It is crucial that teachers employ a number of strategies in order to support the education of students from disadvantaged groups. Whether these strategies are expressed through pedagogy, curriculum or just communication, they all have a significant role in enhancing the opportunity to gain an education.
As we know, Indigenous culture is driven on relationships in their communities. For education to support Indigenous students’, teachers must reflect these cultural values and focus on making education a shared experience (MacFie, 2015). Strengthening the connection of Indigenous communities and schools can alter their prior negative views of schools. This approach allows students and parents to build a sense of belonging within the school, support activities in the classroom leading towards shared responsibility for successful outcomes and most importantly feel comfortable and confident with their education (Aus. Government [What Works], 2016). Some families may not wish to be involved with teacher parent relationships due
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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,
While differentiating instruction and being able to design lessons geared towards the needs of diverse learners are currently highly prized skills for teachers, this has not always been the case. The history of education in the United States is a history of segregation. Even today, schools and curriculum are designed to meet the needs of a core group of students, which does not include students with disabilities (Hitchcock, Meyer, Rose, & Jackson, 2002). In the past, learners who were different, out of the mainstream, or did not fit into the mold to which teachers taught (were not part of the core) learned how or lost out on learning. This is not to say that teachers of the past did not care about their students, about being effective teachers, or about student learning. However, as schools are mirrors reflecting mainstream societal norms (Chartock, 2010; Delpit, 2006)—and, given that our society has not always valued diversity in people, be it due to disability, class, culture, or race—teachers in the past have largely focused their efforts where they could earn the largest return on their investment: the average student .
In the article by Erica Neeganagwedgin she examines aboriginal education from pre contact, through the Residential Schools and concludes with contemporary issues in education, focusing on women in multiple sections. Neegangagwedgin argues how colonial education curriculum in Canadian schools are marginalizing and oppressing aboriginal students by rarely including their history, heritages and cultural antecedents therefore creating a ‘denial of the selfhood of aboriginal students” (p.28). She starts by comparing the pedagogy differences between Aboriginals and Eurocentric students the stem of differing worldviews which have created this problem as Canada denies to recognize the Aboriginal worldview as legitimate. Bringing light to the idea that
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.
This strategy of developing a relationship with Aboriginal communities can be seen as one of the most important strategies in the regards to the realisation of meeting 1.1.2 (NSW DET 2008). These learning partnerships have been proven to be beneficial to the community on the whole, not only “giving credibility and integrity to the teaching of Aboriginal students and syllabus content related to Aboriginal issues” (NSW BOS 2008, p. 2) but also builds pride and confidence within the Indigenous parents and therefore their community. The NSW BOS (2008, p. 2) goes on to say that for a school to provide authentic experiences, skills and knowledge in context to Aboriginal studies; they must consult Aboriginal people. The AETP (NSW DET 2008) believe that consultation with Aboriginal communities will provide the support and knowledge teachers need to develop engaging and motivating learning environments and scenarios, demonstrate high expectations and work with Aboriginal students in their pursuit of ‘personal
During my research in the assimilation of Native American Education, it was both interesting and alarming to learn of how the Americans assimilated the Native Americans into their White society. The focus of my paper is on how the assimilation of Native Americans was carried out in relation to their education and culture change. As well as, listing and describing certain types of schools created by the government to attain this. It is necessary to include how a typical day in the life of a Native American was spent; therefore, I have included a brief description of a day. In conclusion, there is a discussion of the reactions to boarding schools and the changing process in Native American culture and education.
...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,
For First Nations youngsters, relevant education should include education about their heritage. Where Aboriginal children are in school with other Canadians, this part of the curriculum needs to be shared generally, as self-esteem grows when an appreciation of one’s background is shared by others.
The modern American society is best defined by its education. The “American dream” is founded on going to school, getting a good job, and becoming successful. Ironically, the actual native peoples of this country are actually the least likely to attain this dream. The largest obstacle they face is lack of proper education. The standard educational practices being used for the instruction of Native American peoples is not effective. There are many pieces to this road-block, and many solutions. This can be rectified by having more culturally aware teachers and parents, and by teaching the general population more about the Native American cultures.
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
It is also important to keep current with one’s cultural competency of a population, as both the culture and practices surrounding culture may change over time. For example, it was once believed that there were only four major groups of culture (including Native American), and that each group was believed to make characteristics of the client, rather than just a portion of the client’s identity (Bogo, 2006, p. 36). Hart (1999) agrees that in an Aboriginal approach to social work, acknowledging culture’s effect on shaping a population, such as that of residential schools, is important (p.
(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
Even when low-income schools manage to find adequate funding, the money doesn’t solve all the school’s problems. Most importantly, money cannot influence student, parent, teacher, and administrator perceptions of class and race. Nor can money improve test scores and make education relevant and practical in the lives of minority students. School funding is systemically unequal, partially because the majority of school funding comes from the school district’s local property taxes, positioning the poorest communities at the bottom rung of the education playing field. A student’s socioeconomic status often defines her success in a classroom for a number of reasons.
CAFCA. (2011). Working with Indigenous children, families and communities Lessons from. Melbourne: Australian Institute of Family
The IK embedded in the stories reveal how such knowledge is instrumental in ushering in and mitigating ecological catastrophe (Woollett, 2007). Cajete (2000) observes that “ultimately, the goal of Indigenous education is to perpetuate a way of life through the generations and through time. The purpose of all education is to instruct the next generation about what is valued and important to a society” (p. 184). In Canada, Native schools have begun to emerge where Native people (of particular tribal groups) conduct education for children in their own languages and develop a curriculum which is based on reclaiming traditional knowledges and worldviews, for example, the importance of land and environment and what land and environment means to Aboriginal