Aboriginal and Culturally Responsive Education 102085 Critically Reflective Essay by Rachel Foster 17439190
Aboriginal and Culturally Responsive Education 102085 Critically Reflective Essay by Rachel Foster 17439190
There is no doubt or question that education builds the foundation for success
students that graduate attributes for teachers must improve upon leaving
teacher education (Closing the Gap: Prime Ministers Report, 2017, pg.8). In
order to improve outcomes for Aboriginal and Torres Strait Islander students
there are numerous strategies and implementations that need to take place in
and Torres Strait Islander students face. Moreover it is key to understand that
well trained, skilled and knowledgeable teachers provide the foundation for a
high quality education system and quality teaching is essential to lifting student
outcomes (Closing the Gap: Prime Ministers Report, 2017, pg35). Further to
this point a vital focus that will improve graduate attributes and improve the
outcomes for Aboriginal and Torres Strait Islander students is the ability to
whole heartedly understand and respect that Aboriginal and Torres Strait
must be vigilant in preserving the knowledge and wisdom of the worlds oldest
continuous culture. It is with great pride that we showcase to the world the art,
languages and traditional practices of our First Peoples (Closing the Gap: Prime
Ministers Report, 2017, 15). Various other steps such as the improvement of
school culture and community inclusion for Aboriginal and Torres Strait Islander
learn about Aboriginal and Torres Strait Islander culture in order to be able to
appreciate and respect the needs of their students. As Dr Chris Sarra points out
perceptions of who Indigenous students are, or what they can achieve (Closing
the Gap: Prime Ministers Report, 2017, pg.35) it is evident through this remark
accommodating for such education to take place. It is evident that a critical issue
disadvantages Aboriginal and Torres Strait Islander students face. Neil Harrison
Aboriginal perspectives, opting for a gloss such as, knowledge about Aboriginal
people and their past and culture and respect, acceptance and an awareness of
culture as adding an Aboriginal view across all KLAs by including information
implement the most effective way to share Aboriginal and Torres Strait Islander
culture within the curriculum, therefore supporting Aboriginal and Torres Strait
Secondly, another critical issue that affects Aboriginal and Torres Strait Islander
students is writing and literacy skills. There are indications and reports that
express the idea that one of the most evaluated, reviewed and inquired about
around the nation have been unable to deliver the same levels of success for
Aboriginal students as they do, for other students (The Report of the Review of
Aboriginal Education, 2004, pg.11). This clearly indicates that there is a missing
link between the education Aboriginal and Torres Strait Islander students are
address these needs for their future students and therefore become more
culturally competent. It is the opinion of this argument that the lack of success
documented for Aboriginal and Torres Strait Islander students is not lack of skill
or ability but the inability for these students to connect and access the
curriculum; when students are not achieving and experiencing success in their
learning students will disengage and in turn exacerbate the problem (The Report
of the Review of Aboriginal Education, 2004, 73). Therefore to elevate and rectify
this critical issue a teacher should take an approach that addresses effective
curriculum and pedagogy for Aboriginal and Torres Strait Islander students, it is
Aboriginal students are and knowing their families (The Report of the Review of
Aboriginal Education, 2004, pg.78). In all it is the belief that creating an effective
Islander student learning, engagement and success. However these skills and
education programs.
Thirdly and most importantly, a critical issue that contributes to Aboriginal and
Torres Strait Islander students disadvantage is the missing link between home,
elements need to interlink in order for Aboriginal and Torres Strait Islander
Education concluded that the important role that parents play in their childrens
development both at home and at school and the need to more fully support
students education, wellbeing and needs. And this is further amplified by the
opinion of Noel Pearson (2009) who states that non-Aboriginal teachers should
not be teaching about Aboriginal cultures, knowledge and identity because the
with elements of this argument it is evident that graduate teachers and perhaps
long serving teachers do not qualify as the best options to be sharing knowledge
members and Elders would provide there critical understanding of factors that
inhibit students from engaging (Gawain H Bodkins Andrews, Nina Denson and
Peter Bansel, 2013, pg. 226)(The Report of the Review of Aboriginal Education,
2004, pg.116). Further to this point graduate teachers are now expected to work
closely with parents and other people in their school community to enhance
education programs need to build links between there practicing school and
In addition another way of addressing the critical issue Aboriginal and Torres
Strait Islander students face being the lack of relationship between home, school
around the idea that multicultural and anti racist education is paramount and
that all pre service educators need to be aware and understand the importance
of building a stamina to sustain conscious and explicit engagement surrounding
issues of race (Robin DiAngelo, 2011, pg. 66)(Price, K, 2015, pg. 3). Moreover in
order to build relationships between home, school and community for Aboriginal
and Torres Strait Islander students it is important that teachers are aware of the
teachers respect that Aboriginal people are the owners and custodians of their
cultural education, parents, community members and Elders have the right to be
consulted when aspects of Aboriginal history and culture are being incorporated
closely with Aboriginal people is the most effective method of assisting student-
Harrison and Belinda Murray, 2012, pg. 139). However another example of how
a teacher could take steps to support Aboriginal and Torres Strait Islander
outcomes and syllabus information; in many cases these can provide only a
Studies NSW, 2008, pg., 14). Therefore it is clear that there are ways in which
teachers can take steps to improve the outcomes for Aboriginal and Torres Strait
In conclusion, the arguments put forward agree with the idea that it is
important to state that high quality Aboriginal and Torres Strait Islander
to recreate the link between home, school and community for these students
this point it sums up the argument that pre-service teacher education needs to
address the ownership of Aboriginal knowledge and culture and to reflect upon
Murray, 2012, pg. 140). Therefore it has been made apparent the critical issues
support Aboriginal and Torres Strait Islander students success and achievability.
Reference List:
Bodkin-Andrews, G., Denson, N., & Bansel, P. (2012). Teacher Racism, Academic
Self-Concept, and Multiculturation: Investigating Adaptive and Maladaptive
Relations With Academic Disengagement and Self-Sabotage for Indigenous and
Non-Indigenous Australian Students. Australian Psychologist, 48(3), 226-237.
http://dx.doi.org/10.1111/j.1742-9544.2012.00069.x
Bodkin-Andrews, G., Seaton, M., Nelson, G., Craven, R., & Yeung, A. (2010).
Questioning the General Self-Esteem Vaccine: General Self-Esteem, Racial
Discrimination, and Standardised Achievement Across Indigenous and Non-
Indigenous Students. Australian Journal Of Guidance And Counselling, 20(01), 1-
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Cabello, V., & Pond, K. (2004). The Report of the Review of Aboriginal Education:
Yanigurra Muya: Ganggurrinyma Yaarri Guurulaw Yirringin.gurray Freeing the
Spirit: Dreaming an Equal Future. New South Wales Aboriginal Education
Consultative Group Incorporated And New South Wales Department Of Education
And Training.
Price, K. (2015). Aboriginal and Torres Strait Islander Education (2nd ed., pp. 2-
54). Cambridge: Cambridge University Press.