Liana Pavlidis

S00153465

ASSIGNMENT 3-RESEARCH ESSAY

What factors have, historically, led to Australian Indigenous people being marginalised from mainstream

education?

In a multicultural, accepting and diverse country, Australian Indigenous people, despite living amongst

mainstream society, face marginalisation from non-indigenous people. In place are multicultural events, groups

etc that work together to bring people from all nationalities and groups together to avoid marginalisation and

racism, however despite this, marginalisation in aspects such as education continue, especially in the younger

ages. Indigenous people are one of the most disadvantaged minorities in developed countries around the world.

Studies have shown that by the age of 10, indigenous Australians are behind by a substantial amount in regards

to non-indigenous Australians in academic achievement. Many people agree that to reduce marginalisation, there

needs to be a focus in schools on creating socially supportive environments for those who feel that their voices

due to minorities were not being heard or respected.

There is the issue of Australian indigenous people not being as involved in education and following it through, at

least not to the same extent as non-indigenous Australians. Reasons for this could be due to the fact that they

may not have access to schools, particularly in remote areas, they may not financially be able to afford schooling,

or there may be certain pressures radiating from the community or their culture, affecting the parents willingness
to send their children to be educated, such as past experiences. According to the most recent (2006) Australian

Census, only 23.9 per cent of the Indigenous population aged 15 years and over had completed high school,

which was slightly less than half the rate for the non-Indigenous population (49.7%). (Professor John Taylor). As

well as that, 76.3% of the indigenous population over the age of 15 had not completed a degree or trade

qualification, whereas it was only 54.1% for the non-indigenous population. These statistics show a lack of

engagement and perseverance in regards to Australian indigenous people following through with their education,

which can be seen in the attendance rate, where only 34.5% of Indigenous Australians between the ages of 15-

24 were attending a form of formal education in 2006, compared to the percentage of non-indigenous

Australians, which was 55.3%. Again, these statistics put into perspective the dramatic difference between non-

indigenous people in regards to education, compared to Indigenous Australians. (Professor John Taylor, A human

Capital Approach to the Educational marginalisation of Indigenous Australians; June 2010). However, it is

important to analyse the reasons as to why the statics are so high in modern society for Indigenous people. In

the past, many indigenous people, particular students in schools, have felt as if they have not been receiving the

same amount of consideration and programs as non-indigenous students. In place now, however, are a range of

programs for Aboriginal people specifically, that are designed to improve their educational experiences, which is

taking a step forward to better their education. Despite this, statistics show that The longer an indigenous

student remains at school there is an increasing likelihood of doing worse in terms of educational achievement

compared to non-indigenous students. Economic prospects will remain grim for indigenous people as long as

these deep educational inequities remain. A reason for this include segregation, where the clear difference

between white people and Australian Indigenous people is a bother to society as well as cultural differences

inflicted upon by relatives and/or family members.

An article written by Simpson, Lee, and Susan Clancy, Enhancing Opportunities for Australian Aboriginal

Literacy Learners in Early Childhood Settings" shows how the education system is failing to present and increase

opportunities for young Australian indigenous learners. Many non-indigenous students are receiving the help and
programs they require to further develop and enhance their studies at school, whereas Australian indigenous

people are left behind, not receiving the same amount of consideration. Despite the clear gap between the

attendance and perseverance of non-indigenous people compared to Australian indigenous people in school,

there is more of a difference in regards to racism and bullying. Australian indigenous people are more likely to be

targeted or a victim of bullying, Evidence from Australian studies suggests that indeed Aboriginal students are

more likely than other students to be the recipients of verbal abuse (Rigby 2002b). This is due to the differences

of culture, language and way of life. Not every culture is the same, and Australian indigenous people may have

other way of living their life compared to non-indigenous people. This doesnt give teachers, principals and any

person who has the responsibility of making sure that both races receive the same schooling permission to

differentiate and give Australian indigenous people less opportunities and consideration. However, this is much

more of an achievement then mission schools, where, in the past, children would be forced to work as slaves,

doing slave manual labour. They were not seen as students who have a right to learn, more so just children that

could be used for the pure gain of others. It also separated the white non-indigenous people and the Australian

indigenous people, as they were considered different. In mission schools, all their heritage and cultural ways

were taken from them, and they had to adapt a Christian way of life, which was so vastly different to their own;

the language they were forced to speak was entirely new. It was vastly different from what they had grown up

with; having to take on a new role of their life in order to fit in with what was socially acceptable.

Family members are a big reason as to why certain Australian Indigenous people may not be able to attend

school. Parental or family perception of education and schooling with non-indigenous people as well as within

their own culture and religion can have a big influence on how their children perceive schooling and education in

their recent and future years. Their parents, grandparents etc past experiences and historic events would take a

front approach, and the children would view them as if they were their own, being the main focal people in that

childs life. The influences and manipulations of past generations would limit them, especially if they were

negative, as growing up back in segregation would have given them a negative view on non-indigenous people.

As a child, the views that families members take on certain aspects such as education would rub off on the child,

in this case, if a parent or grandparent had a negative experience growing up with schools or education, the child
will likely view schooling as something negative, as the family is the main focal point in a growing childs life. It

also limits them, taking away the possibility of them learning about other cultures and beliefs, and incorporating

other peoples habits and ways of life into their own to better their own lives so that they are better prepared for

the future where racism isnt tolerated and are living in a multicultural and accepting country. It would make them

a more educated, experienced and developed person, if they associate with people with different cultures or

religions. Only with confidence can people find the common grounds of assimilation and integration with others

while maintaining and celebrating diversity. (Pearson). This quote shows how Australian indigenous students

need to celebrate their own diversity, but have the confidence to find common grounds of interest with non-

indigenous students. Having a different culture or religion is something to be celebrated not covered or hid away.

Segregation, along with mission schools and family cultures and beliefs has affected Australian Indigenous

people and the way that they have become marginalised from non-indigenous people. In schools, despite

programs in place to further develop their education and bring up Indigenous people to the same level as non-

indigenous people, statistics still show that they leave school and continue no further studies much more than a

non-indigenous person. Employment options, if barely any level of schooling is done, will be very limited.

Segregation separated the white from the indigenous people, and that limited their education as well as allowing

them to experience new ways of learning and developing, as well as family members, who may not be able to

afford the luxury of sending their children to school as well as their past experiences engaging with non-

indigenous people.
References

Australian Institute of Criminology (2003) Trends & Issues in Crime and Criminal Justice. [online] Available at:

http://aic.gov.au/publications/current%20series/tandi/241-260/tandi259/view%20paper.html [Accessed:

24/4/13].

Bradley, S. and Leeves, G., et al. (2006) The magnitude of educational disadvantage of indigenous minority

groups in Australia. Journal of Population Economics, 20 (3), p.547-569. [Accessed: 24/4/13].

Campbell, P. and Kelly, P., et al. (2013) The Problem of Aboriginal Marginalisation: Education, Labour Markets

and Social and Emotional Well-Being . [e-book] Melbourne: Deakin University.

www.deakin.edu.au/research-services/forms/v/3280/wps-31w.pdf [Accessed: 24/4/13].

Keddie, A. (2011) Education for Diversity and Social Justice. [e-book] Griffith Institute for Educational Research

at Griffith University. . p.30. http://search.informit.com.au.ezproxy2.acu.edu.au/fullText;dn=187539;res=AEIPT

[Accessed: 24/4/13].

Margot Ford (2013): Achievement gaps in Australia: what NAPLAN reveals about education inequality in

Australia, Race Ethnicity and Education, 16:1, 80-10

Simpson, Lee, and Susan Clancy. "Enhancing Opportunities for Australian Aboriginal Literacy Learners in Early

Childhood Settings." Childhood Education 81, no. 6 (2005): 327-32.

Taylor, J. (2010) CENTRE FOR Aboriginal Economic Policy Research. [e-book] The Australian National

University. caepr.anu.edu.au [Accessed: 24/4/13].