Beruflich Dokumente
Kultur Dokumente
Option 1
have subsequently had a contributory role in this imposition (Bowles & Gintis, 1976).
Despite the well-intentioned rhetoric of equality, Indigenous1 culture has been systematically
disavowed, displaced and disempowered. Aboriginal communities are beset with domestic
violence, poverty, teenage pregnancy, high mortality rates, alcoholism, and a range of variant
health and social issues which consequently deter the existence of these communities
(Memmott, Stacy, Chambers & Keys, 2001; Nadew, 2012). Endeavouring to find a solution
through policy has causally established a binary – neither within traditional parameters of
educative outcomes can be met. Subsequently, the facilitating foundations of a positive sense
of cultural identity, and community leadership are paramount to its implementation process.
Sarra (Closing the Gap report, 2017; Australian Government, p.35) states educator’s
the approach. These include: embracing positive Indigenous leadership, positive student
For this essay, foci will be upon positive student identity and innovative school
models.
1
With the use of Indigenous, Aboriginal, or Aboriginal and Torres Strait Islander peoples, the variances
between First Nations populations within and across countries worldwide do not possess an official definition
of ‘Indigenous’ peoples (United Nations, n.d.). Additionally, acknowledgement that ‘Aboriginal people’ is
colonialised terminology that is perceptually restrictive and insufficient to pervasively denote the multiplicity
and uniqueness of First Nations cultures in Australia. Consequently; although the phrase Aboriginal and Torres
Straight Islander peoples connotes to apposite terminology; the Stronger Smarter Institute (SSI), who provide
the basis of this essay, predominantly used the term Indigenous, and for this reason, this term will be used
throughout this paper.
Bou Ovington, 17383497 2
Research affirms the suggestion that positive student identity is a factor in learning
dependent on: personal value in the education being provided (McInerney, McInerney,
Bazeley & Ardington, 1998; Magson, Craven, Nelson, Yeung, Bodkin-Andrews &
McInerney, 2014), aspirations (McInerney, McInerney, Bazeley & Ardington, 1998; Magson,
family, community, peers and the media (Shohat & Stam, 2014), curriculum relevance
(Fanshawe, 1999; McInerney, McInerney, Bazeley & Ardington, 1998; Rahman, 2013),
teaching strategy suitability (Partington, 1998; Malin, 1998; Rahman, 2013), and the
relevance of the learning environment (Fullan & Hargreaves, 1997; Malin, 1998)
As the SSI suggests, positive cultural identity denotes a students’ capacity to engage
with their Indigenous heritage. Both past and contemporary research respectively support the
notion of positive self-identity being connotated with positive educational outcomes (Ainley,
educational achievement. This insinuation is apparent in other self-related factors such as:
high self-efficacy (Bandura, Barbaranelli, Vittorio Caprara, & Pastorelli, 1996), positive self-
esteem (Lubans, Morgan & McCormack, 2011), positive self-concept (Yeung, Craven & Ali,
2013), self-regulated learning (McInerney, 2013), and internal locus of control (Kingsley,
Contrastingly, within the Australian context, extensive literature exists which conveys
the inadequacies prevalent in the education system. This raises apprehensions about the
negative discernments of self dually as a student and person. Walton, Priest, Kowal, White,
Brickwood, Fox and Paradies (2014) report that racism for Indigenous students is often
received dually by members of authority such as teachers, and peers. The correlated
Bou Ovington, 17383497 3
emergence from the research indicates that Indigenous students achieve lower educational
outcomes than non-Indigenous pupils (Ford, 2013), which negatively affects their self-esteem
Innovative school models are paramount to enhancing the schooling experience for
school models exist within the National Professional Standards for Principals (Green, 2016);
leading improvement, innovation and change (3) and engaging and working with the
community (5).
curriculum that is derivative of neoliberal business models of school reform (Sleeter, 2012).
attributed by cultural disconnect and an incongruity amid cultural values and school
expectations.
Innovative school models that are effectual in practice provide a multitude of benefits
for students; should be endorsed as ‘good practice schools’ to other schools to model from as
credited to schooling ethos prescribing ‘white’ dominant cultural values. Students, often
Bou Ovington, 17383497 4
further extends the gap of disparity. For proactive change to occur, it is imperative that
Indigenous language and culture are accepted and utilised accordingly to promote
The NSW Department of Education intends to improve the academic outcomes and
progressively improved, they are still on average, below non-Indigenous students’ results.
The NSW Aboriginal Education Policy (2008) intends to educate Indigenous students,
involve communities and endorse culturally apt teaching (NSW Aboriginal Education Policy,
Many schools nationally expressed the viewpoint that the Aboriginal Education
Policy (2008) was not applicable due to their minimal Indigenous population. Consequently,
a modification to the policy reiterated that Indigenous student outcomes, education regarding
Aboriginal Australia and progress reports were established as the policy’s primary focus
(1.1.1).
Upon critical analysis, implications from the policy are variant and necessitate
discussion. Effectual institutional change can be introduced with minor modifications to the
national testing fundamentally has teachers focus upon test specific concepts that are
‘quick fix’ programs that essentially generates a disjointed curriculum. Thompson (2014)
Bou Ovington, 17383497 5
identified the nationwide assessment regime has been the many discourses surrounding the
on students and teachers. NAPLAN as Gale (2006) suggests, creates a discursive shift in
public emphasis from governance and societal factors to teachers, teaching and pedagogy.
the requisite depth of knowledge in the areas of Indigenous history, culture, language and
highlight an inequity between Indigenous content and the transference of effectual teaching
paucity of Indigenous education literature that sufficiently analyses the impacts of racism on
further research into the development of an Indigenous pedagogy for pre-service teacher
education, and review the current content of Indigenous studies to determine their
Lastly, the pervasively diversified population within communities, cohort dynamics and
schools – negates the current singular curriculum or pedagogical solution; whereby the risk of
Further extending the policy analysis and evaluation, regarding identification of current
educational disparity. The ‘Closing the Gap’ Prime Minister’s Report (2017) transcends
Indigenous and non-Indigenous Australians. Focalising on the schooling system, literacy and
numeracy emphasises a large gap in the level of educational attainment between the two
Bou Ovington, 17383497 6
groups. Indigenous students are statistically attaining less than their non-Indigenous
counterparts. For example, Indigenous students aged 15 (year 9; NAPLAN) are two-and-a-
third years behind non-Indigenous students in areas of reading literacy and numeracy literacy.
highlight a 10% difference (83.4% compared to 93.1%; Closing the Gap, 2017). In contrast,
rates of year 12 completion are increasing for Indigenous students, which is largely due to
government policy of increasing the legal age of leaving school to 17 years. Although
improved, attendance and its impact on education disparity still exists (Price, 2015). For
example, a causal relationship exists between attendance and remoteness. Research identified
the comparative rate of Indigenous student attendance ranged from 86.9% in inner regional
(Gehlbach, Brinkworth, King, Hsu, Mcintyre & Rogers, 2016 ; Wang, Brinkworth & Eccles,
2013; Summers, Davis & Hoy, 2017). Critical to the learning environment, teacher-student
of self.
Lack of self-worth, encouragement from school or family, and racism are justifiable
detriments for the isolation and attrition among Indigenous students (Asmar, Page & Radloff,
2015). Factors within school that affect these high attrition rates and comparable poor
performance were further identified by Whiteford, Shah and Sid Nair (2013) which are
inclusive of, but not limited to: teachers often feel unable to handle the complexity of issues
Sarra (2017), are lowered for Indigenous students – further marginalising participation levels.
Bou Ovington, 17383497 7
The concept of ‘deficit thinking’ was accurate in its description regarding prevalence.
and alter the effects of this phenomenon. Despite the acknowledgement, research denotes
that the generalised view of the Indigenous community challenges deficit assumptions as it
academic development.
The Stronger Smarter Learning Communities (SSLC) was effectual at changing the
school focus regarding Indigenous staffing, hiring and leadership within the school, and
in school governance and decision making. In addition, the SSLC was effective at teachers’
curriculum consistency in both SSLC and non-SSLC schools as many schools, and probably
more specifically, principals, make heterogenous and seemingly idiosyncratic choices about
curriculum resources and programs (Luke, Shield, Theroux, Tones & Villegas, 2012).
for this lack of consistency. For example, a school emphasising its programming upon
writing could potentially yield improved results in NAPLAN testing for that target area. This
is merely situational, as variables such as program effectiveness, teacher agency and cohort
coincides with professional teaching documents such as AITSL standards, ACARA and
NESA which enhance the educational outcomes for Indigenous students. Specific to meeting
Bou Ovington, 17383497 8
the requirements of strategies for teaching Aboriginal and Torres Strait Islander students (1.4)
and understanding and respecting Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians (2.4) I will utilise aspects
It is suggested by Behrendt, Larkin, Griew and Kelly (2012), and more recently by
the affect colonisation has had on languages and cultural identity, and how this has
lessons as a PDHPE teacher. Relative to the SSI’s meta-strategies, high expectations will
continuously be iterated in class behaviour and work. The complexity with instilling high
expectations in all facets of learning is ensuring its universality. Students will encounter
numerous teaching styles that may not fortify the same expectations. To address this, I intend
to have the classroom be emblematic of specific rules, that is, students will be conditioned in
school system, and further develop these to support the key learning area (KLA) of the
PDHPE course. The initial recommendation encourages state and federal governments to
collaboratively develop a template for Indigenous education reform with an onus on school
actions and accountability (Dyson & Casey, Eds., 2012). Integrating elements of the AITSL
standards (1.3) and demonstrating teaching strategies that responds to the requirements of
components will fortify a degree of Indigenous cultural knowledge (Quality Teaching Model:
integration). Utilising community leaders and elders to input their knowledge will further
Education programs for pre-service teachers ought to include units on: cultural issues
and knowledge and quality teaching principles specific to Indigenous students. By increasing
the level of experience of teachers in rural and remote areas have, Indigenous students are
therefore more likely to attain a higher level of education (Bishop, Berryman, Wearmouth,
Peter & Clapham, 2012; Howard, 2016). The state governments and teacher unions could
potentially negotiate financial and professional incentives to retain high quality teachers in
schools with a larger proportion of Indigenous students. PDHPE teachers should undergo
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