ASSESSMENT #2

ESSAY
What are some of the key issues teachers need to consider for working successfully with
Aboriginal and Torres Strait Islander students?

Raelee Minuzzo
110136197

EDUC 2061
Teaching and Learning in Aboriginal Education

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197

Question 2: What are some of the key issues teachers need to consider for working successfully
with Aboriginal and Torres Strait Islander students?

The modern day, mainstream, urban, Australian classroom is multifaceted and diverse, with many
complexities that contribute to the classroom dynamics and the overall learning environment. Aboriginal
and Torres Strait Islander Students are some of the many students who contribute to the increasingly
culturally diverse classroom, and with that, are many challenges for both the students and teachers in an
educational setting (Burridge & Evans 2012). Given that Aboriginal People make up 3% of Australia’s
population, it is likely that teachers will encounter Aboriginal Students in their classroom throughout their
teaching career, thus will need the knowledge, skills and pedagogical practices in order to adequately cater
for and include them in the learning environment.

This essay will address and discuss some of the key issues teachers need to consider for working
successfully with Aboriginal and Torres Strait Islander Students in a mainstream classroom context. The
issues and implications discussed will reflect the principles of inclusion in the classroom environment
(Hyde, Carpenter & Conway, 2014). Key issues include; attendance, engagement, participation, and
behaviour, racism, teachers relationships with students and families, and the implications for teachers that
directly relate to these issues.

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197

Cultural Competence and the Australian Professional Standards for Teachers

The Australian Institute for Teaching and School Leadership (AITSL, 2017) has devised a list of
Professional Standards for Teachers, which are a mandatory requirement for teachers, from graduates to
very experienced teachers, to demonstrate through their practice. There are two standards that directly
relate to Aboriginal and Torres Strait Islander Students (See Appendix 1).

The importance of these standards for teachers is to ensure that teachers are culturally competent to teach
Aboriginal Students, as well as teach students Aboriginal Education. Buckskin (2012, pp. 168) states that,
“cultural competence is of vital importance” and that “a culturally competent teacher, will foster engagement
with, and participation by, local Aboriginal Communities, and will build positive learning relationships with
Aboriginal children.’ In order for teachers to adequately teach Aboriginal students, they must build
relationships with students by getting to know them and their cultures better. They should aim teach
Aboriginal students in a way that supports them to construct their own sense of personal identity and
enhance their self esteem. It is extremely important to include Aboriginal perspectives in the classroom,
and a way for teachers to gain more of an insight into this, is to converse with the families of the Aboriginal
student. As Buckskin (2012 pp.167) emphasizes, it is now a time for doing things ‘with’ Aboriginal
communities and not ‘to’ Aboriginal communities.

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197

Disengagement, Behaviour and Attendance

A significant issue for Aboriginal students in a mainstream classroom is the level of student disengagement
and misbehaviour. It must be noted that this is not due to the student not caring about their education, but
is more so because the curriculum content and delivery of the content may not be culturally relevant to
them. This puts a responsibility on teachers to ensure they are adapting their pedagogical practices and the
content in order to cater for Aboriginal Students in a mainstream classroom setting. This can be achieved
by incorporating Aboriginal literature, stories, artwork, songs, and perspectives in the classroom, or by
making explicit cultural links wherever possible. We know that there is a direct link between student
engagement, student behaviour and academic achievement (Angus et al, 2009; Sullivan 2009). Thus, if
students are engaged in learning, they are more likely to be well behaved, and achieve success in the
academic domain.

Teachers should aim to integrate the general capabilities from the Australian Curriculum, including
‘intercultural understanding’, which is when ‘ students they learn to value their own cultures, languages and
beliefs, and those of others’ (ACARA, 2016). This applies to all students, so while white Anglo children are
learning to value their own culture, Aboriginal, and other student’s cultures, the Aboriginal students are also
learning to value their own culture, as well as the cultures of their classmates.

It is also important for teachers to consider and implement cross curriculum priorities, including ‘Aboriginal
and Torres Strait Islander Histories and Cultures’ from the Australian Curriculum (ACARA, 2016). ACARA
(2016) acknowledges the gap in learning outcomes between Aboriginal students and their non-Aboriginal
peers and recognizes the need for the Australian Curriculum to provide every opportunity possible to ‘close
the gap’ (ACARA, 2016). The Australian Curriculum is working on two needs for Aboriginal Students (See
Appendix 2). This a great initiative for ACARA to outline these two distinct needs and outcomes, however it
is the responsibility of each and every classroom teacher to develop strategies to ensure these needs are
met. This can be achieved by modifying tasks for the specific student, or modifying the task altogether to
ensure that Aboriginal perspectives are conveyed to the whole class.

One of the reasons that Aboriginal students may be disengaged in the classroom is due to the impact of a
low level of attendance at school. There are many Aboriginal students who have relocated to mainstream
schools for medical reasons and educational opportunities, and therefore living a mobile life can present a
range of challenges for Aboriginal students who miss out on a significant amount of content, which has an
impact on their learning (Burridge & Evans 2012). For Aboriginal students, getting an education is a high
priority in their culture; however, attendance is not, thus presenting a challenge for these students to be
consistent and ongoing on their learning in the classroom (Shipp, 2011). Teachers should take
responsibility for this and ensure that are communicating often with families and students, and negotiating
ways for students to do their schoolwork even if they are not always in the classroom. Depending on the
age of the student, and the level of attendance specific to the student, the teacher could produce a
Negotiated Education Plan (NEP), which would see modified assessments, learning goals and schoolwork
EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197
which, are individualized for the student. Depending on the resources at the specific school, the teacher
could arrange times with the student and the families to have Skype sessions, or an on-going electronic
assessments and learning experiences that the student can easily pick up where they left off (Shipp, 2011).

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197

EAL/D and Students as Resources

ACARA (2016) states that ‘although Australia is a linguistically and culturally diverse country, participation
in many aspects of Australian life depends on effective communication in Standard Australian English’
(SAE). It is important for teachers to realise that student’s abilities are contextual (Colton, 2017). While an
Aboriginal student may be extremely fluent in Aboriginal English (AE) or in their native language in their
community, in a mainstream classroom their ability to communicate may see them as deficient if they are
not as competent in Standard Australian English (SAE). For many Aboriginal Students, English is not
simply a second language, but for most it is their 4th or 5th language. This can make it difficult to assess
students especially when undertaking standardised testing such as the NAPLAN, which does not recognise
or value there language, nor does it cater for their abilities in their culture (Shipp, 2011). Not speaking SAE
as their first language may make it difficult or take more time for them to process information. There may be
communication difficulties between the Aboriginal student and non-Aboriginal teacher, which can present a
challenge for the student who may feel they cannot effectively communicate in the classroom (Shipp,
2011). Teachers should work to establish a classroom culture where all students feel that their voices can
be heard, and make students feel part of a community in which they are free to communicate their ideas
and perspectives (Sapon-Shevin, 2010). Teachers should also establish individualized learning goals for
Aboriginal Students so that they too, can experience personal growth and be successful in the classroom.

Teachers must look at all students as bringing resources in the classroom and use them as opportunities to
incorporate other cultures and their perspectives in the classroom (Colton, 2017;Nichols & Bayetto 2004).
Aboriginal students are an incredibly authentic resource and present wonderful opportunities for students to
learn of their culture (Shipp, 2011; Mills, Davis-Warra, Sewell, & Anderson 2016). Teachers should look to
the students in their classrooms to make use of the cultural and linguistic resources that are present, for
instances when the curriculum directs teachers to consider cultural knowledge (ACARA, 2016).

Overall, teachers can work create a culturally inclusive classroom by having a greater understanding of the
students family and their cultural background (Gollan & Malin, 2012 pp. 169). Instead of placing all
Aboriginal students into the same ‘difference’ category and making generalizations for all Aboriginal
Students, it is important to recognise that Aboriginal children come from diverse backgrounds and enter
school with a diverse range of skills, which often may not highlight them as academically proficient in a
mainstream school (Gollan & Malin, 2012 pp. 169). The aim is for teachers to look beyond this and make it
a priority to search for their strengths and identify and recognise some of the skills that Aboriginal children
bring to school. This may not always be achieved straight away, however teachers will need to be proactive
and use their initiative to ask advice from Aboriginal Education Officers, invite family members into the
school to talk about culture, or attend community events (Gollan & Malin, 2012 pp. 170).

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197

Culturally Responsive Schools

Another key issue investigates the need for teachers to work in a partnership with Aboriginal families to
reflect the idea of being culturally responsive as a whole school, in order to cater for Aboriginal Students
and their individual needs in the classroom (Gollan & Malin, 2012). This section discusses some of the
experiences in the lives of Aboriginal Children and families, and the transition towards a more respectful
and constructive schooling experience. In a letter from an Aboriginal parent to the teacher of her child,
outlining concerns felt by many Aboriginal parents, defined quality schooling or a “quality education as an
evolving, holistic, healing, educative and spiritual process that provides meaningful opportunities for
personal growth” (Gollan & Malin 2012, pp. 149). This definition is important for all students. Teachers must
recognize that Aboriginal children develop their understanding of the world through their connections to the
country and the significance of the country as their place, their land (Gollan & Malin 2012, pp. 152). This
sense of self gets pushed aside as Aboriginal students enter the mainstream schooling system where they
are taught a new set of beliefs, values, language and processes (Gollan & Malin 2012, pp.152). The aim for
teachers is to assist young Aboriginal Students to experience a sense of belonging and respect as they and
their families embark on their schooling journey (Gollan & Malin, 2012 pp.153).

It is important for teachers to understand the ongoing implications and affects on children and families from
The Stolen Generation, forced removal/separation of children from their families, which happened since the
arrival of the first European fleet in 1788 (Williams-Mozley, 2012) (Gollan & Malin, 2012 pp.154). The reality
is that there are still families who are impacted by the ongoing trauma and grief of the forcible removal. This
is due to the way that the forcible removal destroyed cultural, spiritual and family ties which damaged
individuals, as well as families and even whole communities (Gollan & Malin, 2012 pp.156). Teachers need
to be careful of how they educate non-Aboriginal students as well as Aboriginal Students on the Stolen
Generation as there may be an Aboriginal student in their class whose family is still feeling or experiencing
the ramifications of the forced removal. Teachers also need to be aware that the psychological impact of
trauma can have an effect on behaviour and attendance issues in school (Gollan & Malin, 2012 pp.157).
The Department of Education and Child Development (2018) devised a framework called the SMART
Practice Framework, which looks at ways of managing behaviour for students who have experienced
trauma. To summarise, it emphasizes a need for pedagogy and processes that are predictable, responsive,
attuned, connecting, translating, involving, calming and engaging. This framework is only a guideline, and
will need to be customized to the needs of specific students experiencing the trauma in order to
successfully implement in the classroom. In regards to trauma it is especially important to note how it can
impact students attendance at school. Teachers will need to develop close working relationships with
families in order to negotiate a curriculum that can be adapted to compensate for the time spent out of the
classroom.

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197

Racism in Schools

The experience of racism for Aboriginal people is an extremely prevalent issue, with an investigation into
the health and everyday life of Aboriginal people who live in urban areas identifying that 93% of those
interviewed have experienced racism, and 2/3 of people experience it often (Gollan & Malin 2012, pp. 158).
Studies have also found that racism is a common occurrence in schools (Gollan & Malin 2012, pp. 158).
You can only imagine the feeling of entering school for the first time, for Aboriginal students and families,
with racism already presenting such an issue in their lives. Teachers must be conscious of the feelings of
angst that Aboriginal students may be feeling, as well as the distrust and intimidation of non-Aboriginal
people (Gollan & Malin 2012, pp. 158). It is also important to note that racism has been a major factor for
Aboriginal Students’ disengagement in the classroom (Gollan & Malin 2012, pp. 168).

Teachers must also be aware that racism isn’t always perpetrated by fellow students, but can be enacted
by teachers and administrative staff as well (Gollan & Malin 2012, pp. 159). Racist teacher behaviour can
include exclusion, unfair treatment or inaction in response to student racism (Gollan & Malin 2012, pp. 159).
Teachers must not turn a blind eye to any form of racism happening within their classroom or the school
grounds and must take responsibility for ensuring that Aboriginal students feel safe and supported whilst at
school. Addressing racism in schools is crucial to student safety and the Department of Education in SA
recommends implementing a ‘whole school approach’ to combat racism (Gollan & Malin 2012, pp. 168).
Teachers must also ensure that their practice is guided by principles of inclusive teaching, which includes
differentiating the curriculum to cater for specific needs and supporting all students to achieve personal
growth. The goal here is for teachers to implement early intervention strategies to deal with racism before it
escalates, as if we don’t manage racism early, is when it can become to overwhelming for families (Gollan
& Malin 2012, pp. 161). Gollan & Malin (2012, pp. 169) conclude by suggesting, “opening up a dialogue
around the issue of racism in a school can help create a space for the voices of Aboriginal students and
their families to be heard.”

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197

Conclusion

‘All students have the right to a quality education’ (Gollan & Malin 2012, pp. 172) Whether students have a
diverse need, come from a different culture or religion, or have different physical and intellectual abilities
and learning styles, they all deserve to have an opportunity to be educated and feel included (Hyde,
Carpenter & Conway, 2014). Schools need to be accountable to Aboriginal Students and their families, and
individual teachers can all contribute to the provision of an exemplary education for Aboriginal children by
working in partnership with aboriginal families (Gollan & Malin 2012, pp. 172). The issues identified and
explored in this paper are issues that are ongoing and have been prevalent in schools for many years.
Ample research has been done to explore these issues, as well as standards, guidelines, and principles
which are there to guide practice however, we are still not close to “closing the gap” between literacy and
numeracy outcomes between Aboriginal and non-Aboriginal Students. It is time for teachers to evaluate the
appropriateness of their teaching programs rather than looking for deficits in the Aboriginal child or their
family (Gollan & Malin 2012). The challenge now for us teacher is to take individual responsibility for
creating a classroom that is culturally respectful, safe and inclusive (Gollan & Malin 2012).

2,602 words

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197

Reference List

ACARA, 2016, Australian Curriculum, Website <https://www.australiancurriculum.edu.au>

Angus, M, McDonald, T, Ormond, C, Rybarcyk, R, Taylor, A, & Winterton, A, 2009, ‘Trajectories of

classroom behaviour and academic progress’, A study of student engagement with learning.

Australian Institute for Teaching and School Leadership, 2017, Australian Professional Standards for
Teachers, ‘know students and how they learn’, Accessed 26 February 2018, Website:
<https://www.aitsl.edu.au/teach/standards>

Australian Institute for Teaching and School Leadership, 2017, Australian Professional Standards for
Teachers, ‘know the content and how to teach it’, Accessed 26 February 2018, Website:
<https://www.aitsl.edu.au/teach/standards>

Buckskin, P, 2012, ‘Engaging Indigenous students: The important relationship between Aboriginal and
Torres Strait Islander students and their teachers’, in K Price (ed) Aboriginal and Torres Strait Islander
Education, ‘An Introduction for the Teaching Profession’, Cambridge University Press, Sydney, NSW, pp.
164-180.

Burridge, N & Evans, C 2012, Carmine School. In N. Burridge, F. Whalen & K. Vaughan (Eds.), Indigenous
Education: A learning journey for teachers, schools and communities, pp. 77-86

Colton, J 2017, Principles of Inclusive Literacy Teaching, lecture recording 31 July 2017, University of
South Australia, viewed 31 July 2016, <https://lrs.unisa.edu.au/ess/echo/presentation/f5b5b677-5548-
481b-92f0-becc697cd91a>

Evans, C, 2012, ‘Your professional experience and becoming professional about working with Aboriginal
and Torres Strait Islander students and communities’ in K Price (ed) Aboriginal and Torres Strait Islander
Education, ‘An Introduction for the Teaching Profession’, Cambridge University Press, Sydney, NSW, pp.
52-63

Gollan, S & Malin, M, 2012, ‘Teachers and families working together to build stronger futures for our
children in school’ in Q Beresford, G Partington & G Gower (eds) Reform and Resistance in Aboriginal
Education, UWA Publishing, pp. 149 -174.

Hyde, M, Carpenter, L & Conway, R 2014, Diversity, inclusion and engagement, 2nd edition, Oxford
University Press, South Melbourne, VIC.

Mills, K, Davis-Warra, J, Sewell, M, & Anderson, M 2016, Indigenous ways with literacies:
EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197
transgenerational, multimodal, placed, and collective. Language and Education, Vol. 30 no. 1, pp. 1-21

Nichols, S & Bayetto, A 2004, The Four Resources: An integrated approach to literacy for children with
learning difficulties. In A. Healy & E. Honan (Eds.), Text Next: New resources for literacy learning.
Newtown: PETA.

Price, K, 2012, ‘Aboriginal and Torres Strait Islander Studies in the Classroom’ in K Price (ed) Aboriginal
and Torres Strait Islander Education, ‘An Introduction for the Teaching Profession’, Cambridge University
Press, Sydney, NSW, pp. 151-163

Sapon-Shevin, M, 2010, ‘Schools as communities’, Because we can change the world: A practical guide to
building cooperative, inclusive classroom communities vol. 2, pp. 21-44, Thousand Oaks, CA, Corwin

Shipp, C 2011, Why Indigenous perspectives in school? A consideration of the current Australian education
landscape and the ambiguities to be addressed in literacy teaching. English in Australia, vol. 47 no. 3, pp.
20-24

Sullivan, A, Johnson, B, Owens, L & Conway, R 2014, ‘Punish Them or Engage Them? Teachers’ Views of
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Williams-Mozley, J, 2012, Chapter 2: The Stolen Generations: “What does this mean for Aboriginal and
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34

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197

Appendix 1 – AITSL Standards

Standard 1.4: “Strategies for Teaching Aboriginal and Torres Strait Islander Students” which for graduate
teachers, requires them to ‘Demonstrate broad knowledge and understanding of the impact of culture,
cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait
Islander backgrounds’, and Standard 2.4: “Understand and respect Aboriginal and Torres Strait Islander
people to promote reconciliation between Indigenous and non-Indigenous Australians” which requires
graduate teachers to ‘Demonstrate broad knowledge of, understanding of and respect for Aboriginal and
Torres Strait Islander histories, cultures and languages.’

(AITSL, 2017)

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197

Appendix 2 – Australian Curriculum needs for Aboriginal Students

For “Aboriginal students able to see themselves, their identities and their cultures reflected in the curriculum
in every learning area and can fully participate in the curriculum, and for “Aboriginal Histories and Cultures
are designed for all students to engage in reconciliation, respect and recognition of the world’s oldest
continuous living cultures” (ACARA, 2016).

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID | 110136197