training. (2005). Professional learning in effective schools: the
http://www.education.vic.gov.au/Documents/school/teachers/profdev/proflearningeffectivesc
h.pdf
framework: teaching Aboriginal and Torres Strait Islander EAL/D learners. Retrieved from
https://indigenousportal.eq.edu.au/SiteCollectionDocuments/eald-capability-framework.pdf.
University of New South Wales. (2014). Teaching approaches and strategies. Retrieved from
approaches-and-strategies