Assessment 2: Essay

What are some of the key issues teachers need to consider for working successfully with Aboriginal and
Torres Strait Islander students?

In today’s educational system, providing Aboriginal and Torres Strait Islander students with the best and
most suitable education possible is becoming a prominent goal. In order to do this, there are a range of
issues teachers need to understand and consider to successfully communicate, work with and provide
suitable materials and experiences for Aboriginal and Torres Strait Islander students. This essay will first
discuss the guiding standards for teachers and their interactions with Indigenous Australians found in the
Australian Professional Standards for Teachers (AITSL, 2014). Subsequently, the key issues teachers must
consider will be examined, with consideration given to the contributing factors and implications of these
issues. In particular, three issues present as a result of the history of Australia and Indigenous Australians
will be discussed, including the Stolen Generation, acknowledgment of Indigenous Australian history and
identity, and the perception of Indigenous Australians as uneducable. Additionally, the issues of
stereotyping, the Closing the Gap Campaign, and differing values and learning styles will be discussed to
explore the key issues that must be considered to work effectively with Indigenous Australian students.
Throughout this discussion, the term ‘Indigenous Australians’ will inclusively refer to Aboriginal and Torres
Strait Islander peoples.

One of the most significant issues teacher’s must consider for working successfully with Indigenous
Australian students is the history of Australia and Indigenous Australians. As this history is extensive, there
are a number of key elements that must be considered, including the Stolen Generation, Indigenous
Australian identity, and the perception of Indigenous Australian peoples as uneducable.

In educational settings, it is vital that teachers have an understanding of the Assimilation Policies and
resulting Stolen Generations to successfully work with Indigenous Australian students. Specifically, the
Assimilation Policies were created to assimilate the ‘mixed-race’ population (Indigenous Australians) into
the ‘white’ population, eventually breeding the Aboriginal blood out (Carter, 2006). Consequently, the term
‘Stolen Generations’ refers to the tens of thousands of children who were forcibly removed from their
families by authorities as a result of the Assimilation Policies (Beresford, 2012). As indicated by Macoun
(2011), this removal was supposedly further justified as Indigenous Australian children were thought to
represent the vulnerable children of Australia; urgently needing to be saved from abuse and victimisation by
their caregivers. Ironically, as discussed later in the essay, many studies now indicate that Indigenous
Australian Children do represent a significant portion of the vulnerable children of Australia (Biddle, 2011).
Thus, it is important for teachers to have an understanding of these events because, as Williams Mozley
(2012) indicates, the memory of forced removal is not historic, distant or remote; instead it is re-lived daily

EDUC 2061 Teaching and Learning in Aboriginal Education Page 1 of 6

Lewanna Hampel, Student ID: 110232121, Tutor: Michelle Simmons
by many Indigenous Australians. Subsequently, it is important not to disregard the Stolen Generation as
Indigenous Australian students and their learning may still be affected by this. For example, as the Stolen
Generation resulted in Indigenous Australian children being placed within institutions, it is important to
consider that many Indigenous Australian peoples have little faith in the education system and thus may be
concerned about leaving their children at school (Phillips and Lampert, 2005). Likewise, Indigenous students
themselves may be concerned about staying at school. Catering for these concerns, teachers’ must ensure
they create a welcoming learning environment in which both Indigenous Australian parents and students
feel comfortable within and can develop trusting relationships.

Closely linked to the Stolen Generations, a second key historical issues teachers’ must consider to
successfully work with Indigenous Australian students is the loss of identity many Indigenous Australians
experienced, and still feel the effects of today. Specifically, the separation of Indigenous Australian families
as a result of the Assimilation Policies, in conjunction with the loss of traditional land, was a significant factor
influencing the loss of identity for Indigenous Australians. This is emphasised by Williams-Mozley (2012) who
discusses his loss of identity as a result of being denied access to his language, culture, land and family.
Likewise, the loss of stories previously passed from generation to generation have contributed to this identity
loss; separation permanently disrupting this process for many Indigenous Australians (Behrendt, 1995).
Indigenous Australian peoples Identity loss may also be attributed to by the misrepresentation of Australian
history. As discussed by Carter (2006), many Australian history books feature common misleading themes,
such as the process of colonisation was relatively peaceful and uncomplicated, and that the disposition and
destruction of Aboriginal society was inevitable. Consequently, while today’s society has a greater
understanding of what really happened, many people seek to consciously ignore this history as they struggle
to comprehend that their great nation could have such an appalling past. However, as O’Brien (2007)
indicates, the only way of creating a better future is to recognise the bad experiences from the past, rather
than ignoring them. Thus, it is extremely important that teachers provide abundant opportunities for
children to explore and develop their identity in a supportive environment. For example, teachers may
encourage the exploration of identity by playing different Indigenous Australian music in the classroom;
either as background music during additional activities or as a focus activity where students can dance and
express themselves. Simultaneously developing students sense of belonging, this music could be sourced
from the families of Indigenous Australian students within the class or school. Likewise, teachers’ can
support the success of working with Indigenous Australian students by acknowledging the ‘true’ history of
Australia. This may be done by discussing the history of Australia by inviting local Indigenous Australian
community members, or an Indigenous Australian person with ties to an Indigenous Australian student
within the school, into the classroom to share their experiences. As aspects of this history may not be suited

EDUC 2061 Teaching and Learning in Aboriginal Education Page 2 of 6

Lewanna Hampel, Student ID: 110232121, Tutor: Michelle Simmons
for younger children, Australian history may be acknowledged in other ways, including through the action of
completing an Acknowledgment of Country at the beginning of the school day.

For teachers seeking to successfully work with Indigenous Australian students, it is essential they consider
the historical perception of Indigenous Australians as uneducable and the implications of this perception on
students learning. As discussed by Price (2012), the myth that Indigenous Australians are uneducable is
believed to have been developed by early European settlers. Accordingly, the idea that Indigenous Australian
children lacked the intellectual capacity to be educated beyond third grade and consequently required only
minimal access to schooling was widely accepted within society (Beresford, 2012). This limited education
was further perceived as suitable as it reflected Indigenous Australians expected place in white society; at
the bottom (Beresford, 2012). Within the limited education Indigenous Australian children received, the
focus was believed to be on preparing them for their future as unskilled workers (Price, 2012). Consequently,
today’s research lends itself towards the conclusion that the generations of uneducated and partly educated
Indigenous Australian peoples are in fact the result of these poor provisions for Indigenous Australian
children in the past (Beresford, 2012). In the aims of providing Indigenous Australian students with the best
education possible, it is vital that teachers ensure they treat all of their students, including the students’
backgrounds and cultures, equally and with respect. Additionally, within their practices teachers must ensure
the perception of Indigenous Australians as uneducable is in no way present. Maintaining professional
practices, this will also reassure Indigenous Australian parents’ concerns, including the concern raised by one
parent in Gollan and Malin (2012, pp. 151); ‘please do not classify my son as disadvantaged the minted he
steps through the door.’ Likewise, teachers must reflect on the impact the limited education has had on
Indigenous Australian parents and consequently now has on their children. For example, teachers should try
not to overemphasise the importance of children reading at home with assistance from their parents as a
number of Indigenous Australian parents were never taught how to read. Consequently, readings for
homework may not be completed as Indigenous Australian parents may be unable to help their children.
Thus, in order to successfully work with Indigenous Australian students, teachers need to regard the myth
of Indigenous Australians as uneducable as false and likewise consider the after effects of this perception on
both their Indigenous Australian students and their parents.

As highlighted by the example of perceiving Indigenous Australians as uneducable, an additional key issue
teachers must consider to work successfully with Indigenous Australian students is the issue of stereotyping.
While stereotyping of Indigenous Australian peoples may be considered by some as inexistent in today’s
society compared to historically, this is not the case. Instead, it is still a significant issue and includes
stereotypes such as that all Indigenous Australians live in the ‘middle of no-where,’ eat food from the bush
or that Indigenous Australians are unemployable and alcoholics. In an educational setting, it is vital that

EDUC 2061 Teaching and Learning in Aboriginal Education Page 3 of 6

Lewanna Hampel, Student ID: 110232121, Tutor: Michelle Simmons
teachers do not conform with these stereotypes because, not only are they untrue, but teachers own views
are reflected in their attitudes and expectations (Phillips and Lampert, 2005). Consequently, these views
influence teachers’ interactions with their students and, as Harrison (2011) indicates, may rub off on the
students and create powerful discourses that position Indigenous Australians in negative places. Thus, to
successfully work with Indigenous Australian, students’ teachers should question stereotypes and utilise
practices that do not support these, such as holding high expectations of Indigenous Australian students to
convey that they have just as much potential to succeed as non-Indigenous Australian students (Harrison,
2011).

Launched in 2007, the Closing the Gap Campaign highlights a number of key issues teachers must consider
to effectively work with Indigenous Australian students. Labelled it a ‘national responsibility that belongs
with every Australian’ (DPMC, 2015), the campaign aims to ‘close the gap’ between Indigenous and non-
Indigenous Australians within a number of areas, including employment, health and education. Indicating
the importance of Indigenous Australian education, three targets are specifically aimed at educational
participation and attainment. These targets involve closing the gap in school attendance, halving the gap in
Year 12 attainment and halving the gap in reading and numeracy for Indigenous students (DPMC, 2015).
Accordingly, the ninth Closing the Gap Report indicates that the reading and numeracy target is not on track,
neither is the attendance target with the attendance rate for Indigenous Australian students decreasing by
0.1 per cent from 2014 to 2016 (83.4). Positively, the Report indicates an increase of approximately 15 per
cent in Year 12 attainment between 2008 and 2014-15 (Biddle, 2011; DPMC, 2015). Consequently, the
Government has indicated that intensive support is being provided for those in communities who are at risk
of falling behind because they believe that success in education creates the foundation for success in later
life (DPMC, 2015). For educators, this campaign indicates the significant progress that needs to be made
when working with Indigenous Australian students. To aid in this progress and increase success when
working with Indigenous Australians students, teachers must utilise flexible and engaging strategies that are
compatible with students and the context in which they learn best (Hyde, Carpenter and Conway, 2014).
Supporting identity and a sense of belonging development, this supportive environment can be created by
working closely with the local community to provide contextually appropriate learning experiences, for
example students in Adelaide may visit Colebrook Home. Notably, teachers must also have an understanding
of the other Closing the Gap targets and the reasons for these, including the significantly younger life
expectancy of Indigenous Australians; partly attributed to the higher rates of chronic disease than in non-
Indigenous Australians (Biddle, 2011). Through this understanding, teachers can better work with Indigenous
Students as they will have a greater understanding of the issues within the local community that may affect
their Indigenous Australian students and their families.

EDUC 2061 Teaching and Learning in Aboriginal Education Page 4 of 6

Lewanna Hampel, Student ID: 110232121, Tutor: Michelle Simmons
By acknowledging that Indigenous Australian peoples culture and background is significantly different to
non-Indigenous Australians, it is comprehendible that Indigenous Australians have different views and
learning styles than non-Indigenous Australians (Hyde, Carpenter and Conway, 2014). Consequently, to work
with and support the learning of Indigenous Australian students, teachers need to have an understanding of
these views and learning styles. As discussed by Martin (2005), traditionally Indigenous Australian children
were taught by example and brought up as capable, active contributors of their community. Likewise,
Indigenous Australian children were brought up to look after each other, rather than being looked after by
their parents all the time (Martin, 2005). Within a classroom, it is important that teachers consider these
values, especially when observing children as, for example, Indigenous Australian children may be more
inclined to work successfully when a task is demonstrated or when they can work collaboratively. Similarly,
Indigenous Australian children may be observed helping others more than focusing on their own work (Van
Hoorn et al., 2015). In understanding the reasoning behind these actions, teachers can ensure they do not
make incorrect assumptions, such as assuming a child helps others to get out of their own work.
Furthermore, these values assist educators to understand that Indigenous Austrian persons may not value
particular aspects of education as much as non-Indigenous Australians as they do not see the practical
purposes, such as learning algebra (Martin, 2005). Subsequently, teachers of Indigenous Australians may
seek to incorporate more hands-on activities and provide frequent demonstrations to enable students
learning through imitation. Similarly, they may relate in class activities to real-life experiences, highlighting
the benefits and purpose of the learning. Supporting their pedagogy and the delivery of experiences that
cater for learning differences and views, teachers should also utilise the Austrian Curriculum (ACARA, 2016)
cross-cultural priorities: Aboriginal and Torres Strait Islander Histories and Cultures. In particular, the
Curriculums conceptual framework for Indigenous Australian Histories and Cultures priority emphasises the
importance of Indigenous Australian culture, communities and connections to Country/Place (ACARA, 2016).

EDUC 2061 Teaching and Learning in Aboriginal Education Page 5 of 6

Lewanna Hampel, Student ID: 110232121, Tutor: Michelle Simmons
Reference List
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, The Australian Curriculum,
ACARA, viewed 22 September 2017, < https://www.australiancurriculum.edu.au/>.
Australian Government Department of the Prime Minister and Cabinet (DPMC) 2015, ‘Executive Summary,’
Closing the Gap, viewed 22 September 2017, <http://closingthegap.pmc.gov.au/executive-summary>.
Australian Institute for Teaching and School Leadership (AITSL) 2014, Australian Professional Standards for
Teachers, AITSL, Australian Government, viewed 21 September 2017,
<https://www.aitsl.edu.au/teach/standards>.
Behrendt, L. 1995, Aboriginal Dispute Resolution, Federation Press, Maryborough, Victoria, pp. 12-30.
Beresford, Q 2012, ‘Separate and unequal: An outline of Aboriginal Education 1900-1996’ in Beresford, Q,
Partington, G and Gower, G (eds.), Reform and Resistance in Aboriginal Education, UWA Publishing.
Biddle, N 2011, ‘Education Part 2: School Education,’ CAEPR Indigenous Population Project: 2011 Census
Papers, Australian National University, pdf, viewed 22 September 2017,
<http://caepr.anu.edu.au/sites/default/files/cck_indigenous_outcomes/2013/05/2011CensusPaper08_Edu
cation_Part2_Web.pdf)
Carter, D 2006 ‘Aboriginal history and Australian history’ in Dispossession, dreams and diversity: Issues in
Australian studies, Pearson Education, Frenchs Forest, NSW.
Gollan, S and Malin, M 2012, ‘Teachers and families working together to build stronger futures for our
children in school’ in Beresford, Q, Partington, G and Gower, G (eds) Reform and Resistance in Aboriginal
Education, UWA Publishing, pp. 149 -174.
Harrison, N 2011, ‘Starting out as a teacher in Aboriginal education’, Teaching and Learning in Aboriginal
education, 2nd edn, Oxford University Press, Melbourne, Vic., pp. 1-16.
Hyde, M, Carpenter, L & Conway, R 2010, Diversity, Inclusion & Engagement, 2nd edn, Oxford University
Press, Australia.
Macoun, A 2011, ‘Aboriginality and the Northern Territory Intervention’, Australian Journal of Political
Science, vol. 46, no. 3, pp. 519-534.
Martin, K 2005, Childhood, lifehood and relatedness: Aboriginal ways of being, knowing and doing’ in
Phillips, J and Lampert, J (eds) Education and diversity in Australia, Pearson Education Australia, Frenchs
Forest, NSW.
O’Brien, L 2007, ‘Sharing our space’ in And the clock struck thirteen, Wakefield press, Adelaide.
Phillips and Lampert 2005, ‘Indigenous Education: Curriculum: a doorway to learning’ in Education and
Diversity in Australia, Pearson Education Australia, Frenchs Forest, NSW, pp. 140-160.
Price, K 2012, ‘A brief history of Aboriginal and Torres Strait Islander education in Australia’ in K Price
(ed) Aboriginal and Torres Strait Islander Education: An introduction for the teaching profession, Cambridge
University Press, Sydney, NSW, pp. 1 – 20.
Van Hoorn, J, Nourot, P, Scales, B & Alward, K 2015, Play at the center of the curriculum, 6th edn, Pearson,
Boston.
Williams-Mozley, J 2012, ‘The Stolen Generations: What does this mean for Aboriginal and Torres Strait
Islander children and young people today’ in K Price (ed) Aboriginal and Torres Strait Islander Education: An
introduction for the teaching profession, Cambridge University Press, Sydney, NSW, pp. 21 – 34.

EDUC 2061 Teaching and Learning in Aboriginal Education Page 6 of 6

Lewanna Hampel, Student ID: 110232121, Tutor: Michelle Simmons