Aboriginal and Culturally Responsive Pedagogies

Assignment 1 Option 1

*Please note the term Indigenous is used throughout this essay to refer to the original
inhabitants of Australian Aboriginal and Torres Strait Islander peoples.

Education is considered an important factor to closing the gap in Indigenous disadvantage.

Successful completion of year 12 is linked to better employment opportunities, increased
self-confidence, and more life choices (Ockenden, 2014). Statistics show that, as a group,
Indigenous students are underperforming when compared to other students, in the
measures of school enrolment, attendance, literacy and year 12 completion (COAG Reform
Council, 2013).Statistics also show that 40 per cent of the Indigenous population is under
the age of 15 (Ockenden, 2014), this means that nearly half of the Indigenous population is
currently, or will soon be, participating in the education system. Therefore its important to
examine what factors help Indigenous students succeed in the learning environment.

This essay will examine the critical issues that contribute to Indigenous students learning,
engagement and success. Certain historical facts will be mentioned and the impact that they
have on Indigenous people and Indigenous students will be outlined. The importance of
having culturally competent teachers will be addressed and ways in which new teachers can
help indigenous students succeed will be discussed. This essay will also show what
approaches and pedagogies I intend to use in my teaching method (PDHPE) in order to
comply with teaching standards 1.4 and 2.4, and help Indigenous students achieve success.

When addressing the educational needs of Indigenous students its important to understand
the history of this country and what impact it has on Indigenous people. The Invasion of
Australia in 1788 has caused unimaginable suffering, displacement and trauma for
Indigenous people, because of the genocidal policies and the forced removal of their
children (Beresford, 2012).The Invading people (Europeans) introduced an education system
that promoted the western ways of learning and teaching, and neglected any other forms of
knowledge or skill acquisition (Macgill & Blanch, 2013). Because the education system
disregarded indigenous culture and languages, it neglected the needs of indigenous
students and set them up for failure (Beresford, 2012).

Although this education system is still in place today there have been certain policies and
teaching standards developed to help cater for learning needs of Indigenous students. The
Australian Professional Standards for Teachers 1.4 and 2.4 outline what teacher need to
know and be able to do in order to teach Indigenous students (AITSL, 2014). Following all
the professional teaching standards is a legal requirement for all teachers (AITSL, 2014).
Many teachers assume that catering for the learning needs of Indigenous students means
using respectful terminology and being aware of their learning styles, however its much
more than that. Teachers need to understand there are many issues that must be
considered when teaching Indigenous students e.g. for many Indigenous students English is
a second language and it might be challenging for them; therefore teachers need to create
effective scaffolds to help Indigenous students overcome this issue. Other issues Indigenous
students might be dealing with include; having to negotiate between two worlds and feeling
disconnected from mainstream education (Korff, 2017). Teachers must be aware of these
issues and design effective pedagogy which addresses these issues in order to comply with
teaching standards 1.4 and 2.4 (AITSL, 2014).

Its also important that teachers reflect on their own perceptions and attitudes about
Indigenous students, through reflection teachers can identify underlying issues, pedagogy
faults or any negative perceptions or attitudes. Being reflective practitioners will help
teachers learn new things, improve cultural competence, address certain issues and become
better teachers. This correlates with Dr Chris Sarras statement In order to be culturally
competent and successful at their job, teachers should get to know their students, get to
know the community and be lifelong learners (Sarra, 2011). To understand Indigenous
students teachers should be aware of certain cultural behaviours e.g. Indigenous students
might avoid direct eye contact with the teacher because direct eye contact with an adult is
considered rude in their culture (Korff, 2017). If teachers misdiagnose this behaviour and
classify it as bad behaviour students might feel like they are being picked on by their
teacher, furthermore this misdiagnosis can also be labelled as soft racism (Korff, 2017).

Answering questions in the classroom setting might also be problematic for Indigenous
students because traditionally, Indigenous culture has been passed on through the telling of
stories; rather than questions and answers (Korff, 2017). By knowing this information
teachers can develop pedagogies that are more practical and hands on, in order to
successfully teach and assess Indigenous students. As well ask knowing certain cultural
behaviors teachers should also have high expectations of Indigenous students. Sarra (2011)
believes that high expectations are important because teachers have the power to influence
a students life in either a positive or a negative way. Sometimes teachers might consciously
or unconsciously lower their expectations of Indigenous students because of certain
circumstances those students might be dealing with. If expectations are lowered Indigenous
students will feel like the teacher doesnt expect them to succeed and this belief will
negatively affect their learning (Sarra, 2011).

As a PDHPE teacher I intend to cater for the learning needs of Indigenous students by
understanding their cultural behaviours, their learning-styles, historical injustices and by
using correct and respectful terminology. I will also promote indigenous culture and history
in my lesson plan activities, one example that I stated in in the Stronger Smarter Module
includes; When I teach AFL I will talk about the history of the game and relate it to the
Indigenous game of Marngrook. I will outline the rules of Marngrook, the
materials/equipment used and its historical background (David Cibralic, SSI, 2017). My
pedagogy will also cater for Indigenous students predominant learning style (kinaesthetic
learners) whenever possible. I will also create positive rapport with Indigenous students and
help them become leaders, as previously stated in the Stronger Smarter Module If I had
indigenous students in my class I would first create a positive relationship with that student,
with high expectations a core component of that relationship, then I would help the student
become a leader by using the strength based approach and embracing the students
strengths rather than focusing on weaknesses. I would also create a positive relationship
with the students parents and community in order to identify the best ways I can engage
with and teach that student (David Cibralic, SSI, 2017). By doing all these things I will ensure
my pedagogy caters for Indigenous students learning needs and hopefully helps them
succeed, this will also ensure that I abide by the Australian Professional Teaching Standards
1.4 and 2.4.
All teachers need to be aware of the critical issues that that have a direct impact on
Indigenous students learning and success, two of the key issues are attendance and
engagement. Research informs us that school attendance is directly linked with academic
achievement (Warren & Miller, 2013).Indigenous students attendance rates for 2016 were
lower than for non-Indigenous students for all year levels (Department of the Prime
Minister and Cabinet, 2017). NSW Department of Education and Communities (2015)
identified that Indigenous students in rural areas have lower levels of attendance compared
to indigenous students from non-rural areas, this shows us that location has a direct impact
on indigenous students attendance rates. One government Initiative dealing with this issue
is the Rural and Remote Education Blueprint for Action, it aims to improve student
learning in rural and remote public schools through financial aid, by developing specialist
centers and by attracting and retaining quality teachers to rural areas (NSW Education and
Communities, 2013).

Research also shows that the experience Indigenous parents have with the education
system and their academic achievement can have a direct impact on their childs school
experience and attendance (Ockenden, 2014). This highlights the flow-on effect and
intergenerational outcomes that can result from improving Indigenous students school
experience and attendance (Ockenden, 2014). This research reinforces the message that
positive relationships with parents are vital when trying to improve attendance rates of
Indigenous students. Hancock, Shepherd, Lawrence, and Zubrick (2013) view attendance as
key for student success and show a direct correlation between student absenteeism and a
decline in NEPLAN scores. I believe that working collaboratively with my students parents is
vital for increasing attendance rates and improving student learning. Working
collaboratively entails creating positive rapport, listening to their concerns, being open-
minded, being approachable and notifying them when their child does well rather than just
talking with them after negative circumstances. These actions will ensure effective
communication between both parties who are working towards the same goal (student
success).

Positive engagement is also important for student success because engaged learners are
more likely to stay at school longer, achieve high levels of schooling and develop beneficial
skills that will accompany them through adulthood (Warren & Miller, 2013). Engagement for
Indigenous students is especially important as they are less likely to attend school through
compulsory and post-compulsory education (Ockenden, 2014). Some indigenous students
live in adverse conditions that will have a negative impact on their ability to participate and
engage with school activities. Some of those conditions might include poverty, unsafe home
or community environment and lack of access to main stream services (Doyle & Hill, 2008).
Biddle (2014) states that policies that do not take into account the reasons why children
dont go to school are likely to be ineffective or may have unintended consequences such
as; children who choose to attend might be negatively impacted by those forced to attend
(Biddle, 2014). Its the schools responsibility to be aware of certain conditions that might
affect their students learning, and to inform the teachers about these conditions when
appropriate. By being aware of certain issues the teachers can help indigenous students in a
variety of ways e.g. active listening, pedagogical changes, more patience, informing the
students about relevant services etc.
As well external factors internal school-based factors can also negatively affect indigenous
students attendance and engagement (Ockenden, 2014). Some of these factors include;
language barriers, no sense of belonging in the classroom, racism and poor teacher-student
relationships (Ockenden, 2014).Many of these factors can be associated with an inadequate
school environment; growing research suggests that the school context has a bigger impact
on indigenous students attendance and engagement than their family background (Bourke,
Rigby & Burden, 2000; Lamb & Rice, 2008). Therefore the school must take responsibly and
address these inadequacies and create a supportive learning environment were indigenous
students will want to attend, learn and succeed.

Studies also show that suspensions have a negative impact on student academic
performance (Biddle & Priest, 2012; NSW DEC, 2014). The (2014) report indicates that
suspension rates amongst Indigenous students are increasing in both primary and secondary
schooling years (NSW DEC, 2014). The increase in primary school is especially concerning as
this will impact on their development, self esteem and negatively impact their attitude
towards education. Usually suspensions dont achieve the desired effect as they are often
seen as a reward by indigenous students who are dissatisfied with school (Biddle & Priest,
2012). Constant disruption to schooling due to suspensions results in lower retention rates
as well as poor academic achievement, which translates to difficulties in adulthood with
employment and life choices (Biddle & Priest, 2012; NSW DEC, 2014). Bain (2010) believes
that schools should work collaboratively with students families and the community in order
to reduce suspensions and increase attainment levels. Serra (2011) also reinforces the
message of collaboration between the school, parents and the community for resolving
behavioural issues.

Its important to understand that improving Indigenous students leaning is a big issue that
needs to be addressed on many different levels and by many different people. Having
culturally competent teachers that comply with all professional teaching standards is
important, and specifically complying with standards 1.4 and 2.4 is necessary to ensure they
are catering for the needs of Indigenous students. New teachers such as my self need to be
aware of historical mistreatment of Indigenous people, Indigenous students preferred
learning styles, correct and respectful terminology and certain cultural behaviours of
Indigenous students; By knowing all these factors we can develop effective pedagogy which
will help Indigenous students achieve success. Teachers also need to promote high levels of
attendance and engagement, as these two factors have a direct impact on student academic
success (Warren & Miller, 2013). Its clear that both attendance and engagement is below
par for Indigenous students compared to non-Indigenous students (Ockenden, 2014),
therefore teachers need to create positive rapport with Indigenous students to ensure they
enjoy coming to school and learning. Both the school and individual teachers need to be
aware of the negative impact suspensions have on Indigenous students and should devise
another method of correcting student behaviour. Working collaboratively with Indigenous
students parents and the community has also been identified as vital for Indigenous
students success (Bain, 2010; Serra, 2011), this collaboration can also help the school and
individual teachers identify ways to teach Indigenous, minimise poor behaviour and improve
student academic performance.
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