Teaching and Learning in Aboriginal Education
Assessment Two – Essay
What are some of the key issues teachers need to consider for working successfully with Aboriginal and Torres Strait
Islander students?
Introduction –
The role of a teacher is both a great pleasure, as well as a great responsibility, and is overwhelmingly important
(Groundwater Smith et al 2015, p. 298). To communicate and work effectively with Indigenous and Torres Strait
Islander students, it is important that educators consider significant issues to ensure their teaching strategies are
effective and beneficial for students. This essay will discuss these significant concerns to be considered as educators
including the historical events of Indigenous and Torres Strait Islander people, racism and stereotyping, and the
teaching variances between Indigenous and non-Indigenous students. As an educator, it is vital to generate and
sustain safe and supportive learning environments where each student feels comfortable (AITSL 2011, p. 14).
Beresford (2012 p. 160) discusses how educators provide avenues to analyse and transform understandings of
differing histories and cultures and emphasises how educators have the chance to ‘not only change perceptions, but
to change lives.’ By considering the issues discussed, educators are able to create positive relationships amongst
students, whilst maintaining an inspiring atmosphere in the classroom and encouraging diversity and equity.
First consideration
The history and past of Indigenous and Torres Strait Islander people –
Having an understanding of the history of Indigenous and Torres Strait Islander students is critical for educators to
ensure success working in multicultural schools. As explained by Harrison (2011, p. 8) the awful events that occurred
220 years ago have impacted and formed the way Indigenous people perceive non-Indigenous people. One major
event in history that has shaped the way Aboriginal people perceive non-Indigenous people is the Stolen Generation.
Since 1788, the notion of terra nullius, (empty land) has been used by Australian Governments to exclude the
suggestion of Aboriginal ownership of Australian land (Price, 2012). As early as the 1890’s, governments were
questioning what to do about the growing population of the ‘half caste’ (Price, 2012). It was known that as long as
‘half-caste’ people lived with their Aboriginal families, then they would have claims to the families’ traditional land.
To combat this, and make an end to traditional Aboriginal customs and culture, through 1910 to 1970 the
assimilation policy was enforced (Price, 2012). Under these processes, it has been confirmed that between one in
three and one in ten Aboriginal and Torres Strait Islander children were forcibly removed from their families and
forced to live in white households. Whilst some resources say the removal of children had been repealed by the
1960’s, it has been confirmed that child removal practices were still in operation throughout the early 1970s.
Because of this traumatic history, enforced by European settlers, Indigenous people often show resentment towards
the successive governments, therefore it can be expected that not all Indigenous students will automatically feel
EDUC 2061 Teaching and Learning in Aboriginal Education
Rebecca Jones, Student ID: 110232780, Tutor: Mr Samuel Osborne
welcome within a school. As an educator, is it crucial to have understandings of the history of Indigenous students,
and acknowledge that all students have diverse backgrounds and history, as well as different upbringings, opinions
and ways of learning. Harrison (2011, p. 7) writes that Indigenous elders and communities will ‘always be your best
teachers.’ This reflects that educators can learn from Indigenous people and share this knowledge with students to
build an elevating attitude towards people of all cultures. This is related to focus area 2.4 of the Australian
Professional Standards for Teachers (2011, p. 11) which states that educators at a graduate level need to
‘understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous
and non-Indigenous Australians’.
Karen Martin (2008, p. 35), a fourth generation Indigenous person, discusses that consequences are still present
now, even after 220 years since the invasion occurred. These consequences are evident in statistics including;
Indigenous lifespans being 20 years smaller than non-Indigenous people, as well as that Indigenous people are more
likely to fall pregnant as young adolescents. Martin (2008, p. 36) describes that the pain, terror and grief of
Indigenous people inherited from traumatic history has been passed down through generations and is evident in
Indigenous generations today as mentioned in the statistics above. Additionally, Martin (2008, p. 36) argues that if
change, deep listening and respect does not eventuate in schools across Australia, then the future generations will
endure and experience the same pain. Therefore, it is vital that educators across Australia have the knowledge and
understandings about Indigenous history, to ensure they maintain compassion and empathy towards Indigenous
students, and provide them with opportunities to explore their history and culture. This is emphasised in standard 1,
focus area 1.4 of the Australian Professional Standards for Teachers (2011, p. 9) stating that educators at graduate
level need to have the ability to ‘demonstrate broad knowledge and understanding of the impact of culture, cultural
identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander
backgrounds.’
Beresford (2012, p. 169) validates how it is vital that teachers consider students as ‘cultural beings’. To allow
teachers to build strong working relationships with their students, they should make an effort to gain a deep
understanding of their student’s cultural background. By recognising their student’s backgrounds, educators are
better equipped to avoid the generalisation of perceiving all students as the same, or stereotyping based on prior
understanding of culture. As explained by Beresford (2012, p. 169), Indigenous students come from assorted
backgrounds, and so begin school with a broad series of skills, knowledge and understandings. By embracing
knowledge about Aboriginal culture, educators are more likely to grasp a stronger understanding in regards to how
Aboriginal students respond to teaching strategies.
Second consideration
Stereotyping and Racism
Stereotyping is an issue discussed greatly by Harrison (2011, p. 1). He clarifies that it is a common misunderstanding
that Indigenous students prefer to work in partners or groups rather than alone, and elude participating in classroom
discussions and activities. As educators, it is crucial to make justified judgements in relation to how to teach students
EDUC 2061 Teaching and Learning in Aboriginal Education
Rebecca Jones, Student ID: 110232780, Tutor: Mr Samuel Osborne
effectively, however Harrison (2011, p. 1) argues that it can be easy to make assumptions that cannot be justified.
Whilst it is important to understand students, Harrison (2011, p. 1) advises teachers to ‘be aware of’ coming to
thoughtless and inconsiderate conclusions in regards to their students.
In the 18th century, settlers developed views on Aboriginal people prematurely, labelling them as ‘uneducable’ due to
their prior understandings of people and how they should act and learn (Price 2012, p. 4). For decades after, these
assumptions continued. Within the government, Aboriginal children in schools were prepared for the future as
‘unskilled workers’. However the misconception that Aboriginal children were disadvantaged held no evidence (Price
2012, p. 5).
Harrison (2011, p. 14-15) describes strategies that educators can implement into their teaching to avoid stereotyping
and making generalisations about Aboriginal students to ensure that assumptions like those made in the 18 th century
do not occur again. He explains that although it is human nature to make premature conclusions about people, it is
crucial that educators avoid making such assumptions based on previous knowledge about or experiences with
Aboriginal people. Harrison (2011, p. 15) suggests that educators use tribal names, as this will deter using generic
terms such as ‘Aboriginal or Indigenous groups’. This acknowledges that there are many different Aboriginal
communities living all across Australia. In addition, RRR (2017), an educational resource for educators, suggests the
following strategies to ensure multicultural perspectives are incorporated into schools:
- Promote diversity as a positive learning experience
- Incorporate multicultural perceptions across all learning areas
- Implement multicultural, anti-racist, and human rights perspectives in school policies and practices
- Reflect the diverse nature of the wider community
As RRR (2017) explains, racism is an issue that needs to be recognised by all educators. Educators should understand
the impacts of racism in schools, and mentor students who have prior experience with racism.
By using such strategies, and having an understanding of the key issues and themes related to Aboriginal students,
educators are in a strong position to effectively teach and engage with Aboriginal students in a diverse range of
linguistic, cultural and geographical contexts, as well as educate non-Aboriginal students about Aboriginal content
including true history, cultures, diverse perspectives and experiences. Beresford (2012, p. 158) writes of the extent
racism experienced by some Aboriginal students, and explains that due to some extreme experiences, some
Aboriginal students may feel a sense of distrust towards non-Aboriginal people; including educators. It is concerning
to note that a study showed that out of 900 secondary school students, 80% had experienced racial vilification in
Australia (Beresford 2012, p. 159). This behaviour was demonstrated by peers, as well as teachers and administrative
staff. The racist acts performed by educators involved; unjustified exclusion, discriminating treatment, and inaction
in response to student racism (Beresford 2012, p. 159). It is because of this racism, as well as other previous
experiences shared in Aboriginal communities, that students feel distrust towards non-Aboriginal educators. As
noted from the study performed, students enrolled in the school verbally insulted Indigenous students through
EDUC 2061 Teaching and Learning in Aboriginal Education
Rebecca Jones, Student ID: 110232780, Tutor: Mr Samuel Osborne
name-calling, jokes, exclusion and often more extreme verbal and physical attacks (Beresford 2012, p. 159). These
experiences of racism can affect an individual’s family, and become a ‘major factor for [indigenous] student’s
disengagement from the schooling system’ (Beresford 2012, p. 168).
Under the Australian Professional Teaching Standards for Teachers, it is an educator’s responsibility to sustain a safe
and supportive learning environment for all students. By creating meaningful and trusting relationships with all
students, and being aware of racism and the ongoing effects it can have both for students and families, educators
have a stronger chance to maintain a safe learning environment. Teachers are responsible in caring for students,
physically and mentally. It is concerning to note that educators have been capable of committing racist actions
towards Aboriginal students. Educators should encourage and educate students using equity, and ensure that all
students work together and are conscious of other’s opinions, cultures and perspectives.
Third consideration
Learning styles, and improving relationships between families and schools
Using westernised representations of child health, development and pedagogy is a flaw in the Australian Education
system (Martin 2008, p. 38). It is argued that Aboriginal students can’t compare to the same level of cognitive,
emotional and physical development that westernised theories outline (Martin 2008, p. 38). These westernised
approaches detail that all students commence their education at an equivalent stage of development, with the same
history and culture, ‘therefore we will always be viewed as deficient and in need of remedial efforts’ (Martin 2008, p.
38). Educators should make an effort to recognise the differing abilities, cultures and histories of students, and alter
their teaching strategies to benefit the learning of all students.
Additionally, Buckskin (2012 p. 178) proposes that many don’t recognise the extent of the damage triggered by
colonisation, and how this plays a role within how Aboriginal students communicate with teachers and respond to
different teaching approaches. He argues the significance of the Government hiring competent Indigenous educators
with ‘extensive pedagogical knowledge as well as life experience’ (Buckskin 2012, p. 178) of Indigenous culture and
history. He believes that this will encourage participation by Aboriginal students as well as spark interest within their
communities. Harrison (2011 p. 13) explains that Indigenous parents and elders play a major role in Indigenous
student’s lives. He discusses that by involving family members within the school community has increased the
participation of students, and improved attendance rates. The implementation of this strategy could be used in
classrooms to demonstrate Aboriginal culture to non-Indigenous students, whilst improving attendance and
involvement.
Moreover, Harrison (2011 p. 7) writes about the significance of knowing the wider Indigenous community. Sara
(2003 cited in Harrison 2011, p. 7) encourages parents to become involved through communicating with them
outside of school. She details her experience within an Indigenous program, and explains her success by getting out
and communicating with the community. Harrison (2011 p. 7) endorses spending time with Aboriginal people
outside of work to reinforce relationships both with families and students. As discussed by Buckskin (2012, p. 178)
EDUC 2061 Teaching and Learning in Aboriginal Education
Rebecca Jones, Student ID: 110232780, Tutor: Mr Samuel Osborne
communicating with families will encourage positive responses from students; improving participation and
attendance rates.
Fourth consideration –
Becoming professional about working with Aboriginal and Torres Strait Islander students
Evans (2012 p. 35) outlines the significance of the AITSL (Australian Institute for Teaching and School Leadership) and
the way Aboriginal and Torres Strait Islander education is implemented within the Australian Professional Standards
for Teachers. Standard 1, focus area 1.4 explains that teachers at graduate level need to have the ability to
‘demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic
background on the education of students from Aboriginal and Torres Strait Islander backgrounds’ (AITSL 2011, p. 9).
Focus area 2.4 also relates to Indigenous students, stating that educators at a graduate level need to ‘understand
and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-
Indigenous Australians’ (AITSL 2011, p. 9). For educators, this document is of great importance, and should be
followed to ensure coherent teaching strategies to guarantee their students are given the best education possible.
In addition to AITSL, RRR (2017) an educational resource for educators also offers an abundance of teaching
strategies to benefit the learning of Aboriginal students. Underpinned by AITSL, RRR gives further advice and
resources for educators to follow the focus areas within the Australian Professional Standards for Teachers.
These resources are crucial for educators, and offer strategies to successfully work with Aboriginal students and
teach Aboriginal content.
Conclusion –
This essay has discussed the significant issues educators need to recognise in order to work effectively with
Indigenous and Torres Strait Islander students. Supporting and mentoring students who have experienced racism,
stereotyping and bullying is of great significance, as it is a requirement under the Australian Professional Standards
for Teachers, that educators provide a safe and supportive environment for all students. By having the knowledge
and understanding of the history of Aboriginal students, and teaching non-Aboriginal students about this content,
will help encourage reconciliation amongst students as well as help build a working relationship between student
and teacher. The third consideration took into discussion the differing learning styles of Aboriginal students, and
offered strategies in regards on how to improve relationships between families and schools. Finally, the final
consideration discussed resources for educators and explained the importance of following the standards outlined
by AITSL to ensure success working with all students. It is the role and responsibility of educators to create and offer
opportunities for their students, and encourage new experiences within the classroom that are culturally respectful.
By following the strategies discussed throughout this essay, and understanding the issues faced by Aboriginal
students, educators are more aware of how to manipulate teaching styles to benefit all students.
Words – 2 477
EDUC 2061 Teaching and Learning in Aboriginal Education
Rebecca Jones, Student ID: 110232780, Tutor: Mr Samuel Osborne
Reference List
Australian Institute for Teaching and School Leadership (AITSL) 2011, Australian Professional Standards for Teachers,
Australian Institute for Teaching and School Leadership, viewed 01 June 2017, <[Link]
professional-standards-for-teachers>
Beresford. Q 2012, ‘Separet and unequal: an outline of Aboriginal Education 1900s – 1990s’, Beresford. Q;
Partington. G; Gower. G eds, Reform and resistance in Aboriginal Education, UWA Publishing, Western Australia, pp.
85 – 119.
Buckskin. P 2012, ‘Engaging Indigenous Studies’, Price. K 2012, Aboriginal and Torres Strait Islander Education,
Cambridge University Press, United Kingdom, pp. 164 – 180. Chapter 11
Evans. C 2012, ‘Your professional experience and becoming professional about working with Aboriginal and Torres
Strait Islander students and communities’, Price. K, Aboriginal and Torres Strait Islander Education, Cambridge
University Press, United Kingdom, pp. 52 – 63. Chapter 4
Groundwater-Smith, S, Ewing, R & Le, CR 2015, Teaching: challenges & dilemmas, 5th edn, Cengage Learning
Australia, South Melbourne, Victoria.
Harrison. N 2011, Starting Out as a Teacher in Aboriginal Education, Harrison. N, Teaching and Learning in Aboriginal
Education Oxford University Press, South Melbourne, Victoria, pp. 1 – 16.
Martin. K 2008, Childhood, Lifehood and relatedness: Aboriginal ways of Being, Knowing and Doing, Phillips. J &
Lambert. J, Education and Diversity in Australia, Pearson Education Australia, New South Wales, pp. 27 – 40.
Price, K (ed.) 2012, Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession,
Cambridge University Press, Cambridge.
RRR 2017, ‘Respect, Relationships & Reconciliation’, Mkgd, viewed 9/9/17 <[Link]
EDUC 2061 Teaching and Learning in Aboriginal Education
Rebecca Jones, Student ID: 110232780, Tutor: Mr Samuel Osborne
