EDCX 505 A2 - assignment PDF

Preview

Summary

assignment...

Description

EDCX505 Harriet HOOKE

EDCX 505: Aboriginal Education Assignment 2: Structured Essay Harriet Emily Hooke

1

EDCX505 Harriet HOOKE

Assignment 2: Structured Essay 1.

What strategies can be used in schools to meet the main goal of the NSW DET Aboriginal Education and Training Policy (2008)?

The main goal of the NSW DET Aboriginal Education and Training Policy (2008) is that Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population (1.1.2) (NSW DET AETP, 2008). The underlying foundation to meeting this goal is to implement and constantly revise strategies that are based on the principles of mutual respect, cross-cultural awareness and integration, inclusiveness, and flexibility and adaptability, recognizing that attitude begets behavior. Culture influences our identity and how we make sense of experiences, including how we interpret and respond to teaching and assessment tasks. Within schools there must be whole-of-school longer term policies to guide specific actions in teaching and learning and school community behaviours. In this, the curriculum should build upon Aboriginal cultures not diminish them; enhance Aboriginal languages within the complex of learning English and develop numeracy and literacy skills and demonstrate to Aboriginal students that cultures can co-exist.

Pre-eminently, all members of the school community including non-Aboriginal students need education and information about the Aboriginal culture and history to develop an understanding and an awareness of Aboriginal perspectives and behaviour. This should involve objective, non-biased lessons where different perspectives are explored and considered. It is essential that Aboriginal perspectives are understood and considered in all aspects of schooling life to create a supportive all-inclusive learning environment (Harrison, 2011, ch. 10).

This understanding must then be used to turn strategy into action as evidenced in the Turning Policy into Action (NSW AECG, 2008) guide. It provides a framework to plan and review key issues to implement within schools to achieve this main goal (NSW AETP, 2008). It proposes that schools reflect upon what is already being done and what can be done to achieve excellence in learning, teaching and leading. A range 2

EDCX505 Harriet HOOKE of suggested actions directly related to policy objectives are provided in the Guide (NSW AECG, 2008).

Recurring trends have emerged in research on successful teaching programs of Aboriginal and Torres Strait Islanders (Carbines et al., 2007). These include programs in which teachers recognize the individuality of Indigenous students specifically their socio-cultural differences, backgrounds, learning styles and abilities. Teachers create a rich language environment, contextualize learning activities, value and implement all aspects of Aboriginality, and ensure there is a variety of teaching methods and assessments to cater for all types of students (Harrison, 2011, ch.4).

In order to achieve this, teachers work with appropriate Aboriginal authorities (Elders and institutions) and adopt strategies to help students with learning and/or behavioural issues (Carbines et al., 2007, 22). Outside the classroom, success lies with schools which seek cultural advice and understanding and consult with Aboriginal communities and parents. Successful schools build staff cultural knowledge about Aboriginal people and develop cultural competencies through training and education, employ Aboriginal staff, and foster a deep value and respect for Aboriginal culture in the school environment (Harrison, 2011, ch. 4).

Official policies and Aboriginal researchers maintain that the ‘recognition of the interdependence of language, identity and land...’ (NSW BOS, 2003, 6) is crucial to improve Aboriginal education. Accessing communities through linguistic and cultural approaches will lead to greater community involvement and better outcomes in education (Indigenous Remote Communications Association (IRCA), n.d.). Hence, Aboriginal languages must be incorporated into schools as Aboriginal people’s language and link to the land strengthens their self-esteem and sense of identity and soothes feelings of alienation thus creating a learning environment which will better their educational outcomes (Purdie et. al, 2008, 3). ‘Providing all students with access to learning about Aboriginal languages also assists in the processes of reconciliation

3

EDCX505 Harriet HOOKE by increasing cross-cultural understanding between Indigenous and non-Indigenous Australians’ (NSW BOS, 2003, 10). Learning a language benefits all students as ‘the process of teaching and learning languages focuses on linguistic systems and patterns and assists students to develop enhanced mental dexterity’ (NSW BOS, 2003, 10). Indigenous language programs in schools have shown to have a positive impact on school attendance rates and community involvement in schools as well as build academic skills which can be transferred to English (Purdie et. al, 2008, 14).

Numeracy and literacy are identified as areas of difficulty for Aboriginal students but as essential core skills to progress in education (Harrison, 2011, ch.6). Harrison (2011, ch. 6) suggests that Aboriginal English (AE) should be incorporated into classroom learning as it acts as a bridge to learning Standard Australian English (SAE) because it builds from their home language towards a second dialect which is more similar in terms of grammatical rules and vocabulary to SAE. As most of the teaching is taught in SAE, Aboriginal students may require personalized learning pathways. One of the ways of reducing the educational gap between Aboriginal and nonAboriginal students is by improving Aboriginal students’ skills in numeracy and literacy. Rose (in Harrison, 2011) provides a useful literacy program called Reading to Learn (R2L) to improve reading and writing skills of literacy challenged students irrespective of their backgrounds. The program involves scaffolding which breaks down texts to help students learn to read and write whole texts which is a prerequisite to understanding more complex metalanguage and improving literacy (Rose in Harrison, 2011). Through strategies like modelling, demonstrating, replicating, segmenting and learning context, students learn to read and write independently in a supported environment. Students grasp metalanguage and identify complex metalinguistic features such as vocabulary and grammatical rules, which provides students with scaffolding towards SAE. SAE is the required language for the syllabus and will therefore lead to better educational outcomes (Rose in Harrison, 2011). Through explicitness in the classroom, Aboriginal students should never feel that AE or SAE replace their home dialect, rather broaden their linguistic repertoires so that they are able to code-switch between languages depending on the context (Commonwealth of Australia, 2017). These skills need to be taught at school so that Aboriginal students are able to fully participate in their wider community.

4

EDCX505 Harriet HOOKE The content of numeracy materials should consider Aboriginal student’s diverse culture and linguistic heritages, explicitly outline the difference between Western and Aboriginal mathematics yet value both, provide realistic activities, outline the link between community, home and school mathematics, provide safe learning environments, be developed in consultation with Aboriginal authorities and communities and be flexible and adapt to learner’s needs (Carbines et. al., 2007, 25). Aboriginal students, in general, take less risks, fear being shamed and refuse to work so a classroom should be a positive, non-threatening environment where skills in risk taking, accuracy, independence and prediction are developed to increase numeracy (Frigo, 1999, 1-6). The activities should relate to Aboriginal students existing knowledge and lend themselves to Aboriginal mathematics methods including contextualization, visual representations, symbols, and processes of sharing (Perso, 2003, 26). When learning is somewhat familiar and students can identify the relevance of learnings they will engage and retain more information leading to more effective learning and better educational outcomes. When designing culturally valid assessments teachers should aim to accommodate student’s values and cultures, language abilities, perspectives, communication and social skills and lived realities (Perso & Hayward, 2015, 176). Teachers need to account for such factors and individual learning needs and abilities when deciding how to best assess their student’s knowledge. To better the educational outcomes for Aboriginal students, schools must ensure that assessment and reporting practices are culturally valid, that is, they have fairness and explicitness, the same meaning for each individual, and takes into account socio-cultural influences when designing and implementing assessment, especially as Australian schools become more multicultural (Perso & Hayward, 2015, 173). Assessment practices that privilege students from a dominant cultural group will detract from achieving better educational outcomes for Aboriginal students (Perso & Hayward, 2015, 173). Many Indigenous cultures are rooted in the concept of collectivism, so group projects could be a choice of assessment that related to their Indigenous contexts (Person & Hayward, 2015, 174). Australian “white” culture tends more to individualization and therefore lends itself to individual assessment tasks.

5

EDCX505 Harriet HOOKE Schools can be guided by official policies and Aboriginal communities, but ultimately it is the school community which establishes the culture of attitudes and behaviours. This then determines the environment of learning centred on mutual respect, consideration, inclusiveness and humility for Aboriginal students and therefore establishing the underlying foundation upon which to build effective strategies and actions in achieving the main goal in the NSW DET AETP (2008).

6

EDCX505 Harriet HOOKE

2.

To what extent can the NSW DET Anti-Racism Policy Statement (2005) and NSW DET Racism. No Way! guide (2000) assist in meeting the main goal of the NSW DET Aboriginal Education and Training Policy (2008)?

To a large extent, the NSW DET Anti-Racism Policy Statement (ARP, 2005) and NSW DET Racism No way! guide (RNW, 2000) can assist in meeting the main goal. The operative word here is assist because the policies set the foundations of values and standards but are of little tangible use unless they are given effect. To eliminate racism schools must develop a culture in which all races, including Aboriginal people, are respected and valued. Education methods must aim to develop an understanding of what racism is, the skills to recognize it and adopt flexible strategies and incorporate anti-racism strategies in all aspects of schooling life.

Anti-racism strategies will help to realise many of the NSW DET AETP (2008) policy’s objectives, especially, to increase the knowledge and understanding of Aboriginal histories, cultures and experiences as the First Peoples of Australia (1.1.3), collaborative decision making with Aboriginal communities (1.1.6 ) and affirm the rights of Aboriginal students to fair, equitable, culturally inclusive and significant educational opportunities to achieve their full potential (1.1.8 ) (NSW DET AETP, 2008).

Racism is harmful to health, well-being and educational and social outcomes in young people throughout their lives (Biddle & Priest, 2014). Experiences of racism are a big factor in explaining falling school attendance. It is important to trial interventions to counter racism and strategies to build a safe, welcoming environment in which Aboriginal students feel that their race won’t adversely affect their treatment at school. By eliminating racism as a predictor of absenteeism we can get more Aboriginal students to school, to learn and better their educational outcomes (Biddle & Priest, 2014).

The NSW DET and Aboriginal Education Consultative Group (AECG) Report of the Review of Aboriginal Education highlights the need to implement the Aboriginal Education Policy in a holistic and significant way for it to be successful (2004,100).

7

EDCX505 Harriet HOOKE Aboriginal community members reported that identifying and resolving issues of racism, prejudice and incorporating reconciliation in school planning and policies was crucial to effective, ongoing social support for Aboriginal students and their families (NSW AECG & DET, 2004, 100). As part of a holistic approach, education support programs for Aboriginal students also improve educational outcomes by ensuring Aboriginal students are able to participate in learning unhindered by racism (NSW AECG & DET, 2004, 100). The NSW DET ARP (2005) states that the Department rejects all forms of racism (1.1). It is committed to the elimination of racial discrimination in NSW Government schools – including direct and indirect racism, racial vilification and harassment – in all aspects of the learning and working environment. The ARP (2005) will to a great extent, assist the AETP’s (2008) main goal as it sets a legal policy which applies to all staff employed in NSW Public Schools and holds them accountable for ensuring the implementation and monitoring of the policy, the inclusion of anti-racism strategies and reporting of complaints concerning racism (NSW DET ARP, 2005). The RNW Guide (2000) is useful for schools as it provides anti-racism strategies, programs and resources to assist in recognizing and addressing racism in the learning environment. The Guide aims to develop an understanding of racism and skills to counter racism in schools, with the greater objective of enabling all students to achieve their best educational outcomes in learning environments free of racism, hence its’ goal is synonymous to the main goal of the AETP (2008) (NSW RNW, 2000, 5).

The Guide provides relevant and specific examples of areas for action and outlines the responsibilities of members of the school community in an accessible and comprehensive manner. It advocates actions for education systems and schools in the areas of policies and guidelines, curriculum and pedagogy, training and development, student support and development, parent and community involvement, and monitoring and reporting (NSW RNW, 2008, 28-29). The specificity and practicality of the examples make it clear as to how to implement action in specific areas. For student support and development, teachers should provide opportunities for students from all backgrounds to discuss issues of racism, cultural diversity and reconciliation which

8

EDCX505 Harriet HOOKE could involve an open class discussion (NSW RNW, 2000, 29). The staff, student, parent and community responsibilities outline what is expected of everyone within the school environment who play key roles in achieving the main goal of the AETP (2008). School staff should know one’s rights and responsibilities, be a positive role model, assess their own attitudes and training needs, recognize diversity, create an inclusive learning environment and encourage involvement of all students (NSW RNW, 2000, 30).

The NSW BOS (2008) Working with Aboriginal Communities is a guide to community consultation and protocols for teachers to start the consulting process and advice on working with and building relationships with local Aboriginal communities. Consultation with Aboriginal communities provides Aboriginal people with validation of their culture and heritage and non-Aboriginal people with insight and understanding of Aboriginal perspectives and cultural sensitivities (NSW BOS, 2008). The key areas to consider in the consulting process are in establishing protocols, making contact, getting to know the community, localizing the curriculum, creating links with the Aboriginal authorities and teaching Aboriginal languages (NSW BOS, 2008). When working with Aboriginal people one needs to plan, establish support links with the community, and within the school, and prepare students for sensitive issues in the curriculum (NSW BOS, 2008).

Such awareness will help teachers to teach, develop and create an environment for Aboriginal students to help them achieve the best educational outcomes possible. Greater cultural competency, that is understanding between people of different cultures and backgrounds reduces racism (NSW RNW, 2000).

Aboriginal consultative groups including the National Aboriginal Education Committee (NAEC) see Aboriginality as the target of Aboriginal education programs and the means by which Aboriginal children could succeed at school (Keeffe, 1992, 48). They believe that education for Aboriginal people must ‘build on what they are by recognizing their natural potential and cultural heritage’ (Keeffe, 1992, 48). Keeffe (1992) explains Aboriginality with two inherently linked concepts of Resistance and Persistence. Persistence refers to a continued influence of traditional Aboriginal culture in the lives of Aboriginal people today (Keeffe, 1992). Often 9

EDCX505 Harriet HOOKE Aboriginal children refuse to be controlled in the classroom, behaviours linked to autonomy in traditional society (Keeffe, 1992). Schools can implement programs which lend themselves to the notion of ‘Aboriginality as persistence’ such as traditional Aboriginal dances which is a demonstration of traditional culture and customs, albeit trying to avoid an ‘artificial’ means of cultural education.

Resistance refers to Aboriginal people’s opposition of cultural homogenization into non-Aboriginal society (Keeffe, 1992, 54). Homogenization is not the product of cross cultural awareness and integration. In the school context, resistance can be observed through certain selections and exclusion of content or the way a concept is discussed. For example, Aboriginal languages described as ‘languages taken by the white people’ presents a degree of subjectivity (Keeffe, 1992, 53). Resistance can validate Aboriginal students’ misbehavior and defiance to the influence of the teacher such as cheeky behavior, opposition, absenteeism, poor effort and disengagement. To avoid this, there must be an environment based upon mutual respect, cross-cultural awareness, understanding and active inclusiveness in which Aboriginal people can foster a sense of self and know that their culture is under no threat by virtue of learning.

Aboriginality is a ‘complex social reality’ yet a ‘conscious construction of persistence and resistance aimed at unifying Aboriginal people’ (Keeffe, 1992, 54). Aboriginality describes how an Aboriginal is defined and how they define themselves. It helps people working with Aboriginal people to understand them and gives reason for their behavior and attitudes towards schooling.

To a great extent, the NSW DET ARP Statement (2005) and NSW DET RNW (2000) assist in meeting the main goal of the NSW DET AETP (2008) so long as the fundamentals are strong. All members of the greater school community need to be willing to consider new perspectives and adopt strategies to improve Aboriginal education in Australia. Attitudes shape behaviours. Teaching methods support cultures- they don’t establish them but each can undermine the other if not properly based and integrated.

10

EDCX505 Harriet HOOKE References Biddle, N., Priest, N. (2014). Indigenous Students Skip School to Avoid Bullying and Racism. The Conversation. Retrieved from http://theconversation.com/indigenous-students-skipping-school-to-avoidbullying-and-racism-25433 Commonwealth of Australia. (2017). The Deadly Ways to Learn Project. What Works. The Work Program. Retrieved from http://www.whatworks.edu.au/dbAction.do? cmd=displaySitePage1&subcmd=select&id=154 Carbines, R., Wyatt, T., Robb, L. (2007). Evaluation of Mathematics in In...