102085 Aboriginal and Culturally Responsive

Pedagogies

ASSESSMENT 1
ESSAY

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 Essay: Option 2
This essay aims to examine contemporary school disciplinary practices and their effect on behaviour,
well-being and inclusion of Indigenous students within the school community. It is a transparent
reality that there are many fundamental issues deeply grounded within society and the educational
system that have impacted the ability for indigenous students to effectively bridge the educational
gap. This paper will unveil the educational inequalities and disadvantages that the Indigenous school
students are continually experiencing, despite government policies focusing attention towards
addressing these issues. This paper seeks to better understand why Indigenous students are three
times more likely to receive longer suspensions than their non-Indigenous counterparts, despite the
fact that Indigenous students only make up 7 percent of the entire student population, (Lang, 2017).
This paper aims to identify the main obstacles Indigenous students face within schools and policies
in place that can help teachers tackle behavioural problems and social inequity faced by Indigenous
students.

The issue surrounding social inequities faced by Indigenous communities around Australia has been
entrenched in a history of discrimination whereby Indigenous children suffered under a system “that
variously separated, segregated, excluded, ‘protected’ or removed them from their families”
(Burridge and Chodkiewicz, 2012, p.11). Consequently, these discriminatory inequities, continue to
negatively impact the lives of Indigenous communities and students today. Australian Institute of
Health and Welfare [AIHW] (2011) reported that 33% of young adults within the Indigenous
community suffered from mental health compared to 14% of young adults of non-indigenous
communities. These devastating numbers have a significant contribution to Indigenous student’s
ability to process negative experiences, as Dobia and O’Rourke (2011) indicate that the emotional
and mental issues which arise as a result of the negative cycle associated with inter-generational
trauma can manifest in the form of misbehaviour within Indigenous students. The Australian Institute
for Teaching and School Leadership (AITSL), emphasis standard requirements for teachers to
accommodate the Indigenous students. The standard included 1.4 which requires teachers to
demonstrate broad knowledge and understanding of Indigenous culture, identity and linguistic
background to formulate teaching strategies best suited for the Indigenous students (AITSL, 2012).
Standard 2.4 which requires teachers to understand and respect Aboriginal people to promote
reconciliation between Indigenous and non-Indigenous Australians (AITSL, 2012). The Closing Gap

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report which started in 2005 aims to bring to light areas in which we as a society must improve to
better help our Indigenous community. However, despite these interventions and reports,
Indigenous students are still marginalised within society.

The main primary reasons why educational disparity continues, is due to an overwhelming number
of cases of behavioural problems in schools and associated with disciplinary practices such as
suspensions. A comprehensive study conducted by the Western Australian Aboriginal Child Health
Survey revealed that the mental, social and emotional wellbeing of Indigenous young people was
prevalent in about 26% of cases in comparison to 17% in non-Indigenous students (Zubrick et al.,
2005). Dobia and Roffey (2017) put forward the notion that Indigenous students have little control
over their feelings and are more liable to give way to violence that matches their temper, during
which students may misbehave as a by-product. Sarra (2015) further affirms that Indigenous children
manifest misbehaviour as a result of the low expectations in place from other students, teachers and
the wider community on Indigenous students and negative stereotypical view of these learners. As
Aboriginal Education Policy, 2004 1.6.1 objective states that teachers are required to “develop and
demonstrate their high expectations of all Indigenous students” (NSW Department of Education,
2018). The higher suspension rate within the Indigenous students, further demotivates them and it
gives them a false sense of connection to the school. Furthermore, the lack of attendance itself
hinders the student’s ability to succeed beyond the school level, as the Indigenous students will find
themselves stuck in a cycle of misbehaviour, suspension and lack of attendance. As stated by the
2019 Closing the Gap report, the target to close the gap between Indigenous and non-Indigenous
students in school attendance by 2018 has not been meet. “Attendance rates for Indigenous students
have not improved, around 82% attendance compared to the 93% attendance of non-Indigenous
students in 2018 (Australian Government, 2019). Therefore, it is highly necessary that individuals are
aware of their actions and behaviours “whether they are colluding with that negative stereotype, or
whether they are committed to enabling transcendence beyond it” (Sarra, 2015, p. 10).

In addition to behaviour, wellbeing of Indigenous students is affected by the increase in

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the rest of the population. Students cannot learn in an environment if they do not feel safe,
appreciated or they have a health problem not dealt with in a correct manner causing barriers to
their learning. In relation to emotional wellbeing, Indigenous students are three times more likely to
experience some form of psychological or emotional distress. Furthermore, Indigenous students are
more vulnerable to developing health risks such as; an increase in smoking habits, alcohol use,
substance abuse, illness and obesity as a result of low self-esteem and wellbeing. Johns et al., (2010)
highlights that 59% of Indigenous students who remain in school until Year 12 have reported back
with excellent or very good self-assessed health. In contrast to, poor attendance as a result,
suspension and misbehaviour has been “associated with the adoption of risky health behaviours
including earlier sexual experience, tobacco smoking and substance misuse” (Blair et al., 2005, p.
435).

Along with behaviour and wellbeing, inclusion of Indigenous students is greatly affected when
the suspension rates are three times higher in comparison to the non-Indigenous students. The
reason being that long-term consequences of repeated school suspensions within the Indigenous
community is a practice that isolates students and directly opposes what is stated within the Closing
the Gap Report, which aims to enhance the inclusivity of the Indigenous students in schools
(Australian Government, 2019). Suspension as a form of school disciplinary practice, intends to
separate a student that misbehaves from their peers, however, this largely affects the Indigenous
students’ inclusion as students tend to think in a collective manner. As stated by Dobia and O’Rourke
(2011) exercising such ways of collective thinking is deeply harmful, inferring that the way disciplinary
practices are administered to the Indigenous students is not harmful to one student but the entire
community of students. Predominantly, western-socialised teachers can make the Indigenous
students feel as though their culture and way of thinking is not welcome with in that school context,
further deepening this sense of disconnection the Indigenous students face as a result of inequities.

Through the lens of student inclusion, Indigenous children within the Australian school system
are guaranteed to feel like they belong. As the Aboriginal Education Policy, 2004 1.18 objective states
“that the inherent right of Aboriginal students to fair, equitable, culturally inclusive and significant
educational opportunities so that all students obtain a high-quality education as a platform for
enriching their life chances and achieving their full potential” (NSW Department of Education, 2018).
However, the system is flawed, and Indigenous students are dealing with the consequences.

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Australian school contexts were established according to British educational practices, which reflect
the educational practices and attitudes different from those of the Indigenous community (Tatz,
2008). In other words, a system that fosters achievement based on previous exposure to the same
school structure, is a major setback to the Indigenous students. This structure marginalises the
Indigenous students, classifying their culture and language and way of learning as disadvantages
rather than assets (Guenther, Bat, & Osborne, 2013).
In conjunction with the knowledge that Indigenous students respond poorly to exclusion, the
schools social and environmental factors play on enhancing those negative attributes. Research has
shown that, teachers do not know how to correctly integrate the Aboriginal curriculum views and
way of life correctly, students feel as they do not belong. According to a study by Mooney, Halse, and
Craven (2003) found that educators were voicing concerns about the barriers and difficulties
implementing the Aboriginal curriculum. Furthermore, even though there is a narrative component
within the quality teaching framework a study by Scott (2013) argues that if used incorrectly narrative
“has been shown to poorly reflect the nature or complexity of the past, where culture is not
normalised within society and little has been done to make real connections to reality. Consequently,
without enough programs in place to teach the community of ways to correctly implement the
objectives put in place to minimise social inequities and improve Indigenous education. Then, there
is an increased stigma around what it means to be from an Indigenous community. Educating
teachers, communities and non-Indigenous communities how to appropriately communicate and
normalise Indigenous culture and way of life. As the Aboriginal Education Policy, 2004 1.5.1 and 1.5.2
objective states that we must “value and acknowledge the identities of Indigenous student and
provide supportive and culturally inclusive learning environments” (NSW Department of Education,
2018). Ultimately, this reduces the social and environmental factors and challenges present that may
lead to student misbehaviour, suspension and low attendance.

To strengthen the identities and involvement and presence of Indigenous students within the
school context, effective school and classroom planning requires the teachers to foster a strong and
systematic practices that encourages the Indigenous community to grow above the stereotypes in
place. Schools should be places where identity is nurtured and embraced, to fundamentally improve
self-worth of Indigenous students; painting the image of capable learners (SSIL, 2014). Research by
Demanet and Van Houtee (2012) states that teachers’ attitudes shape their practice thus, partaking
in the notion of deficient conversations which fosters the ‘unteachable’ stigma around Indigenous

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students; leading to an environment which is not supportive and discouraging. Drawing upon this,
the ‘Stronger Smarter’ online modules indicates that to “overcome the negative stereotype of
damaging and self-limiting behaviours” exhibited by the Indigenous students, “teachers must
embrace positive student identity, Indigenous leadership and have higher expectations” (SSIL, 2014).
Creating an environment that allows Indigenous students to dream big and encourage them to strive
for the better, decreases the unfavourable behaviours which lead to the higher suspension amongst
the Indigenous students. The Stronger Smarter philosophy also enacts that teachers and school
communities will greatly benefit working alongside Indigenous teachers’ aides in a positive and
respectful manner, “would produce a positive school model that will work in different contexts” (SSIL,
2014). These Indigenous teacher’s aides are filled with experience and knowledge that will help both
Indigenous and non-Indigenous students create a harmonise school community that is inclusive to
all.
A reoccurring theme within this paper revolves around increase student identity and creating
a welcoming environment. This notion of creating a welcoming environment can be implemented
through pedagogical interventions that revolve around the standards set by AITSL; in particular were
the standards 1.4 and 2.4. Ways to achieve the following standards 1.4 and 2.4 is by adopting the 8-
ways teaching framework. The 8-way teaching framework which includes eight interconnected
pedagogies, specifically designed to assist teachers and the wider community on how to correctly
incorporate activities that increase Indigenous awareness. This is achieved through narrative-driven
learning, land-based learning and connectedness to community (8 Ways of Learning, 2012). One
specific pedagogical strategy that can be implemented is illustrated by Lewthwaite et al. (2015) that
suggests that Indigenous students benefit from the use of visuals in comparison to text, particularly
collaborative work when new concepts are introduced, this strategy can be incorporated into any
science lesson. An example of how to increase Indigenous community representation of culture and
content in a science lesson can be highlighted when comparing man-made materials to natural
materials and their functions. As a form of inquiry, allow students to compare the westernised and
Indigenous function of these materials. As the Aboriginal Education Policy, 2004 1.5.5 objective
states, that teachers must “incorporate the cultural contexts, values and practices of local
Indigenous communities into the mainstream delivery of education” (NSW Department of
Education, 2018). Thus, this activity will build positive teacher-student relationships, build on
storytelling and high expectations; to ultimately keep the Indigenous students engaged in their
learning. In addition, Dobia and O’Rourke (2011) explains that indigenous students interact with

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others by avoiding direct eye contact when they are listening and use silence to respond in certain
situations. In order to put a halt to misbehaviour teachers need to normalise this interaction and try
not to bring unnecessary attention on these students. Only then can we as teachers fulfil the role of
enabling achievement.

In conclusion, this essay explored the educational gap present between Indigenous and non-
Indigenous students within the education system as a result of school disciplinary practices in place
which have an impact on the behaviour, well-being and inclusion of these Indigenous students. There
must be a strong sense of building positive student identity within a school to allow for cultural
acceptance of the Indigenous community. The Aboriginal Education 2004 policy highlight ways to
implement an Indigenous acknowledgement throughout the teaching and learning aspects. By
implementing the 8-ways teaching framework the standards 1.4 and 2.4 can be achieved which will
ultimately increase Indigenous student’s education causing them to stray away from misbehaving
and to lower the level of incidents and suspensions occurring within schools.

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Reference List

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