Professional Documents
Culture Documents
Gabrielle Magee
Assignment 1
2H
Question 2.
In 2003, Minister for Education and Training and Minister for Aboriginal Affairs, Dr
Andrew Refshauge, announced a review of Aboriginal education in NSW. The
report of this review lead to the formation of the Aboriginal Education and
Training policy, which states a number of commitments, responsibilities and
requirements of the education system, for the purpose of improving outcomes
for indigenous students. This piece of key policy, in addition to other important
education policies including the Quality Teaching Model, the AITSL Standards and
the Australian curriculum, is essential for any teacher wishing to improve their
relationships with their Aboriginal and Torres Strait Islander students. By utilizing
these policies, teachers can develop skills to combat racism, learn to develop
high expectations, facilitate beneficial relationships with parents and
communities and gain the ability to effectively foster indigenous cultural identity.
The Report of the Review of Aboriginal Education determined that many
indigenous students experience explicit and systematic racism within Australian
schools (DET and AECG, 2004, p.211). Two recent studies by Priest support this,
reporting that over 50% of Indigenous students aged 12-26 in Melbourne and
one third of indigenous participants aged 16-20 in the Northern territory
experienced racism (2011). Apart from having proven effects on mental,
emotional, social and physical wellbeing, the Review of Aboriginal Education also
suggests that high suspension rates are linked to racism in schools. It suggests
that suspension is a result of systematic racism, and that behavioural difficulties
caused by racism have a direct impact on suspension rates (DET and AECG,
2004, p.212).
The Report of the Review of Aboriginal Education highlighted reasons why the
issue of racism has not been dealt with, including lack of mechanisms and
discipline strategies to resolve complaints and limited understanding amongst
staff about how their attitudes and behaviours contribute to discrimination. The
report recommends appointing an Anti-Racism Contact Officer (ARCO) and more
effectively promoting the reporting process for racial discrimination to students
and staff (DET and AECG, 2004, p.213). This addresses the first concern, but not
the lack of understanding amongst staff and students. That concern is addressed
in The Aboriginal Education and Training Policy statement provide supportive
and culturally inclusive learning environments for Aboriginal students (DET,
2009, p.14) and by the Quality Teaching Model element Social Support, which
advocates supportive language and behaviour, and eradication of the negative
socialisation (DET, 2006, p.11). There are several ways in which teachers can
effectively adhere to these policies of inclusion and support in their pedagogy.
Teachers must first reflect on their own attitudes and perceptions about
Indigenous peoples, recognising their own privilege as a majority and assessing
any subconscious values and beliefs that may influence their behaviour. When a
teacher is better able to comprehend how they may influence their students and
their school environment, this awareness can then translate into the classroom
(DET, 2010, p.28). Reflection strategies for teachers and their students might
include challenging negative attitudes by voicing them through role-play or small
group responses, then viewing them from alternate perspectives. (DET, 2010,
p.63-64). This can serve as a means to eliminate negative thoughts and
stereotypes, and replacing them with positive ones.