How might schools empower teachers to be better informed about Aboriginal and Torres Strait Islander Education?
3. Indigenous literacies and Aboriginal English
Overtime, the quality of education for Aboriginal and Torres trait islanders has seen much improvement, though there is yet a stagnant gap evident within the English language and literacy performances of students coming the Indigenous culture when compared to Australian students. This is supported by Dr Wendy Hanlen who asks “why do Indigenous students born in this country, many of whom speak English, generally, do not have successful literacy outcomes?” (Hanlen, 2002).
It is a good school that would see to enable educators to be equipped with information that betters the Indigenous literacy’s and Aboriginal English in the education system. It is further paramount that schools also find the correlation of cause between the stagnated gap of Indigenous students and other non- Indigenous students (Hanlen, 2002).
Schools need to provide access for teachers to gain knowledge about Indigenous literacy’s and Aboriginal English. These two cultures are always contrasted with each other (Nakata, 2001). Indigenous ways are shown to be more “circular in nature, Kinship-leisure-Earth-Law-work are all interrelated and dynamic” (Hanlen, 2002). The Aboriginal Australian language is what makes up the indigenous culture (Eades, 1995). Having differences between the two ways of literacies has caused disruption according to (Hanlen, 2002). Everyday Australian practices continually incorporate the use of literacy practices for instance filling a form; using an ATM machine, reading and filling out children’s notes from school, as well as doing online e tests such as getting a driver’s license. C...
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Shipp, C. (2012). 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. 47(3), 20-24. Retrieved from http://search.informit.com.au.ezproxy1.acu.edu.au/MTA2ODk2OTguNTgxNTQ0/elibrary//L_ENGAUS/2012_v047n03/L_EngAus2012V047N03_020.pdf Shopen, G. (2009). Challenging the Achievement Gap: Teaching English in Indigenous schools. English in Australia. 44 (3), 9-17. Retrieved from http://search.informit.com.au.ezproxy1.acu.edu.au/MTA2ODk2MTkuNzk5ODk3/elibrary//L_ENGAUS/Vol44_No3_2009/L_EngAusV44N3_009.pdf Troy,J. 'Language and Literacy', In Price,K. (2012). Aboriginal and Torres Strait Islander Education: An Introduction for the teaching profession. (Chapter 9, pp.131-150). USA, New York: Cambridge University Press.
“Standard English was imposed on children of immigrant parents, then the children were separated from native English speakers, then the children were labeled “inferior” and “ignorant” (Hughes 70) because they could not speak Standard English. In addition to feeling inferior about their second language skills, these students also felt inadequate in regard to speaking their own mother tongues” (qtd in Kanae)
8th Fire: Indigenous in the City, is part of a documentary series that describes the challenges that aboriginal people face when moving to the large cities from reservations. The documentary begins by describing the stereotypes that English Canadians as well as other visible minority groups perceive aboriginal people to be. They show how damaging the stereotypes are to the First Nations, especially in the area of education. The documentary concludes by offering a few some solutions of how to change and improve the relationship between the aboriginal community and the rest of Canada. The two main aspects of the film that I will focus my analysis on is the education system from past to present and the negative impacts it has had on the First Nation’s people as well as aboriginal stereotyping. These two themes were the most prominent topics brought up throughout the film, and while one topic was well argued and framed, the other I will argue was more damaging than educational. I should mention that due to my ethnicity being of aboriginal decent, Métis in particular, I was extremely critical of the film because though these issues need to be addressed publicly, if they are presented in the wrong light, it can cause more negative implications than positives.
Wigglesworth, G., Simpson, J., Loakes, D. (2011). NAPLAN language assessments for Indigenous children in remote communities: Issues and problems. Australian Review of Applied Linguistics, 34(3), 320-343.
(Australian Institute of Family Studies, 2016). As a Pre-Service Teacher specialising in Early Childhood Education, it is imperative to understand how Aboriginal and Torres Strait Islander communities were treated in the past and the impact that this may have on Indigenous families in the
... known struggle for aboriginals to stay in school and finish more than it is a struggle for non-aboriginals because of the issues that evolve around aboriginals, the only thing we can do to help these rates decrease are to continue working and help educators find and implement new ways to help students succeed.
The first Australian Professional Teaching Standard is ‘Know students and how they learn’(AITSL, 2011). Understanding how students learn is a significant component of effective teaching (1.2 AITSL, 2011). Furthermore, effective teachers require an understanding of students physical, social and intellectual development and characteristics (1.1 AITSL, 2011). In addition, APST Standards require teachers to demonstrate both content and pedagogical knowledge through lesson plans (2.1 AITSL, 2011) with the curriculum content being structured and sequenced to facilitate effective learning (2.2 AITSL, 2011). However, it is also critical to have a repertoire of teaching strategies which are responsive to a diverse range of student backgrounds, including linguistic, cultural, religious, and socioeconomic (1.3 AITSL, 2011). An effective learning, in accordance with The Australian Curriculum and Assessment Reporting Authority, provides learners with general capabilities (knowledge, skills, behaviours and characteristics) and include understanding of Aboriginal and Torres Strait Island students learning needs and incorporate differentiated teaching methods to meet the needs of specific
Jones Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz & L. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. (pp. 203-216).Marrickville, NSW: Elsevier.
The importance of the acknowledgement between land, language and Aboriginal identity (NSW BOS 2003, p.6) can be seen through past historical events and present Government policies. Keeffe (1992) suggests belonging to the land and possessing cultural traits unifies the Aboriginal people on a whole, language being a major factor in maintaining their cultural identity. Keeffe (1992) found that Aboriginal language is treasured, due to the opinion it was stolen but in a variety of ways identified as being both examples of persistence and resistance, was reclaimed. Language is symbolic of the hardship and strength of the Aboriginal people and culture. The inclusion of AE, within the context of learning languages, improves mental functions due to the concentration on systems and patterns found in linguistics. Therefore AE, with justification on numerous accounts, has been included in government and education policies and programming such as the creation of the AETP (NSW DET 2008) and Working with Aboriginal communities’ consultation and protocol document (NSW BOS
The education of Aboriginal people is a challenge that has been a concern for many years and is still an issue. However, it remains the best way young people can climb out of poverty. With the colonialization and the oppression of Aboriginals, there have been many lasting side effects that continue to be affecting the Aboriginal youth today. “While retention and graduation rates have improved among urban Aboriginal population, an educational gap still remains between Aboriginal and non-Aboriginal youth in urban settings” (Donovan, 127). Many suffer from a diminished self-worth, as they do not feel valued and feel inferior to their classmates. In this essay I am going to outline the reasons Aboriginals are struggling, discuss what is being done
Indigenous Australian land rights have sparked controversy between Non Indigenous and Indigenous Australians throughout history. The struggle to determine who the rightful owners of the land are is still largely controversial throughout Australia today. Indigenous Australian land rights however, go deeper than simply owning the land as Aboriginal and Torres Strait Islanders have established an innate spiritual connection making them one with the land. The emphasis of this essay is to determine how Indigenous Australian land rights have impacted Aboriginal and Torres Strait Islander people, highlighting land rights regarding the Mabo v. the State of Queensland case and the importance behind today’s teachers understanding and including Indigenous
To the indigenous community, country and story creates a strong cultural identity and is the starting point to their education. The second outcome; connected with and contribute to their world, is shown through the experience and learning of the indigenous culture and the history of the country and land they live in. Outcome three; strong sense of wellbeing is shown through enhancing indigenous children’s wellbeing socially, culturally, mentally and emotionally through learning about their heritage, country and history through the stories passed down through generations and gaining a sense of belonging and self identity. Both outcome four and five; confident and involved learners and effective communicators are important as they show a unity and understanding between the indigenous culture through learning about the country and stories together about the indigenous
What is the connection between official education policies and key events in Aboriginal Australian history? How have Aboriginal people responded to these policies?
Crawford, James. Effective Language Education Practices and Native Language Survival. Reyhner, Jon. Montana:8m (NALI) Institute, 1990. Print.
Bennett, B., Green, S., Gilbert, S., & Bessarab, D. (2013).Our Voices: Aboriginal and Torres Strait Islander Social Work. South Yarra, Victoria: Palgrave Macmillan.
By integrating different levels of capabilities into learning, it gives Indigenous students a chance to begin where they are comfortable at, giving them the confidence they need to progress onto further levels of work. Positive impacts to Indigenous education outcomes are greatly affected by the ‘8 ways of Indigenous learning’ framework which interconnects pedagogies, creating a further degree of understanding (8 ways of learning, 2012). This strategy is not only benefiting the Indigenous students in the classroom, but can also cater to diverse learning needs of non-Indigenous students. It will also increase the feeling of inclusion for Indigenous students as everyone can participate in their cultural ways of learning, expanding their connectedness to the school, therefore, desire to succeed (Devlin,