18606427 A.

ELLIOTT – ACRP ESSAY 1

Reconciliation is a constantly evolving concept within the Australian context that

has not been completely achieved. Despite this, one of the key attributes of

reconciliation being historical acceptance (Reconciliation Australia, 2020, np) is

increasingly being achieved through the inclusion and focus on Aboriginal and

Torres Strait Islander histories within educational settings. The Australian

professional standards for teachers reinforce this notion as they outline in standard

2.4 that understanding and respecting Aboriginal cultures and histories can lead to

reconciliation and the facilitation of recognition (Bishop, Vass & Thompson, 2019,

p.4). The facilitation of reconciliation through education has been shown successful

when students view, analyse and discuss the various experiences of Indigenous

Australians. Mackey-Smith (2019) highlights in her article that successful facilitation

of an understanding of recognition through discussions of Aboriginal histories,

occurred when students were required to analyse Terra Nullius and the impact it had

(p.111). The article demonstrates that students were more understanding, and better

equipped to understand why reconciliation was important for our communities and

culture through their exposure to significant historical events. Notably the study

illustrated that teaching the students about reconciliation through historical

understanding of Terra Nullius was beneficial for all students regardless of how they

identify as it allowed all students the opportunity to analyse an historical event and

understand its significant impact (Mackey-Smith, 2019, p.113).

The notion of respect that is heavily connected to the cross-curriculum priority of

Aboriginal and Torres Strait Islander histories and culture is a sentiment that, when

addressed appropriately, fosters cultural understanding and collaboration of all

students. Given the importance of respect in attaining more meaningful education for
18606427 A.ELLIOTT – ACRP ESSAY 1

students ACARA have outlined key guiding principles for educators to help achieve

this goal, notably they outline that teachers could promote respect through

understanding and inclusion of indigenous languages and terms in teaching and

learning activities (ACARA, 2020, p.3). This notion is reinforced by the New South

Wales syllabuses which highlight the importance and significance of including

Indigenous languages as an effective way to educate students and enable them to

understand Australia’s cultural history and people (NESA, 2020, np). Scarcella and

Burgess (2019) highlight, that the use of indigenous language must be deep and of

significance to have a real impact (p.27). This notion is important to address as it

makes it clear that it is not simply enough to include Indigenous languages and

terms within lessons without a purpose as it will not be successful in achieving the

goal of cultural and historical respect. Scarcella and Burgess (2019) outline that

teaching students the significance of using Indigenous language to share stories and

culture is how Indigenous language is most successful when used as a tool to

promote respect (p.27). Through the inclusion and sharing of Indigenous language in

a meaningful way student’s will develop cultural recognition (Education Council,

2015, p.3) which enables respect of the culture and the distinct histories of its

people.

Cultural recognition enables respect and can promote reconciliation within

educational settings, as it is a sentiment which all students regardless of their culture

can easily be exposed to and understand. Cultural recognition itself is an important

aspect in providing quality education to Indigenous students and their classmates.

Cultural recognition is when Aboriginal and Torres Strait Islander histories and

culture are acknowledged to support the understanding of identity and connection to

18606427 A.ELLIOTT – ACRP ESSAY 1

country (The Uluru Statement, 2020, np). Recognition has been shown successful in

helping shape an understanding of identity through the discussion of traditional

Songlines which connect culture to country (Perry & Holt, 2019, p.253). Through

using traditional Songlines in pedagogical practices, Indigenous students are better

equipped to explore their identity in a school setting, while also enabling non-

indigenous students to be better able to recognise the culture and how it is linked to

country and place (Perry & Holt, 2019, p.254). Recognition also encompasses

student wellbeing, when cultural recognition is achieved for Indigenous students,

they have demonstrated that they feel safer and more accepted at school, through

the inclusion of Aboriginal English (Harrison, 2004, p.11). This benefit of Aboriginal

English is that it is less formal, which when used by Indigenous students encourages

them to interact with other students more, which in turn helps them gain cultural

recognition (Harrison, 2004, p.11). Through discussion of this notion it demonstrates

that cultural recognition is vital in helping Indigenous students thrive at school as

they feel accepted, this also benefits non-indigenous students as they have a better

understanding of different cultures in a more meaningful way.