Teaching Indigenous Australian Students

Final Essay
By Phoebe Budge

In todays society, becoming a critical educator by modelling and positively influencing students

through education is fundamental. Teaching for social justice in the classroom assists with creating

informed students who have a sound knowledge and understanding of the world around them.

Particularly in Australia, Indigenous and Torres Strait Islander peoples are disadvantaged when it

comes to education. This is a result of social, political and economic inequalities. It is a teachers role

to promote reconciliation and provide students with the opportunity to understand past and present

cultural history, cultural identity and linguistic backgrounds of Indigenous Australians. Incorporating a

reconciliation pedagogy within the classroom and/or wider school community can aid with shifting

racism and educating students about the implications of Whiteness in modern society. Teaching

strategies and programs that promote reconciliation within education settings can also assist with

building relationships and involvement with the wider community surrounding the school. This paper

will discuss the importance of including a reconciliation pedagogy within teaching, how a

reconciliation pedagogy can be implemented both within a classroom and school setting

constructively, all with due reference to the Australian Institute of Teaching and School Leadership

(AITSL) standards.

Whilst Australias damaging past has been acknowledged, there is still an underlying level of racism

within todays society that links to present Indigenous disadvantage. Reconciliation South Australia

suggests that through recognition and action, as well as talking, walking and working together we

can begin to end division and inequality between Indigenous and non-Indigenous Australians

(2017). Reconciliation is about recognizing our shared history A history that confronts events of the

past as painful as they might be (Kennedy, 2017). However, it is only through confronting this

painful history that Indigenous and non-indigenous perspectives can be expressed and the

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reconciliation process can begin (Kennedy, 2017). As teachers, we are placed in a position where we

can use education and implement a reconciliation pedagogy to promote change. Uniting communities

is a large factor that can assist with achieving reconciliation. This can be achieved through educating

students on the importance of valuing cultures and sharing history, improving relationships with the

wider community and understanding country. It is apparent that many teachers feel unqualified or

lack the required knowledge of Aboriginal and Torres Strait Islander culture to be able to implement

appropriate strategies within their own classrooms (Harrison & Greenfield, 2011). However,

educators should be encouraged as the implementation of a reconciliation pedagogy within the

classroom is intended to be a learning experience for teachers, students and the community (Harrison

& Greenfield, 2011). It is important for teachers to pass on the mentality where students are

encouraged to think differently and look at history and the facts about Australias history through an

acute lens. Additionally, teachers should specifically raise awareness about appropriate terminology

and the ongoing problem of covert racism, such as whiteness and white privilege, and aim to raise

consciousness and normalize Indigenous identities, histories and knowledge within the classroom

(Sam Shultz, 2017). A constructive reconciliation pedagogy will also inform and allow students to think

critically about the social construction of race, racism and whiteness and how covert discrimination is

still prevalent in Australia today.

In developing a constructive reconciliation pedagogy, educators need to build a deeper understanding

of Indigenous identity and culture as well as social injustices. This pedagogy must be immensely active

within the classroom and wider school community for it to have full effect. Within the school

community a number of strategies can be introduced to promote reconciliation, whilst also

encouraging positive behaviour and thinking differently (Hamm, 2015) to assist with generating

respect and understanding for culture and culture identity. Websites such as Reconciliation SA

provides Education Packs for teachers that include resources and suggested activities to promote

reconciliation within the classroom (2017). A sound way in which schools can promote a

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reconciliation pedagogy is through a Reconciliation Action Plan (RAP) (Narragunnawali, 2017). A RAP

is a formal statement of commitment to reconciliation that can be implemented within a school by

completing a reflection survey, writing a vision for reconciliation, meeting the 14 minimum RAP

actions and submitting to Reconciliation Australia for review (Narragunnawali, 2017). A RAP provides

schools with achievable goals and promises that are focused on being inclusive and delivering cultural

awareness leading to understanding in hopes to reconcile. The implementation of a RAP can be as a

class, whole school or community and can help develop understanding and respect for Indigenous

Australian culture and contest discrimination. It should be noted that a Reconciliation Action Plan can

be, and should be, encouraged for schools and classrooms that do not include Aboriginal or Torres

Strait Islander peoples. The information and understandings provided within the RAP are vital for all

students. Schools that have committed to implementing a Reconciliation Action Plan within their

community have committed to meeting at least 14 minimum requirements. Some of which include;

engaging Aboriginal and Torres Strait islander people in the classroom, providing all staff with

opportunities to extend knowledge and understanding through Cultural Competence, commitment

to celebrating National Reconciliation Week each year and coordinating a Welcome to Country for

significant events (Narragunnawali, 2017). In addition, resisting negative stereotypes and promoting

reconciliation within the school community encourages supportive and active relationships between

teachers, students and parents. By including structured lesson plans which involve cultural integration

such as initiating a garden with the guidance of Indigenous leaders within the community, students

are provided with the opportunity for cultural awareness growth and are demonstrating team work

whilst doing so. In implementing a teaching tool or strategy, such as a Reconciliation Action Plan, we

as educators are providing students with the grassroots to be able to take action against racism and

segregation and taking positive action for an inclusive future.

As educators, the application of a reconciliation pedagogy within the classroom is essential to educate

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students and provide awareness about cultural discrimination whilst developing their own

understanding of the cultures which they are a part of. The Australian Institute for Teaching and

School Leadership (AITSL) standards, provide teachers with a bench mark about the knowledge and

understanding they should obtain to be able to teach Indigenous Australian and Torres Strait Islander

students as well as critical knowledge for all students. Whilst it is important for students to learn and

understand the significance of reconciliation, it is integral for teachers within a culturally diverse

classroom, school or wider community, to demonstrate a sound understanding of how culture,

cultural identity and linguistic background (AITSL, 2015) impacts education. AITSL Standard 1.4

states; [Teachers should have] Strategies for teaching Aboriginal and Torres Strait Islander students

(AITSL, 2015). Whilst AITSL Standard 2.4 asks teachers to Understand and respect Aboriginal and

Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous

Australians (2015). Through commenting on these standards, Rhea (2012) emphasizes that this is an

example of a common pedagogical approach for programs that [is] specifically focused on non-

Indigenous teachers. Whilst Short (2005) recognizes that Reconciliation within Australia requires a

deeper understanding by all Australians of the history, cultures, past dispossession and continuing

disadvantage of Aboriginal and Torres Strait Islanders and of the need to redress that disadvantage.

Australia still represents white customs and principals within its education system through

assessment, curriculum and staffing, and the Australian Curriculum and Assessment Reporting

Authority (ACARA) recognizes this. ACARA works towards incorporating Indigenous Australian

perspective and aims to ensure that all young Australians have the opportunity to learn about,

acknowledge and value the cultures of Aboriginal peoples and Torres Strait Islanders (ACARA, 2009).

Through considering the impacts that the social constructs of race, racism and whiteness have on

Indigenous students education and modelling respect and understanding of Indigenous Australian

cultures, we can engage students in taking action towards reconciliation. By incorporating, but not

limiting ourselves to, AITSL standards 1.4 and 2.4 as well as suggestions from ACARA, all teachers can

undoubtedly incorporate a reconciliation pedagogy within each classroom.

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A constructive reconciliation pedagogy can encourage students to acknowledge, unite and commit to

creating change in todays society. Reconciliation within our Australian society should be focused on

raising student awareness about Aboriginal and Torres Strait Islander histories and cultural identity.

Students should also be able to reflect and understand the impacts of ongoing cultural disadvantage

through whiteness and racism. Curriculum frameworks such as ACARA and the AITSL teaching

standards, serve as a starting point for educators to begin implementing appropriate classroom

strategies surrounding reconciliation and how to teach Aboriginal and Torres Strait Islander students.

Teaching resources such as programs provided by Reconciliation South Australia offer educators with

ample supplies for the classroom. Furthermore, implementing a Reconciliation Action Plan within the

classroom will allow students to broaden their relationships throughout the school and wider

community. When teaching for social justice in the classroom, we must not only consider and cater

for Indigenous Australian students needs, but for all students when considering reconciliation.

References:

Australian Curriculum, Assessment and Reporting Authority. (2017). Student Diversity. Retrieved from
https://www.acara.edu.au/curriculum/student-diversity

Australian Institute for Teaching and School Leadership (AITSL). (2015), Australian professional standards
for teachers, Australian Government, Accessed [16/10/15], <http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/standards/list>.

Hamm, C. (2015). Walking with place: Storying reconciliation pedagogies in early childhood education,
Journal of the Canadian Association for Young Children, vol. 40, no. 2, pp. 57-67.

Harrison, N & Greenfield M. (2011). Relationship to place: positioning Aboriginal knowledge and
perspectives in classroom pedagogies, Critical Studies in Education, pp.65-76

Kennedy, T. (2017). Reconciliation. [Lecture PowerPoint Slides]. Retrieved from

https://flo.flinders.edu.au/pluginfile.php/2585007/mod_resource/content/0/Reconciliation%20Pe

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 dagogy%20and%20Inclusive%20Practices%202017.pdf

Narragunnawali. (2017). Reconciliation Action Plan. Retrieved from

https://www.narragunnawali.org.au/raps/what-is-a-rap

Reconciliation South Australia. (2017). Education Packs. Retrieved from

http://www.reconciliationsa.org.au/for-schools/education-packs

Rhea, Z.R. (2012)., Indigenizing teacher professional development: Anticipating the Australian professional
standards for teachers in Australia, Proceedings of the Joint AARE/APERA Conference, Sydney, pp.
1-14.

Schulz, S. (2017). Critical race theory (CRT) and critical whiteness studies (CWS) [Lecture PowerPoint
slides]. Retrieved from https://flo.flinders.edu.au/course/view.php?id=44010.

Short, D. (2005)., 'Reconciliation as education: The Council and the Peoples Movement'', Journal of
Australian Indigenous Issues, vol. 8, no. 3-4, pp. 33-52.

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