2. INDIGENOUS AUSTRALIAN EDUCATION: PREPARATION TO TEACH, IDENTITY, CULTURE & STEREOTYPES EDP370 ASSESSMENT 2 BY CAITLYN FAIRHEAD JODI GETHING SANDRA NAICKER

3. ACKNOWLEDGEMENT OF COUNTRY We the authors would like to respectfully acknowledge the people of the Whadjuk Nyungar nation, who are the traditional custodians of this land. We would also like to pay respect to the Elders past and present of the Whadjuk Nyungar nation and extend that respect to other Aboriginal people present. We recognise the historical and ongoing impacts of British colonisation on the Indigenous peoples of Australia. We are committed to enhancing educational outcomes for Aboriginal and Torres Strait Islander students, gladly accepting shared responsibility for promoting the awareness and understanding of Indigenous Australian history, stories, and cultures. (Adapted from Creative Spirits, 2013; and Department of Education Western Australia, 2013). (Naidoc, 2013).

4. IDENTITY Identity in the classroom LANDFAMILYCULTURE Who are you, and where do you come from? What ’ s your story? EXPERIENC ES Names, structures, age and gender roles, stories Belonging, cultural and language groups, nations Traditions, values, beliefs, attitudes, understandings, protocols Education, ceremonies, social interactions, relationships.  Aboriginal and Torres Strait Islander Identities as a Cross-curriculum priority, underpinning the national curriculum. “A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum.” (Australian Curriculum, Assessment, and Reporting Authority [ACARA], 2011).  Strong sense of identity a key outcome of the Early Years Learning Framework ( Department of Education, Employment & Workplace Relations, 2009).  Holistic education – education of the “whole person” (Vialle, Lysaght & Verenikina, 2000, p. 3)  Educational outcomes greater when sense of identity is supported (ACARA, 2011).  Supporting Aboriginal and Torres Strait Islander identities leads to greater acceptance, understanding and tolerance – cultural competence (DEEWR, 2009). (Bonney, 2013; Harrison, 2009; Stuurman, 2003).

5. CULTURE What is culture? Beliefs ValuesTraditions UnderstandingsFeelings Knowledge “…that which is learned and passed on from generation to generation” (Craig, 1994, p. 56). Considerations in an educational context  Diversity of Indigenous Australian cultures (Bonney, 2013)  Individual cultural identity is ever-evolving  Unique ways of learning – i.e. through observation (Catholic Commission of Western Australia, 2002)  Cultural competence – an aim for educators and students alike (DEEWR, 2009).  Education should not come at the cost of cultural identity (Sarra, in Newman, 2002)  Protocols – i.e. Acknowledgement of Country (Oxfam Australia, n.d.).  Language and communication differences (Groome 1995)  Gender and age roles (Bonney, 2013)  Body language and mannerisms (Catholic Commission of Western Australia, 2002)  Religious and spiritual beliefs  Sense of belonging versus sense of isolation  Contrasting worldviews or ‘culture clash’ Actions and behaviour Picture retrieved from Microsoft ClipArt, 2013

6. STEREOTYPES Stereotypes are broad, often negative generalisations of a group of people. Stereotypes of Indigenous Australians may be blatantly racist and offensive, often accompanied by the use of derogatory terms; well-meaning but limiting assumptions of Aboriginal and Torres Strait Islander peoples, such as the idea that ‘real’ aboriginals are dark-skinned and live in the outback; or dangerous and ignorant, i.e. when issues such as alcoholism or domestic violence are dismissed as ‘cultural’ or ‘Aboriginal problems’ (Sarra, in Newman, 2002). “The problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.” - Chimamanda Adichie, 2009. A stereotypical depiction of an Aboriginal person (Faith Interface, 2012). Impact of stereotypes within an educational context Expectations of Aboriginal and Torres-Strait Islander students – educators, families, communities, wider society and the students themselves (Craven & Rigney, 1999; Sarra, in Newman, 2002) Influence on Aboriginal identities and perceptions of identities (Sarra, in Newman, 2002; Stuurman, 2003) Inhibits critical reflection on personal worldview and culture (Bonney, 2013) Elements of stereotypes and racism becoming embedded in culture and language Associations with anti-social behaviour and stereotypical identity, contributing to learning difficulties Hindered development of cultural competence and equality in the classroom (Bonney, 2013; DEEWR, 2009)

7. PEDAGOGY OF TEACHING ABORIGINAL STUDENTS Vygotsky’s Social Development Theory The importance of taking into account children's social and cultural settings (Di Scillio, n.d.)

8. HOW DO ABORIGINAL STUDENTS LEARN? MAKE STUDENTS THE STARTING POINT FOR TEACHING What type of pedagogy to be used ? (Hill, 2012)

9. ABORIGINAL STUDENTS LEARN IN FOUR WAYS Observation Modelling Imitation Trial and Error Take these into consideration when planning lessons

10. STRATEGIES Teaching Aboriginal students requires an holistic approach in both teaching as well as learning. There are many assumptions made about Aboriginal students however in order for effective teaching and learning to take place educators first need to understand the culture of students that enter the classroom. For example with aboriginal students, the focus of their work is often on the relationship between them and their teachers and fellow students not just on the content being taught (Harrison, 2010). It is therefore vital for teachers to take this into consideration and establish a learning environment that meets the requirements of all students. The What Works Program (2011) has identified several key factors that contribute to a successful teaching strategy that can be used with Aboriginal and Torres Strait Islander students. They are as follows: Intensive use of effective practices Strong personal/professional commitment to improved outcomes Holistic approaches Genuine partnerships with Aboriginal and Torres Strait Islander people; and Cultural acknowledgement, recognition and support.

11. CLASSROOM STRATEGIES HOW ABORIGINAL STUDENTS LEARN - CULTURE WAY We connect through the stories we share. We picture our pathways of knowledge. We see, think, act, make and share without words. We keep and share knowledge with art and objects. We work with lessons from land and nature. We put different ideas together and create new knowledge. We work from wholes to parts, watching and then doing. We bring new knowledge home to help our mob. (Yunkaporta, 2009)

12. SAMPLE LESSON PLAN – LANGUAGE SKILLS This lesson is designed for kindergarten students – purpose is to introduce students the words from different languages, introduce concepts of unique features that exist between all human beings. Student outcomes – learn to name the body parts in English and Wongutha and apply the knowledge learnt to a simple song by identifying their body parts. The song (heads, shoulders, knees and toes) will be sung in English and then Wongutha. Teacher to display chart and ask students to come out and point to the body parts. Labels will include English words and Wongutha words for example : head - kata, eyes – kuru and nose – pina. Teacher to use names of the body parts and relate to actions for example : stamp your feet, nod your head, clap your hands, rub your tummy Teacher will divide children in pairs and get them to draw their partner and label their body parts on the drawing. Student will benefit by expanding their language skills in English and Wongutha, students will be able to relate action with body parts whilst at the same time linking their learning with their culture. Assessments – teacher to observe and record student’s level of participation, ability to pronounce Wongutha and English words – checklist can be utilised and final check to see if students are able to identify body parts discussed. (http://www.det.wa.edu.au/det-learning-resources/viewLearningResource/[28169]414604/apac147.pdf)http://www.det.wa.edu.au/det-learning-resources/viewLearningResource/[28169]414604/apac147.pdf (Maree & Ford, 1998) (http://www.muhealth.org/body_kids.cfm?id=4551)

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