102085 Aboriginal and Culturally Responsive Pedagogies

Jasmine Fisher
17666448

OPTION 1

One of the most recognised disadvantaged group throughout the world is Aboriginal and

Torres Strait Islander People*. (Bodkin-Andrews, O'Rourke, Dillon, Craven, & Yeung, 2012).

These disadvantages include both physical and mental health issues, a variety of

socioeconomic issues and education issues (Bodkin-Andrews et al., 2012). A 2009 report

states there is a 31.9% gap between Aboriginal student’s retention compared to non-

Aboriginal students (Bodkin-Andrews et al., 2012). Therefore, Aboriginal student’s learning,

engagement, and success within school is exceedingly important. However, there are

multiple contributions to disengagement of Aboriginal students. Therefore Price (2009)

indicates, it is important to improve attributes of graduate teachers leaving teaching

education, ensuring they are culturally competent. Within this essay it will consider teacher

relations, connections to culture and course content, and poor teacher training as factors

contributing to disengagement of Aboriginal students and discuss steps to increase

Aboriginal student learning, engagement, and success.

Cultural competence is the knowledge, attitudes, skills, and beliefs that allow us to work

collectively and support people in cross-cultural settings (Olson, Bidewell, Dune & Lessey,

2016). Cultural competence is the way individuals and services work effectively to support,

embrace, and promote cultural difference (Olson et al., 2016). It is the process which

individuals learn to appreciate and respect other cultural differences and create an inclusive

environment (Olson et al., 2016). It relies on the ability to build and maintain effective

relationships (Olson et al., 2016). It therefore requires individuals to reflect on their

personal views and consequently develop knowledge and skills of cross-cultural practices

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*From this point, I will use Aboriginal however will be referring to Aboriginal and Torres Strait
Islanders
 102085 Aboriginal and Culturally Responsive Pedagogies
Jasmine Fisher
17666448

and views, thus forming positive attitudes towards cultural differences (Olson et al., 2016).

Therefore, as a graduate teacher it is important to analyse our attitudes to Aboriginal

students and develop our cultural competence.

‘Closing the Gap’ in education is a policy that endeavours to lower the gap between

Aboriginal and non-Aboriginal students. At the present time, there is a major gap between

Aboriginal and non- Aboriginal students with, on average, 15year old Aboriginal students

being two and a third years behind their non- Aboriginal peers (Department of the Prime

Minister and Cabinet, 2017). One of the main causes of this discussed in the policy is student

attendance. The report suggests that 20 per cent of the gap between students is caused by

the poorer attendance of Aboriginal students (Department of the Prime Minister and

Cabinet, 2017). There are many reasons why Aboriginal students do not attend class

including illness, family issues, living in rural and remote communities, teacher and staffing

matters and others (NSW government, 2015). School attendance has linked relations to a

range of issues including housing, violence, employment, health care and mental health

issues (Department of the Prime Minister and Cabinet, 2017). High attendance, on the other

hand, provides a pathway for students to employment and further education opportunities

(Department of the Prime Minister and Cabinet, 2017). Therefore, this issue must be

addressed to improve the outcomes for Aboriginal students.

One contributing factor to student’s disengagement in school is teacher’s relations. Research

has shown that racial discrimination, bullying, negative perceptions of Aboriginal students are

factors which results in student disengagement (Bodkin-Andrews, Denson, & Bansel, 2012).

Research has also reported that Aboriginal students experienced discrimination from teachers,

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*From this point, I will use Aboriginal however will be referring to Aboriginal and Torres Strait
Islanders
 102085 Aboriginal and Culturally Responsive Pedagogies
Jasmine Fisher
17666448

peers, and the wider school community (Bodkin-Andrews et al., 20122). It continues to state

that one of the reasons Aboriginal students leave school is because of the racism faced due to

the association between Aboriginal students and lowered grades in school (Bodkin-Andrews et

al., 20122). This disadvantage is seen through an individual not being treated as fairly as another

individual in a similar situation because of race or culture (Bodkin-Andrews et al., 20122).

Therefore, this factor has contributed to the disengagement of Aboriginal students in school.

Another issue that can cause disengagement from school is from being disconnected from

culture. Many Aboriginal students struggle to find a sense of belonging to their school as their

own culture is practiced minimally, thus leading to a disconnection. The voice of Aboriginal

communities around schools are sometimes silenced and not heard, therefore resulting in them

feeling disengaged with the school. Some Aboriginal students, therefore are less likely to openly

express their ideas, because of the years of history of being silenced (Ockenden, 2014). School is

often a place where Indigenous culture is rarely practiced, leading to Indigenous students

feeling out of place and not connected to their school or their peers (Ockenden, 2014). Many

indigenous students struggle to form positive connections with other students because of the

differences in culture (Ockenden, 2014). For example, when learning about invasion and

colonisation of Australia in History, the majority of voices heard are of “white Australian”

stories. Research has shown that students who are disconnected from school achieve poorer

results and have a higher dropout rate (Ockenden, 2014). Disconnected to culture in school is

therefore a factor which impacts on students learning, engagement and success.

One aspect which links to disconnection with culture is the course content chosen within school.

All individuals, regardless of culture, are more likely to be disconnected, disengaged, and

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*From this point, I will use Aboriginal however will be referring to Aboriginal and Torres Strait
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 102085 Aboriginal and Culturally Responsive Pedagogies
Jasmine Fisher
17666448

distracted in school when they find content uninteresting or irrelevant to them individually.

Aboriginals are more likely to experience this, as the current curriculum does not provide much

focus on Indigenous culture (Ockenden, 2014). As most schools predominantly consist of non-

Aboriginal students, the curriculum is mostly designed to meet the needs of these students

(Ockenden, 2014). This means there is little content that Indigenous students feel they can

relate to and are therefore often disengaged from the content, resulting in less retention of

information (Ockenden, 2014). To be successful in school, students must have a willingness,

eagerness, and desire to learn, and subsequently all teachers need to ensure that course

content reflects all students within their classroom.

Furthermore, an area that can cause difficulties for Aboriginal students, is poor teacher training.

Australian schools are failing to meet the needs of the Aboriginal students, as they are still the

most educationally disadvantaged people in Australia (Santoro & Reid, 2006). Teachers that do

not receive proper training struggle to use effective teaching strategies to help Aboriginal

students improve their academic abilities (Santoro & Reid, 2006). If a teacher is poorly trained,

the students may lose concentration and become disengaged in the classroom and not achieve

their full potential. Poorly trained teachers do not understand Aboriginal students’ culture,

language, and learning needs and thus inhibit these students’ abilities (Santoro & Reid, 2006).

Therefore, this factor needs to be considered when implementing strategies to engage

Aboriginal students.

Therefore, developing strategies as a teacher to better support student’s success is

fundamental. As part of the Australian institute for teaching and school leadership (AITSL)

standards for teaching, as a teacher you have the responsibility to develop teaching

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*From this point, I will use Aboriginal however will be referring to Aboriginal and Torres Strait
Islanders
 102085 Aboriginal and Culturally Responsive Pedagogies
Jasmine Fisher
17666448

strategies which support Aboriginal and Torres Strait Islander students, and develop an

understanding and respect for Aboriginal and Torres Strait Islander communities which give

all student the opportunity to learn about Indigenous history, culture, and language

(reference).Hence, a strategy that can help teachers to become more adept in meeting the

needs of Aboriginal students, is to ensure they receive appropriate training before they

commence teaching, and continually throughout their career. Giving teachers the ability to build

strong student-teacher relationships with the students is key to enhancing Aboriginal students’

academic success (Perso, 2015). Perso (2015), continues to discuss that training teachers to

involve the Aboriginal community, and learn about their customs and beliefs will greatly

improve the student-teacher relationship. Also, Aboriginal colleagues can make valuable

contributions to improving fellow teachers’ understanding of Aboriginal culture, and successful

pedagogies to enhance Aboriginal students’ participation and retention in the classroom

(Santoro & Reid, 2006). Therefore, improving teacher training in these areas will be beneficial to

all Aboriginal students and meet the standards of teaching.

A strategy that can be used to close the gap between Aboriginal students and non-Aboriginal

students is the use previous data of students. A ‘One size fits all’ approach to helping Aboriginal

students, does not work as all students do not all learn the same way (Department of the Prime

Minister and Cabinet, 2017). In order to help individual students, teachers can look back on a

student’s previous results and use that data to understand if goals are being achieved and

where to develop further strategies that support individual learning needs. This strategy is also

effective as many schools have a low number of Aboriginal students and therefore catering for

individual learning needs is a plausible goal (Department of the Prime Minister and Cabinet,

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*From this point, I will use Aboriginal however will be referring to Aboriginal and Torres Strait
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 102085 Aboriginal and Culturally Responsive Pedagogies
Jasmine Fisher
17666448

2017). Incorporating this strategy will help to close the gap in the results achieved by Aboriginal

students.

One strategy discussed in the ‘Closing the Gap’ report looks to using Indigenous people from

the local community to develop culturally appropriate strategies to encourage indigenous

students to attend school and giving them the opportunity to be involved in school

programs (Department of the Prime Minister and Cabinet, 2017). This will involve establishing

respectful, trusting, and open relationships which demonstrate a willingness for ideas to be

shared, learnt, and discussed (Board of Studies, 2008). Including community discussions

around what is happening in the school and outside the school, whilst being aware of

community views and sensitivities, will enhance the school’s cultural awareness (Board of

Studies, 2008). Studies have shown that when Aboriginal people are involved in creating and

implementing programs which show their history and culture, learning is credible and

meaningful in students (Board of Studies, 2008). When Aboriginal people are encouraged to

share with knowledge and stories, students, teachers, and the community all benefit. This

subsequently is one step I would take as a teacher to support Aboriginal students’ success.

Another approach to improving Aboriginal student success in schools in the inclusion of

Aboriginal teachers or role models. Teachers play a valuable role in providing learning

opportunities which develop students character and wellbeing (NSW government, 2015).

Researchers have recognised that increasing the number of teachers from ethnic minority

groups, in particularly Aboriginal students, has a positive correlation to increased education

opportunities for these minority groups (Santoro & Reid, 2006). Encouraging Aboriginal

people to teach and interact with students, allows Aboriginal students, non-Aboriginal

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*From this point, I will use Aboriginal however will be referring to Aboriginal and Torres Strait
Islanders
 102085 Aboriginal and Culturally Responsive Pedagogies
Jasmine Fisher
17666448

students, and teachers to create a mutual understanding and knowledge of Aboriginal

history and culture (Board of Studies NSW, 2008). It is also seen to strengthen Aboriginal

student’s understanding of language and culture, consequently increasing cultural identity

and pride (Board of Studies NSW, 2008). Studies have shown that when Aboriginal students

see other Aboriginal students or community members achieving, they are more inspired to

reach their goals (Board of Studies NSW, 2008). Additionally, Aboriginal teachers can make

valuable contributions to all students’ educations, through cross-cultural teaching and the

input of diverse cultural perspectives (Santoro & Reid, 2006). Therefore, incorporating more

Aboriginal teachers into schools will support Aboriginal student’s achievements.

Education is central in giving students the ability to extend to various opportunities for later life.

Studies have indicated when teachers create an environment where students can learn about

their culture, they have increased self-esteem, confidence, cultural affirmation, and pride

(Wray, 2008). This can be achieved in the inclusion of Aboriginal studies as a subject in school.

Aboriginal studies allow students to investigate the background of Aboriginal history and

societies, understanding of spiritual, political, economic, and environmental issues, and

recognising diversity within Aboriginal culture (Wray, 2008). Teaching Aboriginal studies will

provide the ability and desire for students to participate and share knowledge of their culture

(Craven, 2011). Integrating Aboriginal studies as a subject, for both for Aboriginal and non-

Aboriginal students, will help Increase understanding of student’s culture and subsequently

support student’s engagement in school.

Additionally, another strategy which will support Aboriginal students is for teachers to create an

environment that is safe. As part of the AITSL standard for teaching, teachers have the

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*From this point, I will use Aboriginal however will be referring to Aboriginal and Torres Strait
Islanders
 102085 Aboriginal and Culturally Responsive Pedagogies
Jasmine Fisher
17666448

responsibility to create and maintain a learning environment which is supportive and safe

(AITSL, 2011). This should allow for student to be comfortable, proud, and safe to express

their culture and history, while being free from racism (Ockenden, 2014). Research has

identified that when they feel their teachers go the extra mile for them to feel included and

comfortable, they are more likely to engage in class content (Ockenden, 2014). Some

examples of how to achieve this could be through teachers being warm and friendly,

developing rapport, good humour, and having realistically high expectations (Ockenden,

2014). Creating a safe environment, therefore, where student can develop trust and feel

safe is vital to ensuring student engagement and success.

Aboriginal students are the most disadvantaged group in Australia, in education. Although there

is gradual improvement, Aboriginal students are still on average two and a third years behind

their non-Aboriginal peers (Department of the Prime Minister and Cabinet, 2017). Therefore,

teachers must constantly improve their pedagogies in order to provide students with the best

possible chance to achieve greater results. Improvements in areas such as teacher training,

cultural competence, positive student-teacher relations, and content more inclusive of

Aboriginal culture, will all help to close the gap between Aboriginal and non-Aboriginal students.

Using individualised strategies to help the success of student, will allow for Aboriginal students

to achieve their full potential.

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*From this point, I will use Aboriginal however will be referring to Aboriginal and Torres Strait
Islanders
 102085 Aboriginal and Culturally Responsive Pedagogies
Jasmine Fisher
17666448

REFERENCES

Australian Institute for Teaching and School Leadership. (2011). Australian professional

standards for teaching. Retrieved from https://www.aitsl.edu.au/docs/default-

source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Board of Studies NSW. (2008). A guide to community consultations and protocols. Working with

Aboriginal Communities. Retrieved from https://ab-ed.nesa.nsw.edu.au/files/working-

with-aboriginal-communities.pdf

Bodkin-Andrews, G., O'Rourke, V., Dillon, A., Craven, R. G., & Yeung, A. S. (2012). Engaging the

disengaged?: A longitudinal analysis of the relations between indigenous and non-

indigenous australian students' academic self-concept and disengagement. Journal of

Cognitive Education and Psychology, 11(2), 179-195. Retrieved from https://search-

proquest-com.ezproxy.uws.edu.au/docview/1027218178?accountid=36155

Bodkin-Andrews, G.H., Denson, N., & Bansel, P. (2012). Teacher racism, academic self-concept,

and multiculturalism: Investigating adaptive and maladaptive relations with academic

disengagement and self-saboagefor indigenous and non indigenous-Australian students.

Australian Psychologist, 48(3), 226-237. doi: 10.1111/j.1742-9544.2012.00069.x

Craven, R. (2011). Teaching Aboriginal studies: A practical resource for primary and secondary

teaching. Sydney, Australia: Allen & Unwin

Department of the Prime Minister and Cabinet. (2017). Closing the gap. Prime minister’s

report 2017. Retrieved from http://closingthegap.pmc.gov.au/sites/default/files/ctg-

report-2017.pdf

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*From this point, I will use Aboriginal however will be referring to Aboriginal and Torres Strait
Islanders
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Jasmine Fisher
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NSW Government. (2015). Aboriginal students in NSW public schools annual report. Retrieved

from https://education.nsw.gov.au/aec/media/documents/Annual-Report-2015.pdf

Ockenden, L. (2014). Positive learning environments for Indigenous children and young

people. Closing the Gap. Retrieved from

http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id=60129548208

Olson, R., Bidewell, J., Dune, T., Lessey, N. (2016). Developing cultural competence through

self-reflection in interprofessional education: Findings from an Australian university.

Journal of Interprofessional Care, 30(3), 347-354. doi:

10.3109/13561820.2016.1144583

Perso, T. (2015). Teaching Indigenous students: Cultural awareness and classroom strategies

for improved learning. New South Wales, Australia: Allen & Unwin.

Price, K., & Hughes, P. (2009). What works. The work program. Improving outcomes for

Indigenous students. Stepping Up. What Works in Pre-Service Teacher Education.

Retrieved from https://eprints.usq.edu.au/20413/1/Price_Hughes_2009_PV.pdf

Santoro, N., & Reid J. (2006). ‘All things to all people’: Indigenous teachers in the Australian

teaching profession. European Journal of Teacher Education, 29(3), 287-303. doi:

10.1080/02619760600795072

Wray, D. (2008). A meaningful exchange: The benefits of Aboriginal community participation in

the NSW HSC Aboriginal studies course. University of Wollongong. Retrieved from

http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1891&context=artspapers

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*From this point, I will use Aboriginal however will be referring to Aboriginal and Torres Strait
Islanders