Essay – Harry Sohal

There is no place in any educational jurisdiction for educators with stifled

perceptions of who Indigenous students are, or what they can achieve” Dr
Chris Sarra - Closing the Gap Report, 2017 (Australian Government, p.
35).

Critically reflect on this statement from Chris Sarra in light of your learning from the Stronger
Smarter Institute (SSI) modules and related research evidence. Why does Sarra place so much
emphasis on teacher perceptions? How effectively do you think the SSI approach addresses the key
issues concerning Aboriginal students’ achievement? Explain how you, as a future teacher, could
apply the SSI philosophy in your teaching. Consider the specific challenges and limitations
associated with implementing the SSI approach and discuss how you might address them.

Dr. Sarra’s statement brings to light the need for educators to reflect on deficit notions they may
hold about who Indigenous students are or what they can achieve, and how these notions can be
detrimental to the educational outcomes of Indigenous Australian students. The Commonwealth
Department of Aboriginal Affairs defines Indigenous Australians as persons of Aboriginal or
Torres Strait Islander descent who identify as such as are accepted as such by the community in
which they live (AIATIS, 2015). It is important to recognize that whilst often seen as one
homogenous group, there exists great diversity amongst Indigenous Australian traditions, culture
and heritage (AIATIS, 2015). This report will explore how teacher perceptions can shape
educational outcomes, critically reflecting on the sentiments held by Dr. Sarra’s and learning from
the Stronger Smarter Institute (SSI). The author will then reflect on how the SSI approach can be
applied to his own teaching pedagogy, taking considering of specific challenges and limitations.

Indigenous Australian students face numerous challenges in terms of equity and access to a quality
education. These challenges consequently cause social justice issues in terms of employment and
concerns for social and emotional well-being (Campbell, Kelly & Harrison, 2012). The NSW
Department of Education’s Aboriginal Education Policy (2008), outlines commitments to
improving educational outcomes and wellbeing of Indigenous students, increase knowledge and
understanding of Indigenous histories, cultures and experiences, proving a cultural education for
all staff about Aboriginal Australia, involvement of Indigenous personal in collaborative decision
making processes and affirming the inherent right of Indigenous students to a fair, equitable and
culturally inclusive education. A 2017 ‘Closing the Gap’ report by the Prime Minister and Cabinet,
however, reveals that despite these departmental commitments, many discrepancies exist in areas
of health, education and employment sectors between Indigenous and non-Indigenous personal
(PM&C, 2017). This report places emphasis on the educational context, exploring key issues such
as school attendance, literacy and numeracy and year 12 attainment.

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Access to a quality education is critical for addressing social justice issues and overcoming
disadvantage. The 2016 Australian Census of Population and Housing shows a growing Aboriginal
and Torres Strait Islander population, representing 2.8 per cent of the total population, with a much
younger age profile and structure in comparison to non-Indigenous people (ABS, 2017). The 2017
‘Closing the Gap’ report identifies school attendance as a central issue in the attainment of
education for Indigenous students, with attendance being affected by a rage of underlying issues
such as health care, housing, mental health issues, intergenerational unemployment and family
violence. As per the report, overall attendance for Indigenous students was 9.7 per cent lower for
Indigenous students in comparison to non-Indigenous students, with no meaningful change from
2014 statistics. School attendance rates also deceased with remoteness, ranging from 86.9 per cent
in inner regional areas to 66.4 per cent in very remote areas (PM&C, 2017 p. 36). Another key
point of concern is the discrepancy in literacy and numeracy levels between Indigenous and non-
Indigenous students. Indigenous 15 year-olds were on average two-and-a-third years behind their
non-Indigenous peers in their numeracy, reading and literacy ability. NAPLAN results for
Indigenous students in remote areas were also worse (PM&C, 2017 p. 38). Year 12 attainment
however has increased to 61.5 per cent in 2014-15, up 16.1 per cent from 2008, with the target to
half the gap in attainment by 2020 on track (PM&C, 2017 p. 43). This data highlights some of the
unique challenges faced by Indigenous Australian students, holding negative connotations for
educational outcomes.

The Stronger Smarter Institute (SSI) aims to directly improve these educational outcomes, amongst
others, for all Indigenous Australian schoolchildren through partnering with schools and
communities to develop high expectation relationships, a positive sense of cultural identity and
positive Indigenous leadership ("About Us", n.d.). The initiative began in the late 1990s with Dr.
Sarra becoming the first Aboriginal principal of Cherbourg State School, leading the whole school
community to challenge their expectations of Indigenous students. Dr. Sarra’s approach operates
on the belief that “it is a fundamental human right of our children to have an education that makes
them stronger, in a way that enables them to develop a rich and positive sense of their own cultural
identity; and smarter, in a way that enables them to participate in a modern society as any other
Australian would (Sarra, 2010).” Following the SSI philosophy, just making Indigenous students
improve academically, without developing a positive sense of self and culture, does little to
assimilate them into mainstream society and labor markets.

Shaping a positive perception of Indigenous culture and heritage in students, teachers and
community members is fundamental to the SSI approach. An Aboriginal and Torres Strait Islander

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education is a collaborative and community based approach to the development of schools,

including teachers, mentors and peers from whom they learn. In contrast, a western approach to
education was much more formal this lack of understanding regarding Indigenous education
systems perpetuated the myth of Aboriginal and Torres Strait Islander people being “uneducable”
amongst new settlers (Price, 2015). Sarra (2010) suggests that mainstream Australians still hold
similar negative perceptions regarding Aboriginal and Torres Strait Islanders, being described as
drunks, lazy, troublemakers and even privileged. As educators, these mainstream perceptions
influence the way we interpret reality and can shape our teaching pedagogy, including decisions
we make in regards to certain students. Research conducted by Harslett, Harrison, Godfrey,
Partington & Richer (2000) highlighted how the relationship for many Indigenous students with
their teachers was negative, with high proportions of students perceiving that they were being
treated unfairly, often misunderstood and not cared for by their teachers. The Stronger Smarter
approach seeks to address a lack of intercultural understanding present amongst teachers which can
in turn lead to deficit conversations amongst staff in regards to the academic abilities of Indigenous
students. Sarra (2010) places emphasis on strengthening Indigenous identity so one is proud being
of Aboriginal or Torres Strait Islander decent and educators having high expectations of high
expectations of students, themselves, their practices, their relationships and the general school
environment ("Deficit Conversations", n.d; Sarra, 2010).

The Stronger Smarter Initiative aims to address the aforementioned issues with educational
attainment and cultural identity through the meta-strategies; developing positive student identity,
embracing positive indigenous leadership, having a high expectations leadership and developing
innovative school models ("Part 3: Strategies for Change", n.d.). As discussed previously, it is
paramount that we as teachers promote young Indigenous students to have a positive sense of
culture and identity. The SSI modules place emphasis on developing a positive school environment
that moves beyond artwork, flying the Aboriginal flag, storytelling and singing and dance. Next,
positive identity is also re-enforced though incorporation of Indigenous perspectives and
knowledge into the school curriculum, establishing a program that is culturally relevant in the local
context. Additionally, heavy emphasis is placed in embracing Indigenous leadership throughout
the school. The involvement of local Indigenous community members in a genuine and authentic
manor can bring insightful perspectives to the school, bringing to light viewpoints that conventional
leadership teams may not consider. Fourth, educators must challenge themselves and their own
beliefs to ensure high-expectations relationships with students, staff and the greater community.
This means developing a two-way relationship that is both supportive and challenging. Finally,
developing appropriate whole school models that are tailored to meet the needs of the local school,

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its students and community members is vital in improving educational outcomes for Indigenous
students ("Part 3: Strategies for Change", n.d.).

On a personal level, I believe that the Stronger Smarter approach is highly effective in meeting the
needs of Indigenous students and improving their educational outcomes. The heavy emphasis on
positive identity in addition to improving academically is fundamental in creating individuals who
are highly capable members of society, but also individuals who are unique and bring fresh
perspectives and experiences. Furthermore, the focus on developing localised solutions in contrast
to a more traditional standardised approach means curricula and solutions are developed to suit the
needs of the individual school, its students and its communities. As a future teacher, I would
definitely urge colleagues to adapt and implement the principles presented as a part of the Stronger
Smarter philosophy.

The Stronger Smarter methodology will definitely help shape my future teaching practice, in
particular the pedagogical approaches used in the education of Indigenous students. I think as a
graduate mathematics and science teacher, the first step for me would be to contact the local
Indigenous community and to gather authentic Indigenous perspectives and input into the
mathematics and science curriculum. Additionally, I believe it would be of great benefit to interact
with the Indigenous community and students in a non-school environment too, such as a local
sporting event. Being in a school setting, I am in a position of authority and this can often prevent
students from forming genuine trust and relationships. Through engaging in an outside school
setting, it can help students feel more safe and confident at school. This would help meet standard
“2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians” from the Australian
Professional Standards for Teachers (APST) (AITSL, 2017). Next, through fostering a positive
relationship, I would like to work with community members to develop a mathematics and science
curriculum unit that they could deliver to the class through regular incursions at the school.
Teaching subjects through an Indigenous lens would, hopefully, increase student engagement and
participation whilst destroying deficit notions held about Aboriginal or Torres Strait Islander
science and technologies. As a result, I would be developing “1.4 Strategies for teaching Aboriginal
and Torres Strait Islander students,” per the APST (AITSL, 2017).

Being a graduate teacher, there exists general challenges and specific limitations in the
implementation of the aforementioned strategies. Being someone who has minimal experience in
the education of Indigenous students, a general challenge would be a warped paradigm of what a
‘real’ Aboriginal or Torres Strait Islander student is and pre-conceived notions I may hold about

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the homogeneity of Indigenous cultures (Price, 2015). Yamanouchi (2010) explores the
complexities of Indigenous identity in south-western Sydney, noting people from Aboriginal
family environments who fail to identify as such due to government notions of homogenized
Aboriginality. I may also be exposed to ethnic profiling of students by other members of staff,
which can result in deficit conversations about Indigenous students based on misinformed notions
they may hold (Price, 2015). Ergo, as an educator, it becomes fundamental that I am constantly
challenging my own personal biases and taking an open minded approach to Indigenous students
and Indigenous identities. To address possible ethnic profiling of Indigenous students by other staff
members, in-service sessions that involve local Indigenous communities and explore Indigenous
culture, traditions and history could be incorporated to increase awareness and understanding
amongst staff. Specific limitations in implementation of the Stronger Smarter approach as a
graduate teacher in a mathematics and science setting include lack of rapport with students and the
local Aboriginal community. Being a graduate teacher from a non-Indigenous background, the
mutual trust and understanding will not exist with me that Dr. Sarra has with students and
community members. Consequently, community members may be less willing to engage in the
proposed leadership projects and it is more difficult to create the same high-expectations
environment. A possible solution is to get additional support from an Aboriginal education officer
(AEO) if the school has a large enough Indigenous enrolment.

Ergo, Dr. Sarra highlights how teacher perceptions can shape educational outcomes for Indigenous
students, and consequently resulting discrepancies in sectors of health, education and employment
between Indigenous and non-Indigenous personal. The Stronger Smarter philosophy is a wholistic
approach that places emphasis on strengthening Indigenous identity in addition to developing
academic ability. As a future teacher, the SSI approach will help inform pedagogical strategies used
when teaching students of Indigenous backgrounds and through strategies that involve collusion
with local Indigenous communities I hope to bring unique Aboriginal and Torres Strait Islander
perspectives into mainstream curricula.

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References
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Australian Institute for Teaching and School Leadership (AITSL). (2017). Australian
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Bonvin, P., & Genoud, P. (2006). Teacher perceptions of student
characteristics. European Conference On Educational Research (ECER).
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