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Assignment 2: Essay EDU10005 INDIGENOUS EDUCATION AND PERSPECTIVES

Importance of embedded Indigenous perspectives in education: It is important to embed indigenous perspectives in education to acknowledge their suffering and giving them their due and respect. Statistics show that Western Colonisation has directed to withdrawal, suffering, great numbers of Indigenous children being taken from their families into foster care in Australia. Indigenous peoples in prison without legal cause, and laws imposed in communities that refer only to Indigenous peoples led to depression for Indigenous community. Nonetheless, their personal stories even lie behind these statistics. The impact of these views within the Education system highlight the significance of pedagogy in forming a substantial anti-racism approach to cultural diversity within all educational contexts is needed to promote their perspectives. Aboriginal and Torres Strait Islander education should discuss the value of not distinguishing Aboriginal and Torres Strait Islander people as having the problem or the problem. A strength-based approach can be considered and used to work with Aboriginal and Torres Strait Islander people rather than a deficit discourse which can be applied in education setting to make understand nonIndigenous people the importance of knowing the background and history of Indigenous people to ensure equality (Reconciliation Australia, 2015).

Examples of how Indigenous perspectives can be included in either an Early Years setting or a primary classroom: Aboriginal and Torres Strait Islander perspectives should be a normal component of every school day right across the curriculum. Progressively, facets of science, math, languages and other areas are showing less difficulty than in the past. It is comparatively easy to embed phases of history, English (storying; Aboriginal and Torres Strait Islander authors), visual and performing arts, HPE (Indigenous games; preparing food), technologies (design), etc for most teachers. Many opportunities for embedding perspectives were indicated with the elaboration and the establishment of the Australian curriculum, particularly in the Framework for Aboriginal Languages and Torres Strait Islander Languages. Hence, teachers can know their Indigenous students following other ways as well (Australian Curriculum cross-curriculum, 2018). For example, a student was hurt and offended when another student, herself from a cultural background and language other than English pointed to her and said “You seem to be Aboriginal” which will raise a question in our mind thinking “How does an Aboriginal person

look like?”. Teachers need to implement, teach and explain students about stereotyping, misrepresentation of Indigenous people in any educational setting during group time by acknowledging the people of this Nation, reading books about Aboriginal cultures.

Conclusion: As noted earlier, there is still an existence of institutional racism. The unequal numbers of Aboriginal and Torres Strait Islander children in the child welfare and juvenile justice systems and the ongoing high levels of welfare invasion in the lives of many Aboriginal and Torres Strait Islander peoples are still apparent in modern day Australia. However, it is important to recognize the urgency of the present condition of many Australian Aboriginal and Torres Strait Islander families so that they can be moved forward together toward a respectful and resilient future.

References: 1. Australian Curriculum, Assessment and Reporting Authority [ACARA]. Australian Curriculum: F-10 curriculum: Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures. Retrieved from https://www.australiancurriculum.edu.au/f10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-andcultures/ 2. Australian Human Rights Commission [AHRC]. (2008, August 18). Aboriginal and Torres Strait Islander Social Justice: ‘Be Inspired’: Indigenous Education Reform. Retrieved from https://humanrights.gov.au/about/news/speeches/be-inspired-indigenous-education-reform 3. Australian Human Rights Commission [AHRC]. (n.d.). Track the History Timeline: The Stolen Generations. Retrieved from https://humanrights.gov.au/our-work/education/trackhistory-timeline-stolen-generations 4. Australian Council for Educational Research (ACER). (2011, November 11). Literature Review relating to the current context and discourse of Indigenous Tertiary Education in Australia. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi? article=1043&context=indigenous_education 5. Australians Together. (n.d.). Australians Together Learning Framework. Retrieved from https://australianstogether.org.au/education/ 6. Australians Together. (n.d.). The Stolen Generations. Retrieved from https://australianstogether.org.au/discover/australian-history/stolen-generations 7. Coalition of Aboriginal and Torres Strait Islander Peak Organisations. (2020, July 30). National Agreement on Closing the Gap 2020. Retrieved from https://www.closingthegap.gov.au/sites/default/files/files/national-agreement-ctg.pdf?q=0720 8. Closing the Gap. (2020). History of closing the gap. Retrieved from https://www.closingthegap.gov.au/history 9. Department of Prime Minister and Cabinet [PMC]. (2018). Closing the Gap: Prime Minister’s Report, 2018. Retrieved from https://www.pmc.gov.au/sites/default/files/reports/closing-the-gap2018/sites/default/files/ctg-report-20183872.pdf?a=1

10. Department of Education, Skills and Employment [DESE]. (2015, December 11). Access and Participation: Resources: Literature review relating to the current context and discourse of Indigenous tertiary education in Australia. Retrieved from https://www.dese.gov.au/accessand-participation/resources/literature-review-relating-current-context-and-discourseindigenous-tertiary-education-australia 11. Embedding Aboriginal and Torres Strait Islander Perspectives in schools. Retrieved from https://earlychildhood.qld.gov.au/fundingAndSupport/Documents/eatsips_2011.pdf 12. Fanshawe M., Abawi L., & Guy J. (2018). The importance of Indigenous cultural perspectives in education (The danger of the single story). Retrieved from https://usq.pressbooks.pub/openingeyes/chapter/662/ 13. Krakouer J. (2015, November). Literature review relating to the current context and discourse on Indigenous cultural awareness in the teaching space: Critical pedagogies and improving Indigenous learning outcomes through cultural responsiveness. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1043&context=indigenous_education 14. MCEETYA Taskforce on Indigenous Education. (2000, April). Achieving Educational Equality for Australia’s Aboriginal and Torres Strait Islander Peoples. Retrieved from http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Reports%20and %20publications/Publications/Cultural%20inclusion%20and%20ATSI/Achieving %20Educational%20Equality%20for%20Australia's%20ATSI%20Peoples-Discussion %20Paper.pdf 15. Respect, Relationships, Reconciliation. (n.d.). Embedding Indigenous perspectives. Retrieved from https://rrr.edu.au/unit/module-2/topic-3/indigenous-perspectives/...