Engagement In Aboriginal Communities

The Australian Curriculum currently is struggling with incorporating indigenous perspectives as a key focus in the curriculum properly. It is lacking the ability to normalise indigenous knowledge and instead represents

Country is precious, vital, and considered home to Aboriginals. To them, country is family, as they often describe it as if shares similar human characteristics. They care for country as they would to their brother or sister, and hold a certain responsibility to nurture country as it provides a sustained, well-nourished life. Each community member plays a role in the protection of country. Every member embraces a different, unique skills and when combined offer a greater life for everyone. Country is key to learning the essential hunting and gathering skills to live, feed and thrive off the land which is embedded in Indigenous culture.

Archaeologists believe that aboriginals first came to Australia about 45, 000 years ago and were the only population of humans in Australia until the British invasion. There are about 500 different aboriginal groups each with their own language and territory and usually made up of several separate clans. The aboriginals of Australia are marginalised in today society. This marginalisation began right back during the British invasion where they were evicted from their own country, the stolen generation occurred and their health care, education, employment and housing was severely limited. Aboriginals generally live in poor conditions and choose unhealthy lifestyle choices

There is a height of significance when it comes to embedding Indigenous perspectives in the curriculum and in schools. For Aboriginal and Torres Strait Islander children and families, their students thrive in educational environments where staff respect and promote strong Indigenous culture and identity, build collaborative relationships and set high expectations (Kerley, 2015). Abiding by this principle would see students thriving for higher education, recognizing this has made it quite common for schools to introduce indigenous programs or units. These are put in place for the purpose of being extra support to not only Indigenous students but for everyone at school serving as a source of information and guidance. By incorporating these Units, cross-curriculum

Partnerships of trust and respect are crucial to all cooperative behaviour and collaborative relationships. Developing partnerships involves sharing the decision making, information, knowledge and expertise amongst all people. However given Australia’s history of negative treatment towards its indigenous population and the feelings of mistrust that were developed during early European settlement, allows us to understand why it can (at times) be difficult for those belonging to the indigenous community to form partnerships and engage with mainstream organisations. (The Aboriginal Services Branch, 2009)

I have not had a lot of experience with the Aboriginal culture apart from viewing Welcome to Country ceremonies at community events and listening to Acknowledgment of Country within school assemblies and events spoken by non-Indigenous people. I have visited many significant landmarks and historical areas relating to the Aboriginal culture within my area but hope that this critical reflection journal will help me to develop a greater understanding, awareness and knowledge of the first and traditional custodians of the country in which I now live. This journal will analyse the topics of: Acknowledgement to Country, Introduction to the unit and Preparation to teach; Identity culture and stereotypes; and, Indigenous Australian Histories and Policy and how these may impact on my pedagogy and future

Education is fundamental to growth, the growth of the individual, and the growth of a nation. Anthropologically this can be seen from the earliest of developments of human societies where practices emerge to ensure the passing of accumulated knowledge from one generation to the next. In the centuries since the invasion and colonisation of Australia in 1788, colonist authorities and governments have dominated the making of policies regarding most major aspects of Australian life, including the lives of Indigenous Australians. The enactment of these policies and legislation, whether targeted at society as a whole or directly at education, has had significant and most often negative causal impact on Aboriginal and Torres Strait Islander peoples, resulting in not only poor educational outcomes, but the loss of cultural identity, the development of serious issues in health and wellbeing, and the restriction of growth of Aboriginal communities. Moreover, there has been an ongoing pattern of the adoption of ill-informed policies in Australia, resulting in these poor outcomes and cultural decimation. Aboriginal people have developed a wariness, a mistrust, and even an attitude of avoidance to engage with non-Indigenous officials and those who they associate as their representatives, i.e. personnel working within

Throughout this whole journey of studying AB100, the one goal I have always had was to form a better relationship between myself and those of the Aboriginal community. It wasn’t until I started studying that I realised that this is a shared goal, with organisations having the goal to promote reconciliation. The reason I want to develop a better relationship with the Aboriginal community is not because it’s something to study but more because it is something to undertake. This assessment allowed me the opportunity to do just that by discussing the problems and coming up with original concepts and actions to make a difference where I could. My actions may not be the mighty revolutionary component to creating a better relationship and respect between Aboriginal and non-Aboriginal community. But the point is I did something, no matter how small, I created awareness amongst the people close to me and created knowledge and relationships for myself and gained a deeper sense of respect and trust towards the Indigenous. My primary goal for this assessment alone was to create awareness and from that inspire the people I know and to break down stereotypes and discrimination to achieve the end goal of equality. Even after I finish this course it will still be important to me as throughout my life and career as a nurse I will be engaging with Aboriginals and to have the knowledge of how to engage and collaborate with them will be something to value. Not only that but also there is every

Reconciliation is the process of building respectful relationships between Aboriginal and Torres Strait Islanders and the wider Australian community. It is about understanding and respecting their culture and heritage and signifies ‘coming together’ to become one nation without racism and with equality for all. There are still vast differences in health, education, employment, and standards of living of the Indigenous peoples as compared to their non-Indigenous counterparts. Even today Indigenous peoples have a significantly lower life expectancy, up to 11.5 years for men and 9.7 years for women . The infant mortality rate for the Indigenous peoples is double the rate for non-Aboriginal Australians. Understanding these inequalities is the first step to reconciling the differences. Policies such as the stolen generation and assimilation policy destroyed Indigenous identity and culture and justified the dispossession of Indigenous people and the removal of Indigenous children from their parents. We can’t change the past but we can make a better future by understanding and learning from the mistakes of the past, reconciliation is about that. Many practical and symbolic strategies have been implemented over the last 50 years to achieve reconciliation such as ATSIC, Northern Territory Intervention and the Mabo decision. However, the most significant ones are the 1967 Referendum, Closing the Gap framework in 2008 and the ‘Sorry speech’. The aim is to improve the five dimensions of reconciliation: race relations, equality and equity, institutional integrity, unity, and historical acceptance.

Teachers in Australia have the responsibility of catering to the learning needs and abilities of the students in their classroom. Additionally they are also responsible for catering to the unique cultural backgrounds of each student, in particular the cultures of Indigenous Australians. The teacher can cater to the diverse and complex Indigenous cultures by creating a learning environment that is based on effective student engagement for Aboriginal students. Studies have shown that Aboriginal students are currently not academically achieving as well as non-Aboriginal students (What Works: Core Issue 5). Closing the academic performance gap is considered a national priority. As a result, the Aboriginal Cultural Standards Framework has been developed to ensure that schools are delivering the best possible education to all students, specifically those who identify as Aboriginal. During term 3, 2017, I completed my final practicum at Baler Primary School in a year 4 classroom. The students in my class came from a diverse range of cultural backgrounds, many of which identified as Aboriginal. Throughout this essay I will use examples from my final practicum at Baler Primary School in South Hedland to discuss how to make learning engaging, accessible and culturally responsive for Aboriginal students.

As an Indigenous Education Advisor, I’ve witnessed a shift in the commitment to educate non-Indigenous students about First Nation, Métis and Inuit people in post-secondary institutions. My experience in developing an Indigenous Awareness Week and conducting assessments to measure the learning outcomes of non-Indigenous students has led me to want to do research in this area. I would like to further look at long-term effects of Indigenous programming for non-Indigenous students to determine how to develop effective and valuable Indigenous programming in higher education. What attracts me to the Department of Integrated Studies in Education are the positive experiences and interactions I’ve had with students and professors from the department. Both Dr. Claudia Mitchell’s and Dr. Naomi Nichols’s research appeals to me and I believe can give a unique perspective to my work.

Through my life, I have seen several different approaches to Indigenous people’s rights and importance in Australia. I have been fortunate enough to visit Ayers Rock and undertake a tour which allowed me to see Aboriginal culture in art and drawings as well as hearing Dreamtime stories from guides. I have also witnessed family friends who have been severely racist and disrespectful of Indigenous heritage and history. I also was lucky to work with some Indigenous students who were in Reception during my Professional Experience 1, and I was able to see first-hand how a culture clash can affect a student’s behaviour. I feel that even before entering this course, I have had the privilege of being able to observe both positives and negatives

Australian government today recognises that educational policies regarding Aboriginal people cannot be made without considering social and economic policies aimed at improving outcomes for Aboriginal communities in general (TICHR, 2006). Main contemporary issues facing Aboriginal communities are proving land ownership, remoteness, health status, education and employment status and social attitude of Non-Aboriginal population towards the Aboriginal communities (Challenges facing the Indigenous communities today, n.d.). Tackling this issue is not a simple task: the document “National Indigenous Reform Agreement” (2010) which aims to improve outcomes for all Indigenous Australians recognizes that this process needs approach from different aspects, taking into account “seven key building blocks: Early Childhood, Schooling, Health, Economic Participation, Healthy Homes, Safe Communities, and Governance and Leadership” (as cited in DET Queensland,

I agree with Michael Dodson through establishing the twin projects for Aboriginal people. The first twin project is self identification which is essential that the Aboriginal people to self identify themselves and to actually break away from the representations that the colonisers’ gave implied on them. Michael Dodson argues that one has the right to control their identity to broader the right to self identification ( Dodson 2003, pg 22) that he is trying to make the Aboriginal people to develop an identity of their own. A Positive reinforcement that Dodson has placed that is found in the article is the Un study that gave recognition for aboriginal people’s right and that they are being heard an has made an impact for Aboriginal people to find their own self identity and It is a way to ensure that Indigenous peoples can direct their cultural, economic and social development and participate fully in the democratic life of the entire community

The last twenty years has seen these themes played out in both policy and practice. Indigenous self-determination had played a big part in educational policy since the 1970s but by 2012 Marcia Langton in her Boyer Lectures attacked the concept as a “vaporous dream” (Schwab, R.G., 2013,p. 212)with critiques fuelled by the Little Children Are Saved Report. Langton saw Noel Pearson’s Cape York Aboriginal Australian Academy as an alternative model focused on outcomes but incorporating Indigenous art, culture and sport. This is actually a “top down”