Education System for the Aboriginal and Torres Strait Islanders

This critical reflective essay discusses the education system for the Aboriginal and Torres Strait Islanders in Australia. It covers the policies, challenges, and practical approaches towards the inclusion of indigenous communities in the educational framework.

Running head: CRITICAL REFLECTIVE ESSAY
EDUCATION SYSTEM FOR THE ABORIGINAL AND TORRES STRAIT ISLANDERS
Name of Student
Name of University
Author note

1CRITICAL REFLECTIVE ESSAY
Education is the primary tool of development for any country in the modern age of
advancement and development. The globalized society is incomplete without the inclusion of
all the cultural communities in itself. This leads to the overall development of the
communities who can actively participate in the different activities. The primary issue that
had been hindering the development in Australia is the neglect of the Aboriginal and the
Torres Strait Islander people who remained socially backward for a long period of time. The
Australian Government have been trying to overcome this challenge in the last few decades
and has developed several policies. The Department of Education has the primary objective
of bridging the gap between the Australian communities by developing education policies.
These education policies have the prime objective of including the Aboriginal and Torres
Strait Islanders into the educational framework of the country (NSW Department of
Education, 2016). Development of schools especially for the indigenous community and
encouraging them to participate in the educational activities are some of the strategies that
have been developed with the motive of socially including them into the mainstream life.
There are several collaborative efforts by the Australian government and different
universities on the development of educational framework to encourage the indigenous
population towards education.
Education in Australia has always been a challenge for the Aboriginal and Torres
Strait Islander people. Instances of racism have been prominent in Australia for a long period
of time. This racism has led to the occurrence of different negative instances such as abuse
and violence towards the indigenous community. The trauma of these past experiences
inhibits the parents from the indigenous community from sending their children to school.
Herein, comes the responsibility of the Department of Education who are trying to spread
awareness in the indigenous community against the prejudices of the society. The key to the
development of the indigenous community is the preservation of their cultural identities and

2CRITICAL REFLECTIVE ESSAY
having a distinct presence in the community (NSW Department of Education. 2016). This
vital issue helps in the creation of a collaborative effort between the indigenous communities
and the Department of Education which can encourage more students to have the privileges
to attaining quality education for the development of their social and cultural identity.
The efforts of the government dates decades back to 1989, when the National
Aboriginal and Torres Strait Islander Education Policy was formulated. This policy looked
after the engagement of the indigenous students into the educational framework of the
country in order to achieve the primary learning outcomes. As a consequence, several other
educational policies have been developed in Australia. The NSW government believes that
these policies help in the growth of the engagement of the indigenous students in the schools
and this can help them to understand the importance of their own cultures (NSW Department
of Education, 2016). These policies also help them to identify the appropriate professional
courses for their development and also help them in the social inclusion in several community
activities in association with the Aboriginal welfare communities.
The Australian Government policies have helped to increase the number of
indigenous students participating in the schools. However, the primary challenge is in the
terms of retention of these students so that they can complete their higher education (NSW
Department of Education, 2015). The communication of positivity about improved
educational infrastructure helps the indigenous families to develop self-respect and also build
confidence to relief their stress which was caused due to past negative experiences. These
types of activities can enrich the education system in Australia for the indigenous
communities and actively develop the students to face better prospects in life in the future.
The focus of the education system is on the engagement of the indigenous at the
primary level. The preschools play a very important role in this system as it helps in the

3CRITICAL REFLECTIVE ESSAY
development of the initial confidence in the students that is required for the advancement to
the higher levels of education. One of the primary education tools that has been used by the
Australian government is priority placement method which enables the government to
develop a respect towards the indigenous communities. This respect lets the indigenous
community to grow confidence towards the education system. The engagement of the
indigenous communities is reflected in the annual reports of the Australian government
regarding the attendance of the indigenous students. According to the government data, the
percentage of attendance has increased from 84.9% in 2010 to 85.7% in 20014 among the
Aboriginal students (Nsw.gov.au, 2018). The rise of the attendance gives hope to the efforts
of the education system which has been able to draw more students from the indigenous
community.
The behavioural differences between the indigenous communities and the other
communities were primarily on the basis of cultural outlook. The education system of the
past failed to identify these cultural aspects and failed miserably. The policy makers, not
being aware of the cultural ideologies were not able to approach them in a more appropriate
manner. The shallowness of the knowledge of the indigenous cultures made every new policy
about the education of the indigenous communities fail miserably (Behrendt, et al. 2012). It
took a long time for the educators to understand that it was not new policy but a redefined
policy that could be relevant to the indigenous communities, would guide them towards the
social inclusion in the educational structure.
The key factor of the cultural misunderstanding was language. The Standard
Australian English (SAE) is accepted form of English that is widely used in Australia.
However, this language was not the actual language of the aborigines and it was always
considered to be a second language (Price, 2012). The inability to accept this particular form
hindered many of the indigenous communities from taking active part in the education

4CRITICAL REFLECTIVE ESSAY
system of the government. The fear of losing the cultural and social identity also played a key
role regarding the acceptance of language. These led to the rise of the cultural differences and
created a lack of interest towards the standard educational framework of the Australian
community.
Some of the other cultural aspects that have stopped the indigenous students from
engaging themselves in the Australian education system are primarily the cultural differences
which are the differences in the requirements of the communities. Scholars believe that the
requirements of the indigenous students are different from those belonging to the other
communities. Moreover, these differences are because of the different home atmospheres of
the students. The indigenous students are mainly affected by poverty and social exclusion
which pose as challenges for them to participate actively in the education system of the
society.
The factors and challenges are the primary methods of the theoretical approach
towards the understanding of the key issues regarding the education structure and the
Aboriginal and Torres Strait Islanders. However, a practical approach towards the issues can
help in the development of the better understanding of the key issues and what can be done to
socially include the indigenous students in the educational structure (Moreton-Robinson, et
al. 2012). The role of mine, as a secondary teacher, is to understand these key issues in details
and try to find suitable solutions by implementing favourable methods of teaching and
approaching the indigenous students to enhance their interest in the knowledge. Sociology is
an important subject and it can help in the better understanding of the human minds. As a
teacher of sociology it is expected of me to build a more professional and respectful relation
with the indigenous community by understanding approach towards life. This can be a crucial
factor for understanding the outlook of the students.

5CRITICAL REFLECTIVE ESSAY
It is essential for me to approach the indigenous communities in a composed manner.
The soft attitude can create openness in the relationship between the students. The display of
philosophical superiority can have a negative impact on the culturally sensitive community. I
have to take care that my views or ideas does not racism or demean the communities. This
ruins the purpose of the education system which can see less participation and disengagement
from the indigenous communities in the educational system. The important tool that I should
use is the collaborative work between the communities and the government. This helps in the
development of the mutual respect and creates a favourable environment for the students
which are essential for the building of a healthy relationship between the teacher and the
students (AITSL, 2017).
Sociology is not only a theoretical subject but a process of understanding the
emotions of other people. Learning of sociology can help in the better understanding of the
human minds which develops the self-confidence in the people and also lets them have a
critical approach towards the different challenges of life. As a teacher, I can make the
students understand how learning of sociology can deeply impact a person’s life. It is
essential for them to understand the human emotions. This can help them to identify the
importance of their culture and also their identity in the society. The teaching of sociology
requires different teaching techniques which can help grow the interest of the students. This
helps to decrease the dropout rates and retains greater number of students in the school.
There have been instances of atrocities towards the Aboriginal and Torres Strait Islanders in
the past. These inhibit them from actively taking part in the educational framework. My role
as a secondary teacher is to make the communities aware that situations are better in the
present scenarios and there is much positivity in the approach of the government to spread
education in the indigenous communities. The simple display of affections and making them
understand the key issues that they can face without education can motivate the students to

6CRITICAL REFLECTIVE ESSAY
leave the negative idea and adapt school education for the development of their future
endeavours (Armstrong et al. 2012).
Racism is one of the most severe problems of any society. My role as a secondary
teacher is to completely remove the very concept of racism from the students’ mind. The
approach should be very favourable towards the community and the constant resistance to
racism can bring an end to it (Pedersen, et al. 2004). As a teacher of sociology human
examples and reactions can play a major role in understanding the negative effects of racism.
This can also create a sense of equity and brotherhood among the students.
The indigenous students originate from an alternate social foundation, with various
perspectives towards life. As a teacher, I need to manage numerous students with various
methods of insight and distinctive standpoint towards life. It is ill-advised for me as an
instructor to stick to one arrangement of thoughts and not acknowledge others' approach. On
the contrary, if I stay inflexible in my choices, the students may get demotivated and consider
themselves socially sub-par compared to me. This isn't appropriate for the advancement of
the indigenous students. Despite what might be expected on the off chance that I keep a more
adaptable approach towards the students and attempt to respect their necessities and their
needs, it can create association of the indigenous students in the educational structure
(Guenther & McRae-Williams, 2014). The subject should be taught in a more down to earth
way with the principle goal of making great outcomes can be accomplished. Great outcomes
can soak up the stream of inspiration and positivity in the classrooms which are more
important for the indigenous individuals. As a teacher, it requires appropriate arranging and
great learning of the subject that I am instructing. Assurance to build up the students
additionally should be another key part of my approach towards the indigenous understudies.

7CRITICAL REFLECTIVE ESSAY
The above discussion in the short features that the Aboriginal and Torres Strait
Islanders have been the prey of disparity and social weaknesses which has removed them
from the social life. In any case, the Australian government is making a decent attempt to
create arrangements to instruct the children of the indigenous communities and help them to
have the capacity to acknowledge the modern life and be socially included. It can likewise be
reasoned that as a secondary teacher much obligation falls upon me where I need to educate
the students in concordance and in an understanding way to persuade them and influence
them to proceed with their training and not be socially excluded from the society.

8CRITICAL REFLECTIVE ESSAY
Reference:
AITSL. (2017). Teachers Standards. Retrieved from
https://www.aitsl.edu.au/teach/standards
Armstrong, S., Buckley, S., Lonsdale, M., Milgate, G., Kneebone, L. B., Cook, L., & Skelton,
F. (2012). Starting school: a strengths‐based approach towards Aboriginal and Torres
Strait Islander children.
Behrendt, L. Y., Larkin, S., Griew, R., & Kelly, P. (2012). Review of higher education access
and outcomes for Aboriginal and Torres Strait Islander people.
Guenther, J., & McRae-Williams, E. (2014, April). Does education and training for remote
Aboriginal and Torres Strait Islander lead to ‘real’jobs? Evidence from the 2011
Census. In 17th AVETRA International Conference: Informing changes in VET policy
and practice: The central role of research, Surfers Paradise (pp. 22-24).
Moreton-Robinson, A. M., Singh, D., Kolopenuk, J., Robinson, A., & Walter, M. (2012). "
Learning the Lessons? Pre-Service Teacher Preparation for Teaching Aboriginal and
Torres Strait Islander Students" A Report prepared for the Division of Indigenous
Education and Training Futures–Queensland Department of Education, Training and
Employment, Indigenous Studies Research Network, Queensland University of
Technology.
NSW Department of Education. (2015). Aboriginal students in NSW Public Schools Annual
Report. Retrieved from
https://education.nsw.gov.au/teaching-and-learning/aec/media/documents/Annual-
Report-2015.pdf

9CRITICAL REFLECTIVE ESSAY
NSW Department of Education. (2016). Aboriginal Education Policy. Retrieved from
https://education.nsw.gov.au/policy-library/policies/aboriginal-education-and-
training-policy
Nsw.gov.au. (2018). Aboriginal Education Policy | Policy library. Retrieved from
https://education.nsw.gov.au/policy-library/policies/aboriginal-education-and-
training-policy
Pedersen, A., Beven, J., Walker, I., & Griffiths, B. (2004). Attitudes toward Indigenous
Australians: The role of empathy and guilt. Journal of community & applied social
psychology, 14(4), 233-249.
Price, K. (2012). A brief history of Aboriginal and Torres Strait Islander education in
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teaching profession, 1-20.