Assignment one, Option one.

Indigenous Australians are one of the oldest and most diverse cultures, recognised in

today’s society. However, Indigenous Australians are one of the most disadvantaged groups

in Australia. The disadvantages and complexities, especially at schools, that Indigenous

Australians face are multifaceted (Mooney, Seaton, Kaur, Marsh, & Yeung, 2016).

Disadvantages may have both immediate social, economic and cultural determinants, and

deeper underlying causes. Shorter life expectancy, higher rates of infant mortality, poorer

health, lower levels of education and employment are all examples of social and physical

determinants that Indigenous Australians have to face (Arens, Bodkin-Andrews, Craven &

Yeung, 2014). As a teacher it is important to look through a culturally responsive lens to

acknowledge that many areas of Indigenous students’ learning will have been impeded by

aforementioned disadvantages. The reasons behind why Indigenous Australians are so

disadvantaged is because of their history with intergenerational traumas. Examples of these

traumas include, colonialism, segregation, dispossession of land, forced assimilation, and

the stolen generation. The numerous life stressors placed on Indigenous Australians can be

attributed to prolonged grief as well as a painful sense of loss. As a result, these traumas

have also had a significant impact on Indigenous Australian students’ cultural identity as

well as their social and emotional wellbeing (Gray & Beresford, 2008).

Another issue that Indigenous students have to deal with is racism. A considerable number

of Indigenous students are victims of mistreatment, bullying, and discrimination by fellow

students as well as educational staff. It is these problematic issues that lead to low

attendance rates, negative impacts on physical and mental health as well as overall

disengagement in an educational setting. (Bodkin-Andrews & Carlson, 2014). Through the

the importance of maintaining high expectation relationships with Indigenous students.

Also, this paper will look at how teachers can apply the SSI philosophy as a teaching strategy

to enhance engagement and academic success for Indigenous students. By having teachers

applying the philosophies of the SSI this can showcase how certain philosophies and

strategies can be utilised so that there is improved educational outcomes for Indigenous

students.

Adopting a high expectation approach with Indigenous Australian students can have a

significantly positive impact on their educational outcomes. As well as this, it reduces the

negative effect of stereotyping of Indigenous Australians in schools (Sarra, 2011). The notion

of High Expectation Relationships is not simple, rather they are quite complex. A High

Expectation Relationship goes well beyond using high expectation rhetoric with Indigenous

students. Instead, it requires teachers to understand their own personal assumptions,

engage in challenging in conversations, and create spaces for dialogue to occur (Stronger

Smarter Institute Limited, 2014). As well as this, these expectations should not only be

limited to the classroom and should extend beyond further outside of their educational

setting. In regard to teachers understanding their own personal assumptions, teachers must

reflect on their own attitudes towards Indigenous students and will need to understand

how their own beliefs have an impact on their teaching (Stronger Smarter Institute Limited,

2014). This can be done by teachers asking themselves questions relating to whether or not

their teaching is valuable to Indigenous students, and whether or not they are contributing

to student disengagement or absenteeism. In terms of engaging in challenging

including addressing poor behaviour, fighting racism, addressing poor attendance and

ultimately celebrating cultural identity. Teachers can also work collaboratively with family

members to produce better educational outcomes for their students, thus allowing for a

high expectation relationship to occur. (Stronger Smarter Institute, 2017).

Therefore, it is of upmost importance to explicitly outline to Indigenous students, their

parents, and other community members that you, as a teacher, hold high expectations for

these students.

Teachers should endeavour to adopt philosophies from the SSI that engages with important

Indigenous values so that a difference can be made within an educational setting. Not only

does the SSI advocate teachers to create and maintain a high expectation relationship with

their students, the SSI looks at teacher leadership, building positive relationships and

supporting fellow teachers. The result of this can lead to Indigenous students gaining a

positive cultural identity both inside and outside of school (Stronger, Smarter Institute,

2017). For instance, a positive relationship between a teacher and an Indigenous student

could be the reason why Indigenous students attend class more frequently and choose to

stay in school (Maclver, 2012). This is especially vital because according to the Closing the

Gap report (2019) “attendance rates for Indigenous students have not improved between

2014 and 2018 (around 82 per cent in 2018) and remain below the rate for non-Indigenous

students (around 93 per cent”) (p. 67). A possible way to combat these lower rates of

attendance is through building these positive relationships with Indigenous students.

Whitley (2014) notes the importance of teachers in building positive relationships with

Indigenous students in combination with developing Indigenous students’ sense of self can
enhance educational outcomes. The optimal relationship with students is supportive,

encouraging, stimulating, and most importantly, acknowledges and promotes Indigenous

culture (Maclver, 2012). By fostering such relationships, Indigenous students will have a

sense of belonging amongst their school as well as their community, thus having a positive

impact on their schooling.

The SSI can be paired with other government documents and initiatives in attempting to

improve educational outcomes for Indigenous students. In relation to education, the NSW

Department of Education Annual Report (2017) looks to increase Indigenous students’

attendance rates increase their literacy and numeracy skills and increase overall

opportunities for Indigenous students to achieve academic success. Examples relating to

enhancing Indigenous students’ school experience is that, “Every NSW public school with

Indigenous students receives targeted funding through the Resource Allocation model”

(NSW Department of Education Annual report, 2017, p. 24). As well as this, the Department

of Education has partnered with the NSW Indigenous Education Consultative Group to allow

increased access to Indigenous languages being taught in school (NSW Department of

Education Annual Report, 2017). This is important because research suggests that when

Indigenous students learn about Indigenous languages, this can strengthen their own

identity as well as create a stronger cultural identity (Mooney, et al., 2016).

In conjunction with this, the Department of Education are working with Connecting

Communities for students. This allows for schools to build partnerships with local

Indigenous leaders and their communities. This community strategy also looks at conducting

project-based learning workshops to help teachers who are participating in Connected

Education Annual Report, 2017). Another government agenda is the Closing the Gap

initiative (2019). This talks about the National Indigenous and Torres Straight Islander

Curricular project. “This project aims to empower all teachers to integrate Indigenous and

Torres Strait Islander perspectives into their classroom practice. The project provides

resources centred around Indigenous themes as well showcasing the sophistication of

Indigenous Australians’ histories and cultures” (Closing the gap, 2019 p. 65). This project can

directly be linked to the Australian Institute for Teaching and School Leadership (AITSL), in

particular standard 1.4; Strategies for teaching Indigenous and Torres Strait Islander

students. It is evident that teachers should be knowledgeable of the SSI philosophy as well

as other projects that have been amended to enhance Indigenous students’ academic

success. Whitney, (2014) notes that creating relevancy within the curriculum in regard to

Indigenous culture, as well as, creating high expectations will be beneficial for educational

success and student retention.

The importance of self-reflection and teachers taking responsibility of their actions is

paramount. The SSI challenges teachers to ask themselves confronting questions. These

questions can relate to what is happening in my classroom and is it valuable for Indigenous

students? What am I doing that hinders Indigenous academic success, attendance or

engagement? (Sarra, 2011). After asking themselves the aforementioned questions, it is

expected that teachers will adopt a High Expectation Relationship with their students. This

will expose students to rich and varied tasks, push students with complex language and
complex tasks, clarify expectations and direct awareness to the requirements of the

activities. This is contrasted to teachers who do not challenge students and instead give

them simplified tasks because they believe they are not capable of completing complex

work. The implications for failing to be culturally responsive is that poor teacher choices

relating to Indigenous students can contribute to student disengagement and poor

achievement (Stronger Smarter Institute Limited, 2014). It is equally important to not

participate or encourage deficit conversations that occur in schools. Deficit conversations in

the staffroom can not only reduce teachers’ expectations of Indigenous students, but also

disempower the teachers themselves as they reduce the teacher’s belief that they can help

Indigenous children to succeed and achieve (McNaughton & Lai, 2009). This is an example of

how the SSI may be hard to implement in schools. When teachers engage in deficit

conversations about Indigenous students it suggests that Indigenous students are incapable

of learning at the same level as their non-Indigenous counterparts. Teachers must be

responsible in dismantling any form of discrimination or racism that occurs in an educational

setting. By disrupting this rhetoric, teachers will be moving toward reconciliation with

Indigenous Australians.
The SSI has been fairly effective in approaching key issues for Indigenous Australian

students’ achievement in school. As a future educator I would be applying the SSI

philosophy as a History and English teacher. To do this, I would be creating lesson plans that

incorporate aspects of Indigenous culture. Teachers must be responsible for their

knowledge of the Australian Professional Standards for Teachers (APST). In particular

Teachers must “know students and how they learn” (AITSL, 2017, p. 1). This requires

teachers to provide strategies for teaching Indigenous students. Teachers should also

address standard 2.4, “Understand and respect Aboriginal and Torres Strait Islander people

to promote reconciliation between Indigenous and Non-Indigenous Australians” (AITSL,

2017 p. 1). As a History teacher, I would attempt to address these mentioned standards by

partaking in the following activities. As an introduction to Australian History I would have a

year 7 class learn about and create their own dot paintings. Students can then have their

dot paintings displayed around the classroom. This allows the students to better

understand Indigenous symbols and the representations that these dot paintings convey. I

would also create lessons that showcase the sophistication of Indigenous Australians. As

well as this, I would engage with the wider community by organising incursions or

excursions to Indigenous sites with Indigenous Elders. Displaying visual symbols, Indigenous

artefacts, and incorporating Indigenous music, dance and storytelling. All of which can have

a positive contribution towards supportive relationships with Indigenous Australians

(Whitley, 2014). As I mentioned in my Stronger Smarter Modules, “not only is it important

for Indigenous students to have a strong identity of their own culture outside of school, it is

equally important to promote their Indigenous identity within a school setting. Schools

should showcase Indigenous artwork around the school, raise the Aboriginal flag, and have
Indigenous members of the community interact with their school” (Stronger Smarter

Module, Maunder, 2019). Therefore, if a school is embracing and promoting a positive

notion of Indigenous identity, then this will make it easier for Indigenous students to

embrace their own culture. Consequently, the Aboriginal Education and Training Policy

(2018) should be implemented to ensure both critical standards, 1.4 and 2.4 are practiced

within my own classroom.

In conclusion, it is highly critical that teachers adopt certain approaches such as the SSI and

other Government initiatives to ultimately enhance the educational outcomes for

Indigenous students. Teachers should strive to work closely with family members, as well as

Indigenous members of the community to promote Indigenous culture in their schools. Such

initiatives can have an overall positive effect on Indigenous students’ educational outcomes

as well as promoting good behaviour and attendance.

Arens, A. K., Bodkin-Andrews, G., Craven, R. G., & Yeung, A. S. (2014). Self-concept of

Indigenous and non-Indigenous Australian students: Competence and affect

components and relations to achievement. Learning and Individual Differences, 32,

93-103. Doi: 10.1016/j.lindif.2014.03.019

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

standards for teachers. Australian Government. Retrieved from:

https://www.aitsl.edu.au/teach/standards

Bodkin-Andreews, G., & Carlson, B. (2014). The legacy of racism and Indigenous Australian

identity within education. Race Ethnicity and Education, 19(4), &84-807.

Doi:10.1080/13613324.2014.969224

Department of the Prime Minister and Cabinet (2019) Closing the Gap Prime Minister’s

Report 2019. Canberra: Department of Prime Minister and Cabinet. Retrieved 4

September 2019, from https://ctgreport.niaa.gov.au

Gray, K., & Beresford, Q. (2008). A ‘Formidable Challenge’: Australia’s Quest for Equity in

Indigenous Education. Australian Journal of Education, 52(2), 197-223.

doi:10.1177/000494410805200207

Maclver, M. (2012). Aboriginal Students’ Perspectives on the Factors Influencing High

School Completion. Multicultural Perspectives, 14(3), 156-162/

doi:10.1080/15210960.2012.697008

McNaughton, S. & Mei Kuin Lai. (2009). A model of school change for culturally and

linguistically diverse students in New Zealand: a summary and evidence from

commissioned by IELI and QUT)

Mooney, J., Seaton, M., Kaur, G., Marsh, H. W., & Yeung, A.S. (2016) Cultural Perspectives

on Indigenous and non-Indigenous Australian students’ school motivation and

engagement. Contemporary Educational Psychology, 47, 11-23.

Doi:10.1016/j.cedpsych.2016/04/006

NSW Department of Education. (2018). Aboriginal Education Policy. NSW Government

Retrieved 4 September 2019, from https://education.nsw.gov.au/policy-

library/policies/aboriginal-education-and-training-policy

NSW Department of Education Annual Report (2017) Retrieved 4 September 2019, from

https://education.nsw.gov.au/about-us/strategies-and-

reports/media/documents/Annual_Report_2017_Full.pdf

Sarra, C. (2011) Transforming Indigenous Education. In: Purdie, N., Milgate, G. & Bell, H. R.

Two-way teaching and learning: toward culturally reflective and relevant

education. ACER Press, Camberwell, Vic.

Stronger Smarter Institute. (2017). Implementing the Stronger Smarter Approach. Stronger

Smarter institute Position Paper. Retrieved from

https://strongersmarter.com.au/resources/high-expectations-relationships/stronger-

smarter-approach-position-paper/
Stronger Smarter Institute. (2014). High-Expectations Relationships: a foundation for quality

learning environments in all Australian schools. Stronger Smarter Institute Limited

Position Paper. Retrieved from http://strongersmarter.com.au/wp-

content/uploads/2015/01/SSI-HER-Position-Paper-Final-lowres.pdf

Whitley, J. (2014). Supporting Educational Success for Aboriginal Students: Identifying key

influences. McGill journal of Education, 49(1), 155. Doi:10.7202/1025776ar