Indigenous Australia Disadvantages

Indigenous Australians, not disadvantaged by their culture but limited opportunity

The disadvantaged refers to an individual or group in society that are in adverse circumstances affecting social, financial or in this instance, educational. There are various groups that can be depicted as disadvantaged, however, Indigenous Australians students seem to have noticeable differences as seen through lower numbers in education, as well as employment.

History tells that Indigenous Australians have faced extreme hardships and struggles, and until now students are still effected by a lack of belonging and identity, and poverty (Dockett, Mason & Perry, 2006). Issues which result of poor numbers in schools and ultimately hardships later in life in terms of employment, further study and personal identity. However, is it fair to say that Indigenous Australian students are disadvantaged by their culture because of a different way of life and belief systems? Possibly explaining reasons behind students experiencing a short lived time in the educational system because they are being encouraged and urged to attend schools which are out of their

comfort zones.
For this reason of a lack of belonging and a lack of full school attendance, schools and the educational system have implemented strategies to assist and prepare Indigenous Australian students. Strategies such as, the employment of Aboriginal educators and teachers in schools to assist in the transition to schooling, vocational educational and training programs and career talks and seminars, and educate teachers and supervisors on the Aboriginal culture.

A sense of belonging, safety and comfort are all essential in creating a positive environment in schools, particularly for Indigenous students. The label of this group as disadvantaged can be seen through the Aboriginal culture being a factor holding students back, preventing full commitment and dedication to their study. However, it is the shift from an atmosphere of different thought, language and beliefs too a society whereby everything is westernised therefore different. From a young age, the transition into attending school can hold significant repercussions in terms of a students perseverance of education, for this reason schools and educational systems have introduced various strategies to assist in a successful and positive transition.
For instance, the hiring of Aboriginal educators, teachers and helpers in schools, both primary and secondary, providing students with individuals of whom they can communicate freely too and of whom they can have sense of belonging and connection with (Dockett, Mason & Perry, 2006). This strategy further provides a community of support for the student as well as their families assisting in language barriers and any problems or questions.
This initiative is particularly significant in assisting in that first school experience to be a positive one, whereby the student gains support and is surrounded by an atmosphere of safety. Furthermore, the employment of Aboriginal educators become role models for Indigenous students, someone they can look up to as an Aboriginal individual who has persisted with further education and therefore employment. Encouraging students in both primary and secondary schooling to persist through further education and undertake a career. As depicted by an Indigenous parent stressing the significance of Indigenous educators in schools (Dockett, Mason & Perry, 2006),
“We need to know who we are and we need to find our place in our community, so we are not lost souls. If kids have an established identity, they are more successful when they make the transition.”

In addition to the strategy of employment of Indigenous individuals, educational systems have also implemented strategies to increase as well as improve learning for students, for example, vocational educational (VET) and training programs and career talks and seminars (Helme & Lamb, 2011). For any student to progress and become driven in their education, the learner needs to enjoy and feel passionate about the study/ topics they are undertaking. Through the VET program introduced into schools, its provides students with the flexibility of learning, whereby the student can study a range of various skills or extend their knowledge of a particular interest (Helme & Lamb, 2011). The VET program has particularly been undertaken by Indigenous students, and as data analysis suggests, between of the years of 2000- 2009, an increase has been seen of Indigenous student enrolment (Bandias, Fuller & Larkin, 2014). These statistics suggest that Indigenous Australians hold greater interest towards more informal learning, whereby knowledge and education is associated with hands on work and skill. The VET program is particularly significant in accommodating for study that can provide Indigenous students with knowledge of an area of expertise and provide them with the skills that can offer future employment of a trade of their interest. However as well as the choice of flexibility to practice the skill or trade anywhere of their choosing depending on personal places of interest and endeavours.
Furthermore, school systems have further introduced career education seminars aimed at education Aboriginal students on possible areas of employment they are able to proceed too as well as options of further study for the path they are interested in taking (Helme & Lamb, 2011).

This particularly assists Aboriginal students in creating long term goals whereby the student has an opportunity to plan their future career. However is also beneficial to parents and families, as they are also informed of different pathways and career opportunities available for their children, especially if the student is passionate about a particular path (Helme & Lamb, 2011). This strategy provides a head start to career planning, whereby a positive outlook into the future can be gained, and therefore goals made to be achieved for life beyond

school.
In many schools across Australia, languages are a significant part in education as well as society, for this reason the educational system has encouraged many schools to introduce and educate Aboriginal language and literature.

In addition, the Australian education system has also introduced an initiative to educate teachers and supervisors on the Aboriginal culture, language, belief system and history (Kitchen, Hodson & Cherubini, 2011). Through this strategy teachers are not only educated on the Indigenous culture, however are also taught various approaches and techniques that can be adapted to the classroom. In particular, assisting Aboriginal students to feel more accepted, involved and equal, as the same as any other culture of students in the classroom. These strategies include three techniques: first of all Knowledge (nn, 2014) of the culture, include community life, elders, belief systems and the type of learning Aboriginal students are accustomed too, such as hands on learning and outdoor learning (Burarrwanga, 2012). Secondly, Preparation (nn, 2014), for the teacher to include Aboriginal individuals for talks on Multicultural days, or religion classes, enabling and encouraging inclusion and confidence of identity of the Aboriginal students. Lastly, Communication (nn, 2014), for possible language barriers, additional help for translation or English linguistics, as well as utilising group activities for topics whereby inclusion is encouraged.
Furthermore, teachers of schools with Aboriginal students are further encouraged to learn the Aboriginal language such as, basic greetings, important terms of the culture such as the Dreaming, elders and the Country (Burarrwanga, 2012). As well as teachers encouraging Aboriginal students to refer to them as Miss, Mrs, Mr through translations of their own culture.
This strategy is significant as it helps the the teachers connect to Aboriginal kids, simply by understanding the culture they are better able to understand teach and aline the needs of the students in preparation for life outside of primary and secondary school. This initiative, to educate teachers of the Aboriginal culture further allows them to relate, evaluate and communicate, opening a new door of possibilities, determination, equality and ambitions further beyond the opportunities of their ancestors (Prout, 2009).

It is fair to say that in the past, Indigenous Australian students did not have the opportunities they have today in the schooling system. Schools and education systems around the country have most forward towards equality by acknowledging the poor opportunity which was available, and improving through strategies to assist Aboriginal students. Strategies such as the employment of Aboriginal educators, vocational educational and training programs and the education of teachers of Aboriginal tradition and lifestyle. Such strategies aim at providing the best possible chance through; creating belonging and equality in schools, communal support, a positive attitude, acknowledging and including the Aboriginal culture in school experiences, goal planning and striving, as well as inspiring Aboriginal children. All of which work towards students finding success in the future in terms of, finding a passion in life and proceeding through to higher education, employment of the career of their choosing, and further towards a life of health, financial stability and the possibility of a family in the future.