Central Queensland University

Rachael-Lyn Anderson

12143136

Indigenous Studies-EDED11458

Assessment Task 2: Written Response to stimulus

Claire Laundy

4th September 2020

Hon Barry O’Rourke
State member for North Rockhampton
Shop 3, 7 Denham Street
Rockhampton QLD.4701

Dear Mr. O’Rourke,

I am currently studying the Bachelor of Education degree at Central Queensland University. .

I am enrolled in the unit Indigenous Studies and Learning, the purpose being to seek

awareness and understanding of the challenges and opportunities associated with teaching

Australian Indigenous students in today’s educational settings. This assessment task requests

us to write a letter to our State and Federal member of parliament, as a representative of

Amy (see Appendix A), a year nine Indigenous student, who feels the current support

systems for Aboriginal and Torres Strait Islander students are not beneficial in closing the

gap in educational outcomes in Australian schools..

Closing the Gap has seen some positive outcomes in education, however, there are still

serious educational outcomes for Indigenous students not being met (Gray & Beresford,

2008), I believe possible reasons these outcomes are not being attained is due to

disengagement through student’s uncertainty of identity and belonging, the need for schools

and teachers to acknowledge and address the impact the past has on present students (Gray &

Beresford, 2008; Vass, 2012; Ford, 2012), and the need for improvement in understanding

the complexity of Australian Indigenous histories, culture, and languages by non-Indigenous

Australians.

In this letter, I will outline why the current Closing the Gap strategies for Indigenous school

student education have plateaued (Gray and Beresford, 2008).

I will also discuss a range of proven high-level strategies that acknowledge and support the

specific historical and cultural needs of Indigenous students that are known to improve

school attendance, academic performance, and contribute, towards reconciliation for all

students. I strongly urge you to reflect on the contents of this letter and how you can

personally make a difference across Australia in Indigenous education.

Acknowledging and teaching the shared history between Indigenous and non-Indigenous

Australians, is beneficial in helping Indigenous students connect with their school and peers,

demonstrating acceptance of two-way learning, and acceptance of their culture. In Australia,

we seem to be ashamed of our Indigenous history with our educational systems imposed of

European structure(Welch et al. 2018, p.192 and p. 213), with many teaching and learning

strategies used in schools are incongruent with Indigenous ways. This results in many

Indigenous students becoming passive or reluctant learners (Ashman, & Elkins, 2009, p.11).

The “shared history” is often one-sided, represented by the European culture as a discovery

and a new beginning. However, our “shared history” is marred with horrible truths about

invasions, murder, forced assimilation, and resistance (Harrison, 2016). Throughout this

course, I engaged with the SBS historical documentary series First Australians(Cole, 2008).

The First Australians tells the history of Aboriginal and Torres Strait Islanders, and is an

important part of our epistemology (Harrison,. 2016, ). Members of the First fleet had

negative and biased opinions on the Indigenous cultureIndigenous cultures, calling them

“savage, stupid, unclean and beast-like”. Due to these opinions and treatment, Indigenous

people experienced mistrust, negativity, and hatred towards Anglo-Saxons Australians. For

generations, these feelings have filtered in some Indigenous families and as a result,

Indigenous students can experience difficulty in discerning acceptance, (Welch et al., 2018,

p. ) and do not feel safe, or valued in mainstream cultured dominated schools (Harrison,
2016). As teachers, we are committed to ensuring that all students learn about the diversity

of Indigenous history and cultures and to see all Indigenous students thrive in education and

all facets of life (Council of Australian Governments Education Council. 2019, p.3). This can

be accomplished by incorporating and teaching the true history of the First Australians, and

allow for acceptance and acknowledgement which plays an important role in the mending of

Indigenous people’s attitudes to our education system. Another way of incorporating and

teaching our “shared history” is by reading James Marsden’s and Shaun Tan’s ‘The Rabbits’.

‘The Rabbits’ is an effective children’s narrative of the European settlement of Australia

through an Indigenous perspective. This book incorporates and teaches Australia’s shared

history in a two-way learning environment which translates into non-Indigenous students

gaining understanding, respect, acceptance, and the knowledge needed to embrace the true

value of our Indigenous culture and history to further close the gap.

The Australian Bureau of Statistics (2012) reports that languages are an important part of any

culture and is something that needs to be preserved. During the era of the Stolen Generation,

attempts were made to wipe out Aboriginal rights and culture. This resulted in Indigenous

people being denied access to use their language (Bringing them Home Report, 1997). The

drastic absence of language prevented Indigenous children from forming their own personal

identities including developing cultural links (Mozley,2012). With the extinction of a

language comes the loss of human knowledge, culture, traditions, and ecological knowledge

(The Australian Bureau of Statistics, 2012). Language is a big part of our identity; it is how

we express ourselves and pass along our history and customs. Students are hungry to learn

languages and at most schools in the Rockhampton region, the curriculum includes languages

of Chinese, Mandarin, Japanese, , and Australian Sign Language (Department of Education

2019), with no formal inclusion of any Aboriginal language. (Kroff, 2016).

In week 1 coursework, I learnt that there are four dialects of Dharumbal; these includes ;

Kuinmabara, Wapabara, Rakiwara, and Karunbara (Terrill 2002:13). As a graduate student

from a Rockhampton high school, I have only ever encountered Dharumbal language being

spoken by Elders and students at assemblies, Welcome to Country, Acknowledgment of

Country, and NAIDOC Week mass.

The problem with teaching Aboriginal language in schools is due to the low amount of

experienced teachers in Aboriginal language, lack of provision in the curricula, and are

mostly taught by agreement (Kroff, 2016). Teaching Aboriginal languages in schools will

increase the esteem and pride of Aboriginal students, will have positive impacts on their

attendance and participation, and improve their physical and mental health. Furthermore, the

teaching of languages is critical to the maintenance of Indigenous languages and the overall

cultural identity as Australians. I believe offering Indigenous languages as language subjects

into all schools with continuous partnerships with local Indigenous Elders, we will be another

step closer to closing the gap for all Australian Indigenous students.

When I interacted with the video “A Girl like Me”, it gave me an insight into the fact that

because of my Caucasian skin, Indigenous people view themselves as worthless and of little

value. Within this video, the girls picked the Caucasian doll as the good or better doll (Media

that matters, 2007), as they were engrained from birth society’s definition of “Beauty”, ‘dark’

is bad and ugly while ‘white’ is good and beautiful. Having rich experience with people from

many cultures, I would have thought the children would have picked the doll of their skin

colour as I thought they would be proud of their heritage and culture, so it did sadden me

when the majority did not. The way I see it, these girls believe they will never be enough.
As human beings, we are defined by our culture and to Aboriginal people, this is the most

important part of their identity (SBS Living Black, 2011). Skin colour has always been a

sensitive issue in human culture, with differences of opinion strongly evident in the

Aboriginal communities. Many Aboriginal people are proud of who they are and find labels

“part-Aboriginal” and “half-caste” very offensive (SBS Living Black, 2011). I believe these

labels stems back to the era of the Stolen Generation, where children with mixed parenting

were removed from their parents and assimilated into white Western society. Anthony

Dillion, the son of a white mother and Collin Dillon, formally Australia’s most senior ranked

Aboriginal police officer, does not share this view and has no problem being defined with

mixed heritage (SBS Living Black, 2011). Anthony explains the need to acknowledge and be

proud of both parts of your heritage by never shying away from your European ancestry (SBS

Living Black, 2011). As a teacher, my actions can affect how my students perceive

themselves. Thus, I will always do my best to be sensitive, respectful and continue to see

others as equals.

According to the Minister for Education and Training, Senator the Hon Simon Birmingham,

the best results in Closing the Gap history is three out of the seven Indigenous educational

targets are met with solid progress in other target areas. The targets which are on track

include all Indigenous four-year-old enrolled in early childhood education, and Year 12

attainment. However, tThere is still a predominant gap between Indigenous and non-

Indigenous children when it comes to literacy and numeracy, as well as school attendance .

Getting students to school is fundamental to improving educational outcomes. (Department of

the Prime Minister and Cabinet, 2018,1). As a nation, Australia’s governments spend billions

of dollars on Indigenous education issues, (Welch et al., 2018, p.199), with growing

investments to schools in Indigenous loadings to improve outcomes and meet the educational
needs for all students. (Department of the Prime Minister and Cabinet, 2018, 2). Hon Simon

Birmingham, believes all Australians need to recognize that we need to do things differently

in ensuring the gap between Indigenous and non-Indigenous can close. This can be achieved

by He the further hearing from Aboriginal and Torres Strait Islanders about their problems

and what they would like to see from their governments can further close the gap (Indigenous

Government Australia, 2018). If there is all this support from the State and Territories

Premier’s and Chief’s Minister’s, why are we are still struggling to close the gap, or are there

more strategies that need to be considered?

Our educational systems must provide all students a culturally safe learning environment

(Council of Australian Governments Education Council. 2019, p.16), that values Indigenous

students and their cultures, along with community and teacher’s low expectations (Churchill

et al., 2019, p.562). According to Chris Sarra, a former principal of Cherbourg state school,

the tide low teacher expectations that are held for Indigenous students have the potential to

hold these students back in the classroom. (Sarra, 2012, as cited in Harrison, 2016, p.80).

Chris Sarra’s ‘Strong and Smart’ vision has proven to show positive signs of educational

outcomes for the Aboriginal program. This envisions works on inspiring Aboriginal students

and changing teachers’ high expectations (Churchill et al., 2019, p.562) of that Aboriginal

students are destructive, demonstrates dysfunctional behaviours (Welch et al., 2019, p.197)

and will only achieve educational outcomes at low levels. Gray & Beresford, (2008) on the

other hand, argue that though teachers today have high expectations of Aboriginal students,

these students do not reciprocate these expectations. Again, this comes back to their existence

as a person devalued, their insecurities of identity and belonging, and going backward in

achievements in the classroom. So, by challenging and transforming deficit views of

Indigenous students and raise the educational expectations beyond those usually held for
these leaners(Churchill et al., 2019, p.562), will assist with reconciliation through the

showing of respect.

A key question for all educators to ask is, are we making progress in Indigenous education?

(Churchill et al., 2019, p.182). Since Kevin Rudd’s Apology and Closing the Gap in 2010,

and the Alice Springs (Mparntwe) Education Declaration in 2019, many teachers and schools

are trying to embed Aboriginal and Torres Strait Islander histories and cultures into lessons,

units, and the curriculum (Harrison, 2016, p.211) to prevent educational failure for our

Indigenous students and further close the gap. I believe there is more to be done to make

effective progress in Indigenous education. Relationships between teachers and Indigenous

students are vital as Harrison (2016, p.82) states ‘an Aboriginal student’s identity and sense

of self-worth will often be governed by how relationships develop in the classroom and

school, rather than by the teacher’s expectations.’ Linda Burney encompasses this as she

states ‘mending the relationship needs to occur at the national level, but, more importantly,

there must be a focus at a local level— in schools’. Relationships hold the potential to mend

and heal (Harrison, 2016, p.49).

Another important strategy to improve the educational outcomes Indigenous school students

face would be to further extend the Aboriginal Education Officer Program already in place.

This strategy could also assist in developing inclusive and culturally appropriate resources

and programs with teachers and schools, and assist in Indigenous and non-Indigenous

teachers and teachers Aides working in our schools. We need more Aboriginal Education

Officers and Indigenous Education Liaison Officers in all schools-secondary and primary, the

presence of the Aboriginal youth will ensure the cultural safety of our younger Aboriginal

students, allowing them to gain positive identity, positive self-efficacy, and positive
educational outcomes. In most high schools with significant numbers of Indigenous students

and Aboriginal Education Officers, schools work collaboratively with universities to deliver

Aboriginal Indigenous Mentoring Experience. Aboriginal Indigenous Mentoring Experience

(AIME) is a dynamic educational program proven to support Indigenous high school students

through secondary school and into university, employment, or further education at the same

rate as all Australian students. Aboriginal Education Officers work closely with teachers in

classroom supports by bringing. (Churchill et al., 2019, p.181). Aboriginal cultures into all

classroom settings through artworks, storytelling from Aboriginal Elders, displaying pictures

of famous and successful Aboriginal people, and games and activities. This strategy ensure

all Aboriginal students have the potential to engage in learning and be part of the education

system, gaining skills and knowledge to become successful lifelong learners.

The key to improving educational outcomes for Aboriginal and Torres Strait Islanders is

reconciliation. Understanding the concept, history, and progress of reconciliation is an

important part of continuing the reconciliation journey and closing the gap. A vital part of

reconciliation is acceptance, acknowledgement, and respect of our Aboriginal and Torres

Strait Islander population. Teachers can do so much to ensure enriched teaching through

including Indigenous culture and history, and at the same time making it more rewarding and

balanced for Indigenous and non-Indigenous. Through this, our young Australian can gain

knowledge, understanding, and respect towards our Indigenous learners and their culture to

our country. For this to occur, teachers must socialise within communities and become aware

of its workings, power circles, and identities (Welch et al., 2019, p.214). We must embrace

the student’s world and are educated and confident with the Aboriginal culture and protocols,

so we can teach to the best of our abilities as an educator and role model for all young

Australians. Schools should incorporate nationally significant days for Aboriginal and Torres
Strait Islanders people and reconciliation into the curriculum to increase knowledge of

Aboriginal and Torres Strait Islander histories, cultures, contributions, and contemporary

issues.

I believe improving the numbers of Indigenous Education Officers in all school settings, will

assist young Indigenous students to see both non-Indigenous and Indigenous people as equals

and provide a culturally safe learning environment. I believe involving the integration of

Aboriginal languages, culture, identity and a shared history can impact on improving the

numbers of Aboriginal students in our school, contribute to reconciliation.

Thank you for taking the time to read this letter and I hope you consider the points I have put

forward in the hope to promote reconciliation through our education system and the future

generations.

Yours sincerely

Rachael-Lyn Anderson

Bachelor of Education student

CQUniversity Australia
REFERENCE LIST

Ashman, A.F, & Elkins, J. (2009). Education for inclusion and diversity (3rd ed.). Frenchs
Forest, N.S.W.: Pearson Education Australia.

Cole, B. (2008). They have come to stay. First Australians: Season 1 Episode 1

https://www.sbs.com.au/ondemand/video/11721283804/first-australians-they-have-come-to-
stay)

Harrison, N. (2011). Teaching and Learning in Aboriginal Education (2nd ed.). Melbourne,
VIC: Oxford University Press.

Department of the Prime Minister and Cabinet. (2018). Closing the gap 2018 executive summary.
Retrieved from https://www.pmc.gov.au/sites/default/files/reports/closing-the-gap-2018/executive-
summary.html

Department of the Prime Minister and Cabinet. (2018). Chapter Three: Education on Closing
the gap 2018 report. Retrieved
from:https://www.pmc.gov.au/sites/default/files/reports/closing-the-gap-2018/education.html

Indigenous Government of Australia. (2018, February 11). Senator the Hon Simon
Birmingham on Closing the Gap 2018 [Video File]. Retrieved from
https://www.youtube.com/watch?
v=16mXP1HUztI&feature=youtu.be&rel=0&modestbranding=1&autohide=1&showinfo=0

Higgins, I. (2020, February 13). ‘Closing the Gap report shows only two targets on track as

PM pushes for Indigenous-led refresh'. ABC News

https://www.abc.net.au/news/2020-02-12/closing-the-gap-report-2019-indigenous-

outcomes-not-on-track/11949712?nw=0#findings
Gray, J. & Bresford, Q. (2008). A formidable challenge: Australia’s quest for equity in Indigenous

education. Journal of Education, 52(2), 197-223.

Council of Australian Governments Education Council. (2019). Alice Spring (Mparntwe)

Education Declaration. Retrieved from

http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Reports

%20and%20publications/Publications/Alice%20Springs%20Declaration/Alice

%20Springs%20(Mparntwe)%20Education%20Declaration%20(accessible).pdf

Welch, A., Connell, R., Mockler, N., Sriprakash, A., Proctor, H., Hayes, D., … Groundwater-
Smith, S. (2018). Education, change, and society (4th ed.). Victoria, Australia: Oxford
University Press.

Queensland Department of Education (2019) Language Subjects Offered in Queensland State

Schools. Queensland: Queensland Government. Retrieved from: https://qed.qld.gov.au/det-
publications/reports/earlyyears/Documents/state-school-by-lote-language-offered.XLSX

Kroff, J. (2016, August 8). Teaching Aboriginal languages at school [Web Blog Post].
Retrieved on December 2, 2016 from
https://www.creativespirits.info/aboriginalculture/language/teaching-aboriginal-
languages-at-school

Media that matters. (2007, May 4). A girl like me [Video File]. Retrieved from
https://www.youtube.com/watch?v=YWyI77Yh1Gg

SBS Living Black. (2011, September 27). Identity [Video File]. Retrieved from
https://www.youtube.com/watch?v=hFtpybqBK0c
Appendix A

Gudamulli (hello),

My name is Amy and I’m a Darumbal girl and a year nine student at my local high school.
I’ve lived in Rockhampton all my life and been raised by my Aboriginal mother and my
aunties.
Mum and my grandparents (when they were alive) would tell me stories about my culture
including the Dreaming. They would also tell me stories about what happened in the old
days. These stories are not very nice and included things like “The Act” and how they were
not free to travel without the whitefella’s permission. I remember grandfather talking about
how he was frightened to speak our language and to practice our culture properly. He said
that his grandfather was beaten as a child by a whitefella with a big stick down on the
riverbank when he was looking for work at the old docks. Grandfather said that it was
another whitefella from Tasmania that stepped in and saved his life. That man then adopted
my great, great grandfather and gave him his surname. We still have relatives down in
northeast Tasmania today.

Sometimes I feel angry about what the non-Indigenous people have done to my family over
the years since Australia was colonised. All those bad stories make me sad, and angry.

My family were pleased when Mr Eddie Koiki Mabo won his case in the high court and got
back his native title for all the people of Mer (Murray Island). While we were hopeful that
this would mean that all Indigenous Australians would get their traditional lands back, we
realised that the Australian Government were quickly passing laws to “extinguish” native
title and to limit the entitlements of traditional owners to less than those of freehold title.

We were pleased when Prime Minister Kevin Rudd apologised to all our mobs about the kid
stealing the whitefellas did in the name of assimilation, but we have not seen anything more
come out of this apology.

I feel out of place when I’m at school. I know that I’m not as smart as many of the non-
Indigenous kids, but I’m good at other stuff and I’m proud of my culture. Many of my
teachers seem to know that I’m not as smart as the non-Indigenous kids and sometimes give
me stuff that I can already do to make sure that I don’t cause them any trouble. I still do
muck up sometimes though.

I often hear on the news that our State and Federal Governments are trying to close the gap
in education and health by funding support systems for us blackfellas. Yes, its true, we have a
couple of Indigenous support workers at our school, and it is good to talk to Auntie Millie
when I’m feeling a bit lost. I also know that there are some scholarships just for us mob, but I
think that is more for our people who go to Uni.
Even though the governments are spending lots of money to close the gap in education I just
don’t see it working. I think maybe they are spending it on the wrong stuff!

This is where you come in. I am asking you to write a letter to your local State and Federal
members of parliament explaining what you see as the problem and why things are not
getting better in education for our mob. I would also like you to suggest additional
government strategies that will make our educational outcomes better.
I know from my conversations with your Unit Coordinator that the members of parliament
will not take your letter seriously unless you write it in a scholarly matter using citations
from the literature he has provided for you and other scholarly sources.
I also want you to share three of your own experiences from your Indigenous Studies and
Learning Unit in your letter to make them politicians understand what you have learned and
how it has affected you.

Thank you in advance for your time and for your commitment to helping me and my mob to
get better outcomes in our school education.

Amy