This essay will examine the essential components necessary in order to help

build positive and respectful relationships with Indigenous students as well as

establish ways that can promote a reduction of punishment and suspension of

Indigenous students within our secondary schools.

The issue of teachers needing to actively build positive and respectful relationships

with Indigenous students stems from a known history of discriminatory practices and

injustices in indigenous students accessing appropriate education within Australia.

From this, disparities exist within the Australian school system, which are noted by

Perso, (2012) to be one of the main reasons why Indigenous students continue to be

the minority in schools, and the necessity to provide positive school relationships

with Indigenous students.

This essay will examine the essential components necessary in order for teachers to

be culturally appropriate in order to successfully build positive and respectful

relationships with Indigenous students, as well as look at ways to reduce punishment

and suspension thus, creating an inclusive environment for Indigenous students. In

order to appropriately incorporate the correct pedagogy within my Key Learning Area

of History, it is imperative that I as a future teacher am competent within the

Australian inclusive teaching standard (AITSL) 2.4 to effectively cater for the needs of

Aboriginal and Torres Strait Islander students.

In accordance with NSW Review of Aboriginal Education (2004) the

punishment and suspension of students is a very important issue for Aboriginal

communities. In essence, the Department of Education Employment and Workplace

Relations (2010) notes suspension to be an indication that something has gone

wrong in a school setting and as a result, suspension as a method used for two

purposes, removing the threats that exist within the school community, and

punishing the offender in hope that acceptable behaviour will follow. In regards to

Indigenous students, it is noted that they are over represented in suspension data

showing that 60% of aboriginal boys are at some point between the schooling years

of 7 to 10 are suspended (Mills, 2008). With a percentage as great as this, it is

essential that the reasons why disengagement is occurring is addressed to allow

Indigenous students the opportunity to successfully engage in a behavioural,

emotional and cognitive way.

Salkind (2008) believes suspension stems predominately from a lack of engagement

and as oppose to suspending indigenous students, engagement techniques should be

used to assist in disabling this behaviour without having to remove students from a

school setting. It is noted by Daly (2013) that suspension and punishment within

Australian schools is used disproportionately, and targets those students who fall

primarily within the category of being male, from a low social-economic background

and of a minority group. With this, The Department of Education, Employment, and

Workplace Relations, (2010) suggests utilising this information as an opportunity to

build positive relationships with students to help reduce their ability to reoffend

rather than depend upon suspension and punishment.

 Zammit (2007) argues that school leadership plays a large role in affecting the

learning and social outcomes of a school. Through adequate leadership a school is

provided a clear vision and positive school culture. In line with Zammit, the

importance of school leadership in helping Indigenous students meet their

educational potential is examined by Sarra (2011) who accounts for leadership

starting with the principal, and meaningful dialogue being undertaken with staff and

community. For Indigenous students Mills (2011) puts forward that adequate

leadership can result in a higher level of completion and achievement. As a case

study this is achieved though Cherbourg State School and Sarras active role as

principal. Through effective leadership teachers are held accountable for the effective

learning and teaching of students and pushing them towards improved academic

performance (Sarra, 2011).

Higgins (2014) notes that Indigenous Australians view schools as another

institution controlled and dominated by whites. As such it is integral that the overall

view and school culture be changed to an effective culture, which promotes and

values Indigenous culture. This is further confirmed by former Principal Chris Sarras

literature based on his in the field work, who suggests that challenging, developing

and embracing a positive sense of indigenous student identity are key factor for their

success. Sarra continues that within Australian schools there is a dangerous

connotation that exists with Indigenous underachievement and this needs to be

removed in order to boost aspirations of educational achievement for Indigenous

students.
At the centre of changing Indigenous students view of schools being another

institution controlled and dominated by whites, it is important for school culture to

be built upon celebrating identity. Indigenous students must be given an outlet at

school, which provides them with an opportunity to develop their own identity, and

their culture. With this it is pertinent that school cultures are established where

indigenous culture is highlighted and supported. Although many government schools

participate in NAIDOC week in some form, Price (2015) states that celebrating just

NAIDOC week, Mabo Day or National Reconciliation week is not enough. Price

continues that schools today need to encourage cultural diversity consistently so that

we do not imitate the same cultural obstruction seen during the years of the Stolen

Generation.

With an Indigenous teaching percentage of 1.2% in 2015, Mills (2008) states

that the Australian teaching population remains highly built upon an Anglo-

Australian, middle class background with a resistance to diversity. Inevitably, through

this socialisation and habitatual conditioning, stigmas of Indigenous students have

been created, giving these students low expectations. Nichols (2006) further agrees

with this notion stating that the Australian school system is highly westernised and a

reflection of western values. Interestingly, within the readings of Sarra (2011), the

backgrounds of the teachers were never mentioned nor were Indigenous teachers

favoured over non-Indigenous teachers. Sarra explains that if the teacher knows a

lot about the learner and their social and cultural context, then there is a greater

chance that more meaningful learning and teaching will occur (Sarra, 2011).

Furthermore Buckskin (2012) showcases that with accurate education and quality
teachings, Anglo teachers are equipped to support and engage with Indigenous

students successfully within schools.

As a future secondary teacher there are strategies that can be adopted to my Key

Learning Area of History in order to create a culturally sensitive and aware classroom

where students have an appreciation and understanding of cultural differences in line

with the Australian Professional Standards for Teachers, particularly standard 2.4

Promote reconciliation between indigenous and non indigenous Australians.

Standard 2.4 could been input into the stage 5 depth study World War I where as a

class we could discuss stories about Aboriginal and Torres Strait Islander people and

their experiences of going to war. Through this, Indigenous students have an oral

opportunity to share information and stories and non-indigenous students can gain a

new perspective on this unit of work. Strategies that can be incorporated to assist

this dialogue and learning were provided in our week 2 readings with the Australian

Curriculum assessment and Reporting Authoritys annotated content description for

History foundation to year 10 ("Annotated Content Descriptions History Foundation

to Year 10", 2014). Within this document it suggests that under Depth Study 3; World

War I 1914-1918 (ACDSEH021) There are language and cultural considerations that I

can incorporate including understanding that other cultures will have different

perspectives on conflict, or may have little knowledge if at all if the topic is not

related to their culture. To compliment this, there is also a teaching strategy, which

states that prior knowledge should not be assumed, and it needs to be accepted the

other cultures may bring a different perspective, and these perspectives are
beneficial. By incorporating different cultures into the depth study it provides

Indigenous students another way to engage with the syllabus and their class,

therefore increasing classroom engagement.

To encourage these different perspectives to increase student engagement a student-

centered classroom would be beneficial to help Indigenous students learn better as

they are learning by doing. The use of a share circle could accurately create this

student centered learning environment, which was also successfully used during our

Week 1 tutorial. This method encouraged students to openly share thoughts and

stories in an environment where student respect was of the utmost importance.

As a future secondary school teacher, it is important for me to understand that the

schemas of many Indigenous students are often different from the schemas of other

students and it is important as a future teacher to allow space for students to express

their identity. Munns, Martin and Craven (2006) found that through culturally

responsive teaching indigenous students have the potential to improve their self

concept, motivation and engagement with education. Seemingly, by addressing this

imbalance within the classroom all students can have an understanding of the

Australian culture and also allow Indigenous students to become engaged and also

become active participants in their educational success.

Nichols (2006) notes there to be a lack of cohesion between indigenous

students school and home life and in order to counter act this disparity it is

important to encourage the indigenous community, parents, and elders to be

involved within schools. Interestingly, Sarra instilled this notion during his time as

principal at Cherbourg State School noting that the improved behaviour of his

students was a reflection largely due to the support from parents, grandparents, and

the community involvement (Sarra, 2011). Through schools forming effective

partnerships with indigenous parents, communities and elders Indigenous students

are provided benefits of their heritage being positively displayed (Kids Matter, 2014).

Aside from this, teachers are also able to be educated and actively involved in the

partnership which helps them build trusting relationships with students, establish

and employ clear visions for students and employ indigenous values within the

school. Although community involvement strategies have not yet been formally

evaluated, ("Engaging Indigenous parents in their childrens education", 2014) notes

the opportunities they can have in boosting Indigenous students morale at school.

The 2008 New South Wales Department of Education and Training Aboriginal

Education and Training Policy (DET AETP) is the most current policy to recognise

cultural inclusivity in government schools. With its implementation in 2008

commitments and objectives were established to improve the educational outcomes

and wellbeing of Aboriginal and Torres Strait Islander students, giving them the

opportunity to excel and achieve in every aspect of their education. The policy looks

at including flexible learning strategies that are built on already acquired schema and

scaffolded learning that can provide a non threatening learning environment for

indigenous students.
Although this policy has been in affect for 8 years, as a future teacher I need to

understand that there will still be fragments of older policies and preconceived

ideologies regarding the education and inclusiveness of indigenous students. As such,

these old beliefs can play a role in students behavioral, cognitive and emotional

engagement and reduce the prospect for positive relationships being established. As

a future teacher it is my responsibility to remove these fragments from my classroom

to provide an engaging education for all my students within my KLA of History. In

order to accurately adapt the DET AETP correctly Perso (2012) notes that it requires

good knowledge of culture awareness, cultural inclusivity, and cultural competence

that will allow me to embrace aboriginal perspectives within my pedagogy and the

History curriculum.

Through school-based opportunities schools can be one of the largest

influential factors in increasing indigenous students education, social and behavioral

outcomes, and reducing educational disadvantages. As such, it is importance to

create a high expectative teaching environment where students can be proud of their

culture rather than shy away from it. It is also important to create a receptive

environment where of the differences that exists within people of a school

community are accepted and encouraged.

As a future teacher, it is fundamental that I play a significant role in indigenous

students education. This is further highlighted by Ockeden (2014) who states that

teachers have a large impact on indigenous students overall experience at school

from enjoyment, engagement and general perception of school. Furthermore my

future teaching style will continue to grow from an appreciation of being both

culturally competent and aware, as well as creating a classroom culture that

appreciates cultural diversity, and provides an opportunity for students to learn

about their own background and the part they play in the world. Through this, it will

be possible to reduce punishment and suspension issues that exist for indigenous

students within Australian secondary schools and increase their behavioral, cognitive

and emotional engagement.

When we acknowledge the humanity of indigenous people, we get to a space where

we can acknowledge the challenges and complexities we face together as
Australians, as well as acknowledge a sense of indigenous human capacity and rise
above the challenges. Sarra (2011)
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Annotated Content Descriptions History Foundation to Year 10. (2014). English as an Additional
Language or Dialect Teacher Resource.
http://www.acara.edu.au/_resources/EALD_Learning_Area_Annotations_History_Revised_February_2
014.pdf

Buckskin, J. (2012). Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?

article=4696&context=theses

Higgins, D. & Morley, S. (2014). Engaging Indigenous parents in their childrens education.
Closing the Gap Clearinghouse.
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Marzano, R. J. (2010). Art & Science of Teaching: High-Expectations for All. Educational
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Mills, C. (2008). Making a difference: moving beyond the superficial treatment of diversity.
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Nicholls, B 2006. Designing engaging curricula for at-risk students: Regional case studies. Paper
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Ockenden, L. (2014). Positive learning environments for Indigenous children and young people.
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Perso, T. (2013). Culturally responsive schooling (1st ed.). East Melbourne, Vic.: Centre for
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Price, K. (2015). Aboriginal and Torres Strait Islander education: An introduction for the
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Salkind, N. & Rasmussen, K. (2008). Encyclopedia of educational psychology (1st ed.). Thousand
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Sarra, C. (2012). Good morning, Mr. Sarra (1st ed.). St Lucia, Qld.: University of Queensland
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Sarra, C. (2007). Young and black and deadly: Strategies for improving outcomes for Indigenous
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Australia: Pearson Education .

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