Lauren Brine

Critical Review
INTRODUCTION

When building an inclusive safe and supported learning environment it is crucial for educators to
practice pedagogical strategies that support and aid Aboriginal and Indigenous student engagement
within the classroom. As highlighted in Standard 1 of the Australian Institute for Teaching and School
Leadership document and the Early Years Learning Framework educators need to scaffold children’s
social capabilities and emotional identity, however, as outlined in Behrendt’s text, this facilitation is
lacking when it comes to the cultural identity of Aboriginal and Indigenous students (Australian
Institute for Teaching and School Leadership 2017; Australian Government Department of
Education, Employment and Workplace 2009; Behrendt 1995, p.15). Through introducing Aboriginal
community relations and values into the classroom Behrendt states that these gaps in catering for
Aboriginal student identity could be bridged (Behrendt 1995, p.16). On the other hand care must be
taken over who has the power within the western orientated classroom environment to effectively
facilitate this development. From my own observations as a primary student and important issues
covered by Harrison, a clear imbalance in the power relationship of Aboriginal cultural values and
perspectives in the classroom compared to the Western viewpoint can be drawn (Harrison 2012,
p.174). In order to develop Aboriginal perspectives within the classroom both Rahman and Behrendt
highlight the need for teachers to draw on Indigenous community relationships in the daily
classroom program to establish student’s sense of belonging (Rahman 2013, p.669; Behrendt 1995,
p.16).

THE IMPORTANCE OF CHILDREN ’S DEVELOPMENT

As covered in founding Australian educational documents, teachers have the responsibility to

facilitate student’s social capabilities and emotional identity and wellbeing throughout the child’s
development (DEWRR 2009). As a preservice teacher I have had multiple opportunities to explore
the importance of students building strong emotional and social skills through a range of
differentiated strategies that effectively incorporate each student’s individual history. However, my
pedagogical strategies are built from a western dominated understanding of how student’s
development should be supported in the classroom environment, which restricts my capability to
effectively facilitate the multiculturalism of education. When facilitating the development of these
skills educators should draw on Aboriginal community values and practices to effectively support,
not only Indigenous learners, but all learners within the classroom environment, an important point
of Behrendt’s article (Behrendt 1995, p.16). Behrendt highlights how, in some Aboriginal cultures,
children are taught appropriate behaviour and expectations within the community through mythical
stories, a particular practice that I have integrated into my own teaching pedagogy (Behrendt 1995,
p.16). This pedagogical strategy differs from the explicit instruction of western culture where
students are taught to memorise exact expectations of the classroom, a deficit view I observed
regularly in my own Primary Years (Behrendt 1995, p.16). Stories are an effective mode of
communicating important skills and understandings to students by utilising their curiosity and
imagination in an age appropriate format. During my third year placement I had the opportunity to
explore the Dreamtime story ‘How the birds got their colours’ to explore crucial cooperation and
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caring social skills with the students. Through the characters, children are able to place themselves in
different roles and discuss how they would feel in the shoes of the characters. However, in the
Western orientated learning standards of many educational environments, Martin argues that
Aboriginal children and their development is left behind as teachers focus on western theories and
milestones when evaluating learning (Martin 2005, p.38). I have observed this within my learning as
a pre-service teacher as the foundational learning documents, such as the Australian Curriculum and
Early Years Learning Framework, have children milestones that draw on theories such as Piaget and
Vygotsky who only observed western children (DEWRR 2009). A particular example of this type of
milestone document that I have utilised in my second year placement is the EYLF Milestones. In this
document Western physical, social and emotional developmental skills are outlined; however, as
educators I believe that it is our responsibility to differentiate the assessment of these milestones in
perspective of cultural relevance. As further outlined in Martins article Aboriginal children’s cognitive
development is often misinterpreted, a particular perspective McKeough et al concurs in their article
on Story telling as Foundation literacy development (McKeough et al. 2008, p.149). McKeough
highlights the specific need for effective resources and methods that are culture-based and,
therefore, bring the social skills of Aboriginal children into the classroom (National Aboriginal Design
Committee, 2002 cited in McKeough et al. 2007, p.149). As I have discussed previously, an effective
strategy to bring in students cultural specific development is to draw on narratives, a central
cognitive assessment that grants the teachers the opportunity to explore the individual history of
each student (Feldman, Bruner, Kalmar, Renderer 1993, p.340 cited in McKeough et al. 2008, p.150).
McKeough et al expands on the deep exploration of social worlds and experiences that are at the
core of narratives in the classroom. Dreamtime stories, such as ‘How the birds got their colours’,
highlight important social skills children should develop through the bird characters, further
investigating the implications of behaviours in reflection of the cultural context (Bruner 1991 cited in
McKeough et al. 2008, p.150). In reflection of the important perspectives highlighted by Behrendt
and McKeough et al I have evaluated my teaching pedagogy in relation to my ability to effectively
integrate significant developmental abilities displayed in Aboriginal cultures. As an early childhood
educator I will strive to scaffold all students to develop important social and emotional skills and
capabilities through drawing on oral narratives, such as Dreamstories, to build students social
understandings of the implications of their behaviour in the classroom community.

THE BALANCE OF POWER IN CLASSROOM EDUCATION

I can recall many incidents from my years as a primary school student where Aboriginal and
Indigenous cultures were taught through western perspectives, with the teacher holding the power
over how values and practices were illustrated to students. As a preservice teacher I have pursued a
more inclusive approach that builds the relationships between the education classroom and the
Aboriginal community. Harrison, Butterworth and Candy explore the theme of power in their texts,
with Harrison focusing on the Primary Years and Butterworth and Candy exploring a more early
childhood perspective to developing the power play in the classroom. An important point iterated in
both texts centres on the teacher’s ability to build community trust that leads to positive
collaboration of learning in the classroom environment (Harrison and Greenfield 2011 cited in
Harrison 2012, p.173). Through strong collaboration pathways with Aboriginal communities Connell
highlights how teachers can overcome the overpowering western perspective in their pedagogical
practices (Connell 2009 cited in Harrison 2012, p.174). I have been able to observe an interpretation
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of this teaching practice in early childhood environments during placements in a childcare and
Kindergarten. To introduce the Aboriginal perspective into the environment the teacher would have
an Aboriginal elder come into the room and lead a range of activities that give the children a
meaningful glimpse into the Indigenous culture. This community collaboration was not restricted to
the visits of the elder, with the teacher utilising traditional songs in the daily routine. Butterworth
and Candy highlight that, through developing Indigenous practices in the daily school programme, a
more balanced power relationship between western thinking and Aboriginal perspectives can be
developed (Butterworth and Candy 1998, p.21). On the other hand, Harrison’s primary based article
places emphasis on the power of western assessment practices that could be differentiated and
adapted to give more power to Aboriginal and Indigenous students in their learning (Harrison 2012,
p.59). However, in agreeance with Butterworth and Candy, Harrison further emphasises the
importance of open communication and understandings between the Indigenous community and
the classroom when teachers adapt activities and assessments to develop the student’s learning
(Harrison 2012, p.59). The incorporation of the Aboriginal community in decision making and
planning further develops Indigenous student’s cultural identity, as discussed in Butterworth and
Candy’s text (Butterworth and Candy 1998, p.21). Throughout my placements as a pre-service
teacher and tutorials at University I have had the opportunity to branch deeper into significant
practices and values of the Aboriginal culture that were missed in my Western ‘tokenistic’ snapshots
during Primary School. A particular example from Year 3 that stands out as tokenistic included the
dot painting activities that we would complete during Reconciliation Week. This would be the only
time we would talk about or engage in Aboriginal culture or practices and, in reflection as a pre-
service teacher, I personally find this activity lacking in any power or impact in student learning. Hills
supports my viewpoint of this type of teaching practice as they argue that these fragmented short-
term programs do not grant the Aboriginal community or their values any power or reinforcement
within the classroom education (Hills 2010). In Hills detailed overview, on how Australian education
should move forward in the next 25 years, they cover the importance of system-wide, ongoing
programs that encourage Aboriginal community involvement and, therefore, bring new perspectives
into the students learning and identities (Hills 2010). In relation to my own teaching pedagogy I will
draw on Hills consideration and build early communication pathways with the Aboriginal
community, working collaboratively to develop an inclusive program that grants the Indigenous
people the power to share their perspective and cultural values in the classroom environment.
Through evaluating the power behind the Western perspective in relation to Aboriginal education
within the classroom I have drawn crucial understandings of the importance of collaboration and
communication between the classroom and Indigenous communities that develop and reinforce
Aboriginal identity.

BELONGING AND COMMUNITY

The importance of community within Aboriginal culture is a particular theme that was heavily
reiterated during my school years and further highlighted by Rahman and Martin (Rahman 2013,
p.669; Martin 2008, p.28). In Primary School when we learnt about the traditional custodians of
Australia the teachers would pay particular focus to the community relations and values of
Aboriginal culture. These lessons consisted of ‘tokenistic’ snapshots into different components of
Aboriginal culture that focused solely on this particular theme, with only limited third hand
resources being utilised by the teacher. In reflection of these teaching practices, in relation to my
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last three years as a pre-service teacher, I have been able to build a more thorough understanding of
the underlying value of belonging which is encompassed within the bigger picture of the community,
a particular idea I share with Rahman. In their article on the role of Indigenous community in
education, Rahman highlights how Indigenous communities practices should be incorporated into
the classroom to support students towards a range of learning outcomes that may not necessarily fit
into the limited western learning outcomes of many education documents (Matthews, Howard and
Perry 2003 cited in Rahman 2013, p.668). Castagno’s research is further outlined in Rahman’s
discussion as it connects the importance of teachers connecting with knowledge and learning of the
local community to develop a contextualised educational program that draws on values and
perspectives in meaningful ways to aid Indigenous student engagement in the classroom (Castagno
2009, p.47 cited in Rahman 2013, p.669). Martin builds on Rahman’s theme of community with
specific examples of pedagogical practices that Australian teachers could implement into their
environment (Martin 2008, p.28). The sense of belonging in the community that is maintained and
developed from birth to death is a practice that is covered by Martin and one which I will implement
in my own pedagogy (Martin 2008, p.28). During my last placement in a Reception/Year 1 classroom
and the Social and Emotional Development course at University I have had the opportunity to delve
deeper into the support and community values developed early on in Aboriginal culture. Through
steering away from the tokenistic ideas that had been prevalent in my own student experience I was
able to explore the importance of belonging and cooperation in Aboriginal culture with the students
in my third year placement. In the classroom environment students need to develop effective
conflict management strategies to mediate any problems that arise in the community, a particular
practice that is taught to young children early on in some Aboriginal cultures as highlighted by
Behrendt (Behrendt 1995, p.16). Due to the interdependence of Aboriginal communities, conflicts
are discussed through public opinions, a particular strategy that shared the power of decision
making to the group while further cementing the sense of belonging within a loyal and close
community relation (Behrendt 1995, p.16). As an early childhood teacher I would implement this
type of conflict resolution strategy within my classroom environment as it allows students to
develop important negotiation and collaborative social skills that build the cohesive relationships
within the classroom structure. During all three of my placements as a preservice teacher I have had
the opportunity to observe varied implementations of this strategy that draw on the different
perspectives students have when faced with conflict. From teacher chosen narrative examples of
similar problems to whole class discussions, I believe that the value Aboriginal culture places on
communication and understanding within communities plays a significant role in the children’s sense
of belonging. The Early Years Learning Framework further builds on the importance of supporting
each child to establish a sense of belonging within the classroom community, with the document
covering the importance of differentiation strategies to ensure all students have the opportunity to
engage and feel safe within the classroom environment (DEWRR 2009).

CONCLUSION

Through exploring three key themes central to the implementation and incorporation of Aboriginal
and Indigenous cultures within the classroom environment I have critically analysed my own
pedagogical practice in relation to the importance of children’s development, the balance of power
in the classroom environment and the sense of belonging and community. Both western and
Aboriginal perspectives emphasise the importance of facilitating children’s development in
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education, however, as highlighted in Behrendt’s text, there is a distinct difference between the
western orientated classroom and Indigenous community perspective on what pedagogical
strategies should be utilised (Behrendt 1995, p.18). Where Behrendt focuses on the Indigenous
communities viewpoint of child development; Harrison, Butterworth and Candy take a more focused
analysis of these practices through a classroom environment viewpoint. As an early childhood
teacher I believe that it is important to draw on both Behrendt and Harrison perspectives as it
highlights how Aboriginal community perspectives could be bridged to an age appropriate level in
the classroom environment. However, when implementing Indigenous practices within the
classroom it is crucial to consider the balance of power within this education environment. Through
my own experience I have observed critical practices that, as Behrendt outlines, invite the Aboriginal
community into the learning program, giving the Elders the opportunity to have power over the
perspectives drawn from their culture. In summary, as a result of the critical review I have analysed
my own pedagogical practice, noting areas of improvement and a range of responsive practices that
I will implement as a teacher to build Aboriginal community relationships and students identity
within the Western orientated education environment.

WORD COUNT: 2,484

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REFERENCE LIST

Australian Government Department of Education, Employment and Workplace 2009, Belonging

Being Becoming, The Early Years Learning Framework, accessed 5th February 2020, <
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-
Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf>

Australian Institute for Teaching and School Leadership 2017, Australian Professional Standards for
Teachers, AITSL, accessed 5th February 2020, < https://www.aitsl.edu.au/teach/standards>

Behrendt, L 1995, Aboriginal dispute resolution: a step towards self-determination and community
autonomy, The Federation Press, Sydney

Butterworth, D; Candy, J 1998, ‘Quality Early Childhood Practice for Young Aboriginal Children’,
Australasian Journal of Early Childhood, vol.23, no.2, pp. 20 – 25

Harrison, N 2012, Teaching and Learning in Aboriginal Education, OUPANZ

Hills, S 2010, ‘Aboriginal Education – 25 Years Approach: The way forward’, NSW Teachers’
Federation Education, vol.91, no.3, pp. 31 - 32

Martin, K 2008, Education and Diversity in Australia, Pearson Education Australia

McKeough, A; Bird, S; Tourigny, E; Romaine, A; Graham, S; Ottomann, J and Jeary, J 2008,

‘Storytelling as a Foundation to Literacy Development for Aboriginal Children: Culturally and
Developmentally Appropriate Practices’, Canadian Psychology, vol.49, no.2, pp.148-154

Rahman, K 2013, ‘Belonging and learning to belong in school: the implications of the hidden
curriculum for indigenous students’, Discourse: Studies in the Cultural Politics of Education, vol.34,
no.5, pp.660-672