Chrestin Meina 18926457

Chrestin Meina

18926457

Aboriginal & Culturally Responsive Pedagogies

Assignment 1

Option 1

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Option 1

The statement by Dr Chris Sarra is referring to the idea that some educators have limited views of
who Indigenous students are and what they are capable of achieving. Dr Sarra believes that in the
current educational system, there is no place for these educators. The SSI approach aims to address
the key issues affecting Indigenous students’ achievement that are also addressed in key policies and
national reports. Research evidence regarding teacher perceptions and expectations and how they
affect Indigenous students’ achievements will be presented. In this paper I will also explain how I can
apply the SSI philosophy in my teaching, consider the challenges that may arise from this and how to
address them. Throughout this paper the term ‘Indigenous’ will be used to refer to Aboriginal and
Torres Strait Islander people as a collective, whilst also recognising the wide range of diversity in
languages, cultures, histories and traditions.

The key issues concerning Indigenous students’ achievements are outlined in the Closing the Gap
Report 2017 (Australian Government, 2017). These include attendance rates, literacy and numeracy
achievement and Year 12 attainment. In this report it is made clear that highly skilled and trained
teachers are the base of a high quality education system, wherein “quality teaching is essential to
lifting student outcomes” (Australian Government, 2017, pg. 35). Readiness for school, engagement
and connections, attendance and literacy and numeracy are other issues concerning Indigenous
students’ achievements that are important in closing the Indigenous education gap (Price, 2015).

The SSI philosophy aims to change the deficit of low expectations of Indigenous students in the
educational system (SSI & AITSL, 2017). It is based around the belief that Indigenous students are
just as capable of learning and achieving as their non-Indigenous counterparts and therefore
educators must work to create classrooms and school environments that support this. A key part of
this is having high expectations of Indigenous students and creating school cultures that foster a
positive sense of cultural identity (SSI & AITSL, 2017). In order to do this, educators must first
become aware of underlying cultural assumptions that impact upon the school culture. Deficit
conversations are examples of those that have come from and perpetuate stifled perceptions of
Indigenous students and their achievements (SSI & AITSL, 2017) as mentioned by Dr Sarra.

The SSI approach is highly effective in addressing the issues affecting Indigenous students. It aims to
show how high expectations relationships can transform classrooms, improve attendance rates,
provide positive numeracy and literacy outcomes, and increase student and family engagement in
learning (SSI & AITSL, 2017). These goals closely match with the issues that are addressed in the
Closing the Gap Report (Australian Government, 2017) and the NSW Public Schools Annual Report
(NSW Department of Education, 2015) that are those affecting Indigenous students in schools.

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The SSI philosophy is highly effective in addressing the key issues regarding Indigenous students’
achievements. The philosophy aims to create change in classrooms and schools through a five-way
approach (SSI & AITSL, 2017) which is very holistic as it includes the students, teachers, parents and
community. The first strategy is to create a positive student identity in schools. The second is to
include and embrace positive Indigenous leadership in schools. High expectations classrooms with
high expectations relationships between students and teachers, is the third strategy which can be
employed in classrooms. The final two strategies are those which can be employed as whole school
approaches; innovative and dynamic school and staffing models which can be used by individual
schools to address their specific challenges and contexts. This five way approach created by the SSI
lines up with many of the commitments of the Aboriginal Education Policy which were created in
response to the Report of the Review of Aboriginal Education 2004 (NSW Department of Education,
2016), making it highly relevant and effective in addressing the issues regarding Indigenous students’
achievements.

Research has shown that teacher perceptions and expectations are vital to positive student
outcomes. Much of this research supports what Dr Sarra suggests about the importance of teacher
perceptions. Van den Bergh, Denessen, Hornstra, Voeten, and Holland (2010) conducted a study
which explored teachers prejudiced attitudes, whether these affected their expectations of students,
and if this influenced the minority group achievement gap in classrooms. They found a link between
these prejudices, consequent expectations and the achievement gaps in classrooms, as teachers
expected that minority students would be less intelligent and have less favourable outcomes (Van
den Bergh et al., 2010). They concluded that generally, teachers had different expectations of
minority students and that were related to implicit prejudiced attitudes and influenced academic
achievements of the students (Van den Bergh et al., 2010), supporting Dr Sarra’s statement.

Teacher’s perceptions can cause them to have a bias, therefore affecting their evaluation of a
student and consequently contributing to the student’s achievement (Dandy, Durkin, Barber &
Houghton, 2015). The authors conducted three studies, two of which looked into teacher and pre-
service teacher perceptions and expectations of minority students in Australian schools, including
Indigenous students. Both groups were shown to perceive Indigenous students as having low ability,
low achievement, little effort and little family support. Dandy et al. (2015) however, noted that
empirical evidence did not support this view of Indigenous families as being less supportive of school
work. This study showed that some students are more susceptible to expectancy effects, especially
Indigenous students. The authors posited that this may be due to these students being influenced by
the negative stereotypes, so they conducted a third study looking into the students’ perceptions of

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their own academic performance and that of their ethnic group. Results showed that Indigenous
students perceived themselves to be lower achieving. The three studies showed that pre-service
teachers, teachers and students had expectancies of academic performance that lined up with
community stereotypes. Dandy et al. (2015) concluded that this is detrimental as research has
shown that teachers’ perceptions of their students shaped their behaviour towards these students,
prejudiced their evaluations of them and was predictive of students’ academic achievements. This
again, is in agreement with the statement from Dr Chris Sarra.

Lewthwaite et al. (2015) conducted a study looking into the perspectives of Indigenous Australian
students and their parents about effective teaching practices. One main theme that emerged from
the interviews with the parents was that they wanted the teachers to change their perspectives
about Indigenous students and their communities. They wanted teachers to believe that Indigenous
students were important, have the potential to learn and are just as capable as other students
(Lewthwaite et al., 2015), i.e. that teachers should have high expectations of these students. If
teachers do not perceive Indigenous students as capable and having assets then it leads to deficit
thinking. It is common for teachers to have this deficit view of students and their respective
communities but this type of thinking affects the quality of teaching relationships and practices and
has disabling effects (Lewthwaite et al., 2015). Students also said that it was important for teachers
to have high expectations of them regarding both behaviour and performance, in ways that helped
engage them in their learning. This study showed that both Indigenous parents and students valued
high expectations as part of best teaching practice (Lewthwaite et. al., 2015), which corresponds
strongly with Dr Sarra’s ideas.

Similarly, Krakouer (2015) highlights some strategies for best teaching practice. Of these she puts
forward that teachers should change their perspective to have a more positive view of Indigenous
students and their families and part of this means having high expectations of Indigenous students.
Krakouer (2015) lists having high expectations and belief in students as part of Culturally Responsive
teaching practices, which have been shown to improve students’ self-perceived ability, and
consequently improves their academic achievements. Moreover, culturally responsive practices have
also been shown to improve student self concept, confidence, motivation, engagement with school
and feelings of empowerment (Krakouer, 2015). This research supports the statement by Dr Sarra
and aims to address the challenges facing Indigenous students in education mentioned in the
reports.

As a future teacher there are several strategies I can employ to apply the SSI philosophy in my
teaching and improve learning outcomes for students. Firstly, I can help promote a positive sense of

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identity in my students (SSI & AITSL, 2017). The Melbourne Declaration lists one of its goals as to
help students have an identity that helps them manage all aspects of their well-being (Ministerial
Council on Education, Employment Training and Youth Affairs, 2008).I can do this by incorporating
Indigenous knowledge, culture and perspectives in my teaching to ensure that my classroom is one
that is cultural responsive, inclusive and respectful of Indigenous culture (Krakouer, 2015).

As highlighted in this paper, teacher perceptions and expectations play a critical role in the
outcomes of Indigenous students; therefore I must ensure I have high expectations of my students
(SSI & AITSL, 2017). It is also important that parents and families are also in agreement with this high
level of expectations, both for behaviour and performance. The Aboriginal Education policy 1.6.1
(NSW Department of Education, 2016) also makes reference to teachers being committed to having
high expectations of Aboriginal students. In my classroom, I will aim to treat each student as an able
learner and ensure that they know this, through giving verbal praise and being supportive and
creating positive student teacher relationships (Lewthwaite et. al., 2015).

Communicating with parents and the community and involving them in the school is also a strategy
that I can use to benefit my students (SSI & AITSL, 2017). This aligns with the professional standards;
‘2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation
between Indigenous and non-Indigenous Australians’ as well as ‘7.3 Engage with the parents/carers’
(AITSL, 2014). The NSW Annual Report affirms that community engagement is vital to improving
outcomes for Indigenous students (Department of Education, 2015, pg. 8). I can do this through
inviting guest speakers and community members and leaders to speak to the students. This is
beneficial as it provides students the opportunity to see Indigenous people in a positive position of
leadership and helps to improve their sense of identity. An example of how this can be used in my
KLA of Science is through inviting an Indigenous community leader or Elder to speak about
traditional Aboriginal technologies so that students can learn about Aboriginal knowledge.

Differentiating instruction is an important method I can use in my classroom. This means I can
differentiate my teaching strategies based on the learning profile of the students; how they prefer to
learn, which can be influenced by their culture (Tomlinson et. al. 2003). The Aboriginal Education
Policy also refers to ‘1.6.4 Use quality teaching and assessment practices and resources that are
culturally inclusive’ (NSW Department of Education, 2016). Moreover, one of the professional
standards for teachers is ‘1.4 Strategies for teaching Aboriginal and Torres Strait Islander students’
(AITSL, 2014). For Indigenous students this can mean using strategies such as collaborating with
members of the Indigenous community, being self-aware, making learning goals clear, providing
clear instructions, encouraging group work, using visual and experiential learning activities,

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promoting Indigenous culture as important and building positive student-teacher relationships

A limitation of these approaches is the danger of representing Indigenous people, cultures and
worldviews in shallow and stereotypical ways (Perso and Hayward (2015), as in Krakouer, 2015). To
avoid this happening, I can make efforts to really get to know my students, their families and their
communities (Krakouer, 2015). I can do this by having strong and positive relationships with my
students and trying to have their parents/families involved in the school life, for example, through
having them volunteer to attend classes and be involved in supporting students in their learning.

A challenge associated with implementing the SSI approach is to eliminate the occurrence of deficit
thinking (SSI Limited, 2014). Deficit discourse among teachers, parents and sometimes students
perpetuates a negative thinking that sees Indigenous students as less able to learn due to their
circumstances (SSI Limited, 2014). As a teacher I must first understand how my own culture and
identity influence my perceptions and beliefs. It is only then, that I will be able to eliminate any
disabling practices or deficit conversations and use enabling practices in my classroom in order to
help support my students in achieving their best.

Another challenge that I may face as a teacher is how to engage Indigenous parents and families to
be more involved in the school community (Price, 2015). In my classroom the way that I can do this
is to show parents that I have high expectations for their children and that I respect the knowledge
and understanding that the students already have gained from their Indigenous culture and this is in
no way inferior to what they will learn in school.

It has been shown throughout this paper that teacher perceptions and expectations of Indigenous
students are strongly related to student achievement. In order to address some of the key issues
affecting Indigenous students’ educational achievement, teachers must have high expectations of
Indigenous students, work to foster a positive sense of identity within them and engage families and
communities in the school system.

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References

Australian Government. Department of the Prime Minister and Cabinet. (2017). Closing the gap:
Prime Minister's report 2017.

Australian Institute for Teaching and School Leadership (AITSL) (2014). Australian Professional
Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers 18th December
2017

Dandy, J., Durkin, K., Barber, B. L., & Houghton, S. (2015). Academic expectations of Australian
students from Aboriginal, Asian and Anglo backgrounds: Perspectives of teachers, Trainee-
teachers and students. International Journal of Disability, Development and Education, 62(1),
60-82.

Krakouer, J. (2015). 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
http://research.acer.edu.au/indigenous_education/42 18th December 2017

Lewthwaite, B., Osborne, B., Lloyd, N., Llewellyn, L., Boon, H., Webber, T. & Harrison, M. (2015).
Seeking a pedagogy of difference: What Aboriginal students and their parents in North
Queensland say about teaching and their learning. Australian Journal of Teacher Education
(Online), 40(5), 132.

Ministerial Council on Education, Employment, Training and Youth Affairs (2008). Melbourne
Declaration on Educational Goals for Young Australians. Retrieved from
http://www.acara.edu.au/curriculum/development-of-australian-curriculum 18th December
2017

NSW Department of Education (2015). 2015 NSW Aboriginal Students in NSW Public Schools
Annual Report.

NSW Dapartment of Education (2016). Aboriginal Education Policy. Retrieved from

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Price, K. (2015). A brief history of Aboriginal and Torres Strait Islander education in Australia. In K.
Price (Ed.), Aboriginal and Torres Strait Islander education: An introduction for the teaching
profession (2nd ed., pp. 1-20). Port Melbourne, Australia: Cambridge University Press.

Stronger Smarter Institute and AITSL (2017). Stronger Smarter Module. Retrieved from
http://strongersmarter.com.au/ 18th December 2017

Stronger Smarter Institute Limited (2014). High-Expectations Relationships: a foundation for quality
learning environments in all Australian schools. Stronger Smarter Institute Limited Position
Paper.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds,
T. (2003). Differentiating instruction in response to student readiness, interest, and learning
profile in academically diverse classrooms: A review of literature. Journal for the Education
of the Gifted, 27(2-3), 119-145.

Van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M., & Holland, R. (2010). The Implicit
Prejudiced Attitudes of Teachers. American Educational Research Journal, 47(2), 497-
527.