Professional Documents
Culture Documents
Important Note: The term Aboriginal used in this essay refers to both Aboriginal and Torres
Strait Islander people/ student.
Option 1
The attempts to rectify the disproportionately high prevalence low educational
outcomes of Aboriginal and Torres Strait Islander students has been increasing
identified as a national educational priority. The policy enactment educators are
required to establish cultural competence and education pedagogy that quip the
cultural responsiveness of Aboriginal students to foster genuine engagement (Moodie
et al.,2018). The insight on this issue has been articulated by Dr chris Sarra – in the
Closing Gap Report of 2017 stating that “There is no place in any education jurisdiction
for educators with stifled perceptions of who Indigenous students are, or what they
can achieve.” (Australian Government, p. 35). Reflecting on Dr Chis Sarra’s statement
and with reference to the key policies, standards and literature review my essay will
discuss the critical issues associated with Aboriginal students learning engagement
and the interrelationship links between the New South Wales (NSW) Aboriginal
Education Policy (2008), Closing the Gap- Prime Minister’s Report 2017 , the
Australian Professional Standards for Teachers (APTS), the Quality Teaching
Framework and Australian Institute for Teaching and School Leadership (AITSL).
Finally, the essay will evaluate the teacher role through the use of Stronger Smarter
Institute (SSI) model and further discuss the essential strategies I need to apply as a
future teacher in my Key Learning Area of Science.
driving the focus of government to develop several policies and education standards
to conclude six main standard domains (Belgarde, Mitchell & Arquero.,2002).
Recently, these domains have been identified to have the greatest impact in shifting
the education achievement; however, according to former Prime Minister Tony Abbott,
Closing the Gap, the “Australian government is failing to completely close the “gap”
(Department of Prime Minister and Cabinet, 2014, p. 1). Indeed, many ethnocentric
theories explain this failure has been contributed due to policy discourse and negative
assumptions toward Aboriginal communities. Bodkin-Andrews & Carlson (2016),
explains that the assumption of the policy maker which state that the poor school
attendance and behaviour performance resulted from Aboriginal students, their
families and surrounding community’s implications which is according to the author is
a vital matter to be “fixed”. Furthermore, there are a few or no research papers
establishes a link between Aboriginal students’ attendance, engagement, educational
performance and their community without major accountability toward the
responsibilities of policy maker, stakeholder both internal and external, resource and
most importantly the educators defined as the main precursor to sustain life and
education successes (Bodkin-Andrews & Carlson., 2016)
While the cap of Aboriginal student’s school attends remains below those of non-
aboriginal students, implementation of SSI module is more necessary than ever. This
is since the SSI module emphases the importance and the value of not Aboriginal
culture and perceptiveness both also the need for the teacher to be critical about their
own cultural standpoint and teacher should show a gratitude of culture dynamic
overlap in their teaching strategies. In addition, engaging Aboriginal students through
teacher reflecting their own culture receptive and use Aboriginal way of learning
/knowledge to connect to culture standpoint of students they teach regardless what
culture background students hold (Auhl et al., 20018). In relation to Aboriginal
students, Rehyner, 1992 (as cited in Belgarde, Mitchell & Arquero, 2016), there is
significant positive influence when having a teacher who considers the power of
culture overlap and bring new knowledge to Aboriginal students by connecting
student’s life experience outside the school to the learning content. By doing so, the
teacher infuses the curriculum with a link to student’s linguist background which in turn
enables them to foster their sense of identity and belonging.
Likewise, using such a practice will help teachers to enhance their own understanding
of various cultural backgrounds, dialects. Indeed, developing such cultural
competence pedagogy and teacher practices effectively will reduce the educational
gap and bring the education of all students at pa (Belgrade, Mitchell & Arquero, 2002).
Likewise, higher education institutions hold a similar position in validating students’
cultural identity Peralta, O’Connor, Cotton & Bennie (2016), states that in order for the
teacher to recognise the need for cultural responsiveness and to be able to effectively
implement it, the teaching degree teacher achieves by the higher education institution
should contain some context related to human cultural aspect and aspects (Peralta et
al.,2016). Examine these strategies demonstrate a clear correlation in which it aligns
with the AITSL standard, the quality teaching framework and the Closing the cap
reports and in combined such strategies they can successfully eliminate a vast
implication in regard to Aboriginal students poor outcome and replaces the low
Rimah Ahmad 17831853
Important Note: The term Aboriginal used in this essay refers to both Aboriginal and Torres
Strait Islander people/ student.
expectation that caused the Aboriginal student to disengage with learning which in turn
it will direct them for better future accomplishment (Auhl et al., 20018).
As discussed, the vision of SSI is a step for the educators and policy discussion makes
to move in the right direction to eliminate the obstacle preventing the closure of the
education gap Aboriginal students experience to further engage them with learning
and provide high expectation, retention and to increase the completion rate of year 12
Aboriginal students (Eldridge, 2001), yet a huge amount of research is still required
to address the rapid change in the classroom environment and context occurred over
the last 55 years . In today’s classroom, the teacher may have up to six different
learning levels and therefore consistent adjustment of classroom pedagogy and
practice is essential to meet the needs of all students at all time (Peralta et al.,2016).
Rimah Ahmad 17831853
Important Note: The term Aboriginal used in this essay refers to both Aboriginal and Torres
Strait Islander people/ student.
The Federal Government recently developed several polices and standards to target
education and life outcomes of Aboriginal people through closing the cap and
addressing education achievement, health and economic status. In 2008 the Council
of Australian Government (COAG) targeted several issues to be identified based on
the outcomes obtained from the council’s five-year strategy plan applied to see a
change toward uniforming process between Aboriginal people and other country
citizen. The council identified that it will work on reducing the life expectation of
Aboriginal people and halving the death rate for kids under five, providing an early
childhood education so by 2013 every aboriginal child the under age of four can attend
childcare, halve the education cap by 2018 and year 12 completion rate by 2020 and
ultimately bridge the employment opportunity for Aboriginal people. Following on this,
AITSL introduced the implementation of professional standards and quality teaching
framework whereby the graduate teacher will progress through four stages of
developmental process. In each stage the teacher progresses and demonstrates
certain criterion of profession starting from stage of developing graduate teacher and
progressing through to finally becoming highly accomplished teacher. Furthermore,
the Australian Professional Standards for Teachers provide a framework in which the
“knowledge, practice and professional engagement” are compulsory requirement
across teacher; careers (Australian Institute for Teaching and School Leadership
[AITSL], 2011, p.2).
The priority to minimise the education cap for Aboriginal students’ education
outcomes, multiple standards is recognised in the AITSL to ensure that the teacher
and learning content provides the Aboriginal students learning content that appreciate
their culture and heritage. Standards 1.4 and 2.4 of the formwork are directly linked to
the importance of teacher knowledge toward Aboriginal culture and identity and
teaching strategies that integrates this culture in education context they students can
relate and engage with (AITSL, 2011). As a future teacher working in such sensitive
position within the society I believe it is my duty to identify and esteem different culture
component in a positive learning environment where Aboriginal students and those
from different cultural background experience strong sense identity and of belonging.
Furthermore, in achieving AITSL standards alongside with an SSI module in my
teaching area of science I will utilise learning via concentrating on several goals and
principles. This includes, equity and it is the educator’s responsibility to ensure that all
Rimah Ahmad 17831853
Important Note: The term Aboriginal used in this essay refers to both Aboriginal and Torres
Strait Islander people/ student.
students are provided with appropriate learning resource. As argued by Hemphill &
Hargreaves (2009) due to education inequity implied toward Aboriginal students and
those from disadvantaged backgrounds by the schools and teacher many Aboriginal
student tent to disengage from learning and school attends. Moreover, Aboriginal
students are more likely to involve in behaviour problem and school suspended due
to teacher attitude and teacher negative perception toward them (p.54).
acknowledge that due to the complexity involved (policy and education discourse, the
continuous ignorant of Aboriginal elder and community, post education life difficulties
and such as language barrier) I shall declare that there are more than a few limitations
in the essay to provide a complete overview the subject.
References
Auhll, G., Gainsford, A., Hill, B., & Zundans-Fraser, L. (2018). Building Indigenously Culturally
https://link.springer.com/chapter/10.1007%2F978-981-10-6400-5_4
Australian Professional Standards for Teachers. (2011). Retrieved from Australian Institute for
Teaching and School Leadership: http://www.aitsl.edu.au/australian-professional-standards-
for-teachers/standards/list.
Belgarde, M. J., Mitchell, R. D., & Arquero, A. (2015). What do we have to do to create culturally
responsive programs? : The challenge of transforming American Indian teacher education.
Action in teacher education, 24(2), 42-54.
Blair, N. (2015). Aboriginal education: More than adding perspectives in learning to teach in the
secondary school. In N. Weatherby-Fell, N (Ed.), Learning to teach in the secondary school (pp. 189-
208). Port Melbourne, Australia: Cambridge University Press.
Bodkin-Andrews, G., & Carlson, B. (2016). The legacy of racism and Indigenous Australian identity
within education. Race Ethnicity and Education, 19(4), 784-807. Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/13613324.2014.969224
Commonwealth of Australia. (2017). Closing the Gap Prime Minister’s Report 2017. Retrieved from
http://closingthegap.pmc.gov.au/sites/default/files/ctg-report-2017.pdf
Eldridge, D. (2001). Footprints to the future: report from the Prime Minister's Youth Action Taskforce.
Canberra: Department of Education, Training and Youth Affairs.
Rimah Ahmad 17831853
Important Note: The term Aboriginal used in this essay refers to both Aboriginal and Torres
Strait Islander people/ student.
Ferfolja, Tania, (author.) & Ferfolja, Tania, (editor.) & Jones-Diaz, Criss, (editor.) & Ullman, Jacqueline,
(editor.) (2015). Understanding sociological theory for educational practices. Port Melbourne,
VIC Cambridge University Press
Hemphill, S., & Hargreaves, J. (2009). Suspension: quick fix or lasting harm?. Teacher. no.27, 52-55.
Retrieved from https://search-informit-com-
au.ezproxy.uws.edu.au/fullText;dn=179734;res=AEIPT
Hogan, A., & Young, M. (Eds.). (2014). Rural and regional futures. Routledge. Retrieved from
Lewthwaite, B., Osborne, B., Lloyd, N., Llewellyn, L., Boon, H., Webber, T., ... & Harrison, M. (2015).
Seeking a pedagogy of difference: What Aboriginal students and their parents in North
Queensland say about teaching and their learning. Australian Journal of Teacher Education
Retrieved from
https://search.informit.com.au/documentSummary;dn=204799117514607;res=IELAPA
Martin, A.J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and
achievement: yields for theory, current issues, and education practice. Review of Educational
Research, 79(1), 327-365. doi: https://doi.org/10.3102/0034654308325583
Moodie, N., Ewen, S., Mcleod, J., & Platania-Phung, C. (2018). Indigenous graduate research
students in Australia: A critical review of the research. Higher Education Research &
Development, 37(4), 805-820.
Peralta, L. R., O’Connor, D., Cotton, W. G., & Bennie, A. (2016). Pre-service physical education
teachers’ Indigenous knowledge, cultural competency and pedagogy: a service learning
intervention. Teaching Education, 27(3), 248-266.
Sarra, C. 2015 "Time for a High-Expectations relationship between Indigenous and non-Indigenous
Australia." Keynote address Darwin. Retrieved from
https://chrissarra.wordpress.com/2011/10/19/time-for-a-high-expectations-relationship-
between-indigenous-and-non-indigenous-australia/