School best practice is essential for creating a culturally appropriate environment with high expectations for Indigenous students. Department of Education, Employment and Workplace Relations, (2011) highlight the relationship between Indigenous workers and teachers are core to the success of Indigenous students. These relationships and the input of Indigenous staff can contribute to developing a culturally appropriate environment for Indigenous students. From this input and within the right environment, teachers can also develop their expectation of individual students. An example of school best practice is setting high expectations for students. Harrison and Sellwood (2016) highlights in setting high expectations teachers will consistently …show more content…
Statistics supplied in the Closing the Gap Report (Department of Premier and Cabinet, 2018) identify schools with high attendance as having positive classroom results. From a teacher’s perspective, if children attend school, then strategies can be put in place to teach them. Students in attendance at school can also be encouraged to maintain their health and wellbeing through breakfast clubs and healthy eating programs, which are implemented by Derby District High School and Djidi Djidi Aboriginal School (DETWA, 2013a; DETWA, 2013b). These programs are excellent school initiatives which would assist with students having a good breakfast for a day of learning. Schools can further develop this by creating their own community gardens where children can grow their own produce. Whole school best practices are a key starting point for supportive education of Indigenous students; however, strategies on a classroom level also need to be …show more content…
Yunkaporta’s 8 Ways of Learning (Yunkaporta, 2009) suggest that through linking with the community it can assist, by providing cultural perspectives to be integrated into the classroom. Harrison and Sellwood (2016) reinforce the need for strong partnerships with community, to aid with better outcomes. Through utilising AEIOs with knowledge of the community, consultation about students’ needs can occur and relationships with families developed. Djidi Djidi Aboriginal School (DETWA, 2013b) and Derby District High School (DETWA, 2013a) both utilise this connection to community. Community links will aid in developing positive and respectful relationships between community and schools, assisting in making students and families comfortable and involved in learning. Community links can also aid in bringing cultural perspectives into the classroom through music and language. The introduction of local language in the classroom is an important tool for engaging with students and families as well as bringing culture to all students. Noongar Boodjar Language Cultural Aboriginal Corporation (n.d.) provides resources through posters and language information which can aid teachers in implementing local language. Music provides another method of teaching students language through active participation. Wanjoo (Williams, 2012) can be sung as a
We as educators must always act in the best interests of the children, while we seek to understand and embrace the different cultures by talking, listening and learning from the families and communities that surround us.
It is well known that aboriginal youth located on and off reserve are more likely to drop out of school then non aboriginals and this happens for different reasons starting from health issues to poverty. “According to Labor Force Survey data, for 2007/2010, the dropout rate among First Natio...
This essay will discuss the Aboriginal Education policies in Victoria and Federally and how these policies impacted upon the children of the Aboriginal and Torres Strait Islanders. This essay will further analyse the impact these past policies had on the Aboriginal and Torres strait Islanders’ families and children’s education and how current policies were put in place to assist indigenous students’ access to education. Further to this an analysis of how teachers can implement these changes in the curriculum and classroom.
The Canadian and American governments designed a residential school system to assimilate Indigenous children into Western society by stripping them of their language, cultural practices as well as their traditions. By breaking these children’s ties to their families and communities, as well as forcing them to assimilate into Western society; residential schools were a root cause of many social problems, which even persist within Aboriginal communities today.
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
...digenous students. The historical conditions, combined with the views and attitudes enforced on the Aboriginal race today and generations of low socio-economic status from a lifetime of disadvantage has caused educational disengagement. This essentially culminates in a system where the Aboriginal youth will forever be disadvantaged which has implication for their attainment of higher education, employment and quality of life. Programs to improve the schooling success have demonstrated only small, if any improvements. Greater government focus tailored to the specific cultural needs of the Indigenous students is required as well as better education and training for teachers to manage the diversity in the classroom. Perhaps increasing the skill set in Aboriginal cultural values would place greater importance on their education, leading to increase education outcome,
The needs of Aboriginal youth are not being met in mainstream systems. Undoubtedly, with the high dropout rate of “7 out of 10 first nation youth drop out of school” (Donovan, 128), the school system is failing them. Across Canada only “23 percent of the Aboriginal population has their high school diploma” (Donovan, 129). Aboriginal people make up the youngest and fastest growing segment of our population, and yet many still have significantly less education than the general population.
A graduate teacher should have a broad knowledge and understanding of cultural differences, including the impact of culture, cultural identity and linguistics backgrounds and the implications of these differences for students from Torres Strait Islander and Aboriginal backgrounds. A graduate teacher, when leading discussions or questioning students must consider how they will be received. Korff (2014) provides the example, “Aboriginal students can avoid direct eye contact with an adult as it is considered rude in Aboriginal culture” (para 3). Korff (2014) also suggest that many Aboriginal students do not ask or answer questions, because traditionally, Aboriginal culture is handed down from generation to generation in the form of song, poetry, dance and story- telling. Establishing rapport, celebrating diversity and respecting differences in the classroom e.g., cultural awareness activities and knowing how to talk to and build relationships with students of all cultures and backgrounds, would be an example of how a graduate teacher can demonstrate their understanding of Focus area
Education is an essential aspect in our ever-changing societies. It is used as a means of transmitting concepts, knowledge, and values, often to younger generations (Ravelli & Webber, 2010). Education and schooling differ in all societies, varying based on the methods of teaching of different cultural groups. For instance, Canadian Aboriginal people were taught based on the needs of their individual families and class. This greatly differed from the European system of education, which stressed adequate involvement with all of society. Though the Aboriginal manner of education was efficient and effective, the Europeans wanted to bring a change to their previous practices. As seen in the film, Education As We See It, European missionaries established a form of formal education for Aboriginal children, which was to be governed at residential schools. However, this tradition did not last long due to rising conflicts.
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
Indeed, educational experiences and achievement of Native Americans have been dismal due to inequality, racism, low or lack of expectations, and little to no cultural relevance in classrooms. To contribute to the vision of democracy that Lomawaima and McCarty write about, it is imperative that we continue to recognize barriers to educational attainment, and begin to challenged deep-rooted structures and operations that promote discrimination against marginalized peoples. At the same time, we must deliver culturally responsive curriculum that respects and accommodates the needs and development of all students.
McKinley, Elizabeth. “Locating The Global: Culture, Language And Science Education For Indigenous Students. ”International Journal of Science Education 27.2 (2005): 227-241. Academic Search Premier. Web.19 Apr. 2012.
School districts across the province have signed Enhancement Agreements with the British Columbia Ministry of Education and the First Nations Education Council in the hopes of reaching parity between Aboriginal and non-Aboriginal students (British Columbia Ministry of Education, 2010). The necessity of these agreements has come from the long standing lower achievement results of Aboriginal students on provincial standardized tests (such as Foundation Skills Assessments and Provincial Examinations) which students complete annually (British Columbia Ministry of Education, 2010). Literature suggests many factors such as school, student, and family influence the academic success of Aboriginal students (Clarke, 1994). One such factor is a school principal’s leadership.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching