University Essay: Indigenous Education and Perspectives Analysis

This essay provides an overview of Indigenous education and perspectives, focusing on the Australian context. It begins with an introduction to Indigenous peoples and their cultural ties to the land, highlighting the challenges they face in accessing resources and education. The essay then delves into the importance of incorporating Indigenous perspectives into the education system, discussing the historical and contemporary events that impact Indigenous education, such as the Stolen Generation, the Redfern Speech, and the Closing the Gap initiative. It examines the role of cross-curriculum priorities and the need for early childhood education to address educational disparities. The essay also explores the benefits of including Indigenous knowledge and perspectives in schools, emphasizing the importance of cultural respect and holistic education. The conclusion summarizes the key points, reinforcing the significance of Indigenous education and its impact on the broader society.

Indigenous education and
perspectives

Table of Contents
INTRODUCTION ..........................................................................................................................3
ESSAY ............................................................................................................................................3
CONCLUSION ...............................................................................................................................7
REFERENCES ...............................................................................................................................8

INTRODUCTION
INDIGENOUS people are regarded as the people those are native and belong to group of
native people. This is also associated with producing and growing of environment as they are
culturally distinct and involved within society (Brown, 2019) . These people are sharing cultural
ancestral tie for the land and resources they share. INDIGENOUS people are managing language
which is distinct from others or the language of the country in which they live. INDIGENOUS
people are not able to grab higher resources in order to live their lives due to which different
vulnerabilities are being faced by them for subsisting their wellbeing. INDIGENOUS education
and perspective is focusing over the concept of contemporary and historical ethnic group due to
which alignment towards language and culture can be made. This report is associated with
educational context of INDIGENOUS people and their impact over issues faced within getting
education at elementary and high school level. This report is providing various priorities that are
embedded with highlighting social injustice and changes to gap targets.
ESSAY
INDIGENOUS people are carrying out heritage of the nation and in this manner they are
having lesser resources to carry out their education in clear manner. These people tend to gain
knowledge from traditional methods and this is the major reason that other group of people do
not accept and incorporate INDIGENOUS people in their community and educational aspect.
This is being estimated that INDIGENOUS people are 5% of the world’s population but 15% of
the poor population. Education is regarded as the resource which is helpful in enhancing standard
of individual and raising them in better manner (Smith, Tuck and Yang, 2018). In current time
providing education to youth is highly necessary as they could deal with INDIGENOUS issues in
optimal manner. In the current scenario this is being observed that in education system lack of
INDIGENOUS perspective is found out due to which own culture within youngster is lost
somewhere. Some other writers have highlighted that for INDIGENOUS people funds are set to
be inadequate due to which INDIGENOUS people face high challenges within identifying their
culture and ethnicity. According to ACARA, this is being analysed that student learning
programs are designed in such a way that relevant and contemporary educational goals can be
attained and benefits can be given to individual and Australian INDIGENOUS people. Cross-
curriculum priorities are helpful in addressing learning areas which are applied to content

description. Each of the planning within educational background is required to be aligning with
creating enhancement within specific area. INDIGENOUS perspective within education is
providing collaboration to expand learning programs to the entire specific manner (Hunt, 2016).
It is clear that the progression of INDIGENOUS peoples’ social and economic development is
predicated on international and national recognition of their human rights and on pursuing
development strategies based on their own definitions and indicators of poverty and well-being
so that education quality can be expanded. In current educational system in Australia various
restrictions are imposed in inclusion of INDIGENOUS people and due to this ability to provide
certain implication within education is stopped. In order to develop knowledge INDIGENOUS
perspective is required to be included so that to render knowledge to every class of people and
providing cross-cultural priorities to them as well. The major target is decided as to enrol early
childhood education so that gap for INDIGENOUS people within Australia can be filled up.
Closing the report gap is stating that INDIGENOUS perspective within education is included so
that collaborative efforts can be provided within education.
There are huge historical or contemporary events or issues that are impacting
INDIGENOUS perspective within education or other fields. As INDIGENOUS people are
directly linked with habitant and culture of nation. In the context of Australia this can be
analysed that INDIGENOUS people are providing direct linkage to historic and contemporary
movement to education and economy as well. In the terms of events Stolen generation is one of
the significant historical movement which is giving issues to INDIGENOUS people as Stolen
generation is referred as Aboriginal and Torres Strait Islander children who were removed from
their families by Australian Federal and State government agencies and church missions between
1910 and 1970 through a policy of assimilation (Nee, 2017). This is known as the darkest chapter
within history of Australia in which forcefully children were removed. In the age of 18 they were
set free within the society which was the most scared movement. For aboriginal people are living
today as according to their experiences so that historical movements can be significantly impact
over their lives. Details are given in respect of removing INDIGENOUS children from families.
This was compiled by Australian human right commission so that information can be primarily
given to using wide range of sources. In the year of 1915, an Act were passed in which power
was given to Aboriginal Protection Board to separate INDIGENOUS children from their families
without having to establish in court that they were neglected. In the year of 1972, The

Aboriginal tent embassy was pitched outside the Parliament in Canberra so that to demonstrate
Land rights. 1993 is celebrated as international year of INDIGENOUS people due to which
various situations were faced in order to provide human rights to Australian INDIGENOUS
people. In the year of 2007, the tenth anniversary of bringing them home report was analysed and
due to this guardianship powers over Aboriginal children, those powers were formulated for the
'care and protection' of Aboriginal children, and did not extend to removal of children from their
natural parents (Younging, 2018). In 2010 a panel was established which is having major role of
hearing from Australian INDIGENOUS people so that constitutional rights can be given.
Redfern Speech
Redfern Speech is one of the most recognised contemporary events of Australia which
was made on Australian Prime Minister Paul Keating, at Redfern Park in Redfern, New South
Wales, an inner city suburb of Sydney in the year of 1992. In this speech he elaborated various
challenges faced by INDIGENOUS people and demonstrated the ways in which the same can be
dealt by society and people (Smith, Tuck and Yang, 2018). Australian government has described
a defining moment to the nation's reconciliation with its Aboriginal and Torres Strait Islander
people. Redfern Speech is denoted as the policy statement which is formed by large group of
INDIGENOUS people. This speech delivered by Keating was the first stone or base for the later
Labour prime minister, Kevin Rudd who then offered an apology to the INDIGENOUS
Australians for being removed by the past government policies and practices. It is to be noted
that the speech was later on added to National Film and Sound Archive’s sound of Australia
registry in 2010.
Apology for 2008
In 2008, a formal apology letter was issued by the parliament of Australia to the INDIGENOUS
children of Australia from their families who are often referred as stolen generations for their
forced removal from places by Australian Federal and state government agencies. The apology
was communicated by then Prime Minister of Australia Mr. Kevin Rudd (Thomas and Green,
2019). However, there were concerns that such kind of formal apology can be construed as strict
admission of deliberate and intentional wrong doings instead of accepting the grounds for
apology communicated in the original apology. Different people had their own opinions on the
apology but the same has been a trending topic of discussion in whole Australia for 2008.Lyn

Austin, chairwomen of Stolen generations Victoria believed that such apology was necessary and
need of an hour.
Closing the Gap
This framework is aimed by Australian government to reduce the various disadvantages among
aboriginal and Torres Strait Islander people on various grounds. This relates to various factors
such as Life expectancy, child mortality, Literacy, Numeracy etc. Sometime in 2006 a steering
committee was framed consisting of NGO’s, INDIGENOUS and Non-INDIGENOUS health
bodies which are working in collaboration to focus on INDIGENOUS health (Abeyta and et. al.,
2020). The campaign was successfully launched by the committee on April 2007 by Catherine
Freeman and Ian Thorpe. Under this campaign 6 targets were adopted by committee for
wellbeing and closing of gap for INDIGENOUS people from next 5 to 20 years with complete
self-determination.
Inclusion of non-appropriate INDIGENOUS knowledge in schools is serving major
purposes as with the help of this student may have higher knowledge regarding what is going
within the world. This will help in encouraging students to share their ideas and consider others
too. By providing native fruits to people and using posters and books high knowledge can be
stimulated within students. Traditional knowledge is associated with providing higher cultural
respect and enhancing learning within people. In order to manage major challenges within
INDIGENOUS people this is imperative that their rights are preserved so that higher assistance
can be given to them. A learner is willing to gain knowledge in various dimensions and with the
help of embedding INDIGENOUS perspective within education this can be made possible.
Different values are existed in every culture and every student is willing to gain appropriate
insight so that they can deal with future challenges and attain their desired level of objectives
(Trimmer, Hoven and Keskitalo, 2020). This inclusion is assisting each and every student so that
they can represent themselves in front of audience. This is very important to feel confident and to
share knowledge so that educational background can be enhanced.
This Aboriginal pedagogy framework is expressed as eight interconnected pedagogies
involving narrative-driven learning, visualised learning processes, hands-on/reflective
techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic,
modelled/scaffolded genre mastery, and connectedness. This is related with early stage learning
of an individual and could be helpful in enhancing learning process. This is the approach which

can be used by a student so that to use various metaphors and concepts in order to understand the
aspect which is to be understood. Besides this story telling is another method which can be used
in order to establish community linkage (McCoy, Tuck and McKenzie, 2017). These are
fluctuating for every situation and belong to learning cycle of an individual and to make them
barred to follow different protocols. This model is ensuring that holistic education is the primal
in which multiple perspectives can be followed by an individual in order to gain knowledge
regarding INDIGENOUS people.
CONCLUSION
From the above analysis it has been concluded that INDIGENOUS people are also known as
the first people, aboriginal people and native that are produces, growing and living in the
particular environment and religion. INDIGENOUS education and perspective has been included
in the primary school so that western culture can be enhanced so simultaneously impact the
services sector and manufacturing that will provide support in the growth of the GDP and
economy f the country. Along with this, both the historic and contemporary events have the vital
impact on these issues that has focused on the various factors such as language, status, history,
challenges and cultures. Furthermore it has explained that how INDIGENOUS perspective is has
been included in the early years setting or p[primary schools, so that it would help in to increase
the western culture right from the beginning of an individual.

REFERENCES
Books and journals
Abeyta and et. al., 2020. INDIGENOUS Perspectives on Leadership: A Communal
Reflection. Journal of Cases in Educational Leadership, 23(1), pp.67-92.
Brown, L., 2019. INDIGENOUS young people, disadvantage and the violence of settler colonial
education policy and curriculum. Journal of sociology, 55(1), pp.54-71.
Conifer, D. Leslie, T. Tilley, C. Liddy, M. (2017) ABC News. Closing the Gap: Australia is
failing on INDIGENOUS disadvantage goals. Retrieved from
http://www.abc.net.au/news/2017-02-14/closing-the-gap-report-card-failing/8268450
Grant, S. (2016) The Guardian. Reflections on the apology: Kevin Rudd in conversation with
Stan Grant. Retrieved from
https://www.theguardian.com/australia-news/2016/feb/10/reflections-on-the-apology-
kevin-rudd-in-conversation-with-stan-grant
Hunt, S., 2016. An introduction to the health of two-spirit people: Historical, contemporary and
emergent issues. Prince George, BC: National Collaborating Centre for Aboriginal
Health.
Korff, J. (2017). Creative Spirits.’Sorry’ apology to Stolen Generations. Retrieved from
https://www.creativespirits.info/aboriginalculture/politics/sorry-apology-to-stolen-
generations
Maddison, S. (2011). Referendum, reconciliation and apology. In Beyond white guilt: The real
challenge for black-white relations in Australia. Retrieved from
https://ebookcentral.proquest.com/lib/swin/reader.action?docID=692870&ppg=143
McConaghy, C. (2000). Rethinking INDIGENOUS education: Culturalism, colonialism and the
politics of knowling. Flaxton, Queensland: Post Pressed. SBS on Demand. (2011, 27
March). Djidi Djidi [Image and news broadcast]. Retrieved from
http://www.sbs.com.au/ondemand/video/11765315673/Djidi-Djidi
McCoy, K., Tuck, E. and McKenzie, M. eds., 2017. Land education: Rethinking pedagogies of
place from INDIGENOUS, postcolonial, and decolonizing perspectives. Routledge.
Nee, M.K.A.P.A. ed., 2017. INDIGENOUS Educational Models for Contemporary Practice: In
Our Mother's Voice, Volume II. Routledge.
Smith, L.T., Tuck, E. and Yang, K.W. eds., 2018. INDIGENOUS and decolonizing studies in
education: Mapping the long view. Routledge.
Smith, L.T., Tuck, E. and Yang, K.W. eds., 2018. INDIGENOUS and decolonizing studies in
education: Mapping the long view. Routledge.
State of New South Wales. (2012). RAET - Western New South Wales Regional Aboriginal
Education Team, DEC. Retrieved from
https://8ways.wikispaces.com/file/view/Aboriginal+Pedagogies+Text+Sample+Pages.
Thomas, R. and Green, J., 2019. A Way of Life: INDIGENOUS Perspectives on Anti-
Oppressive Living. First Peoples Child & Family Review, 14(1), pp.81-93.
Trimmer, K., Hoven, D. and Keskitalo, P. eds., 2020. INDIGENOUS postgraduate education:
intercultural perspectives. IAP.
Westaway, M. (2014) The Conversation. Why our kids should learn Aboriginal history.
Retrieved from https://theconversation.com/why-our-kids-should-learn-aboriginal-
history-24196

Younging, G., 2018. Elements of INDIGENOUS style: A guide for writing by and about
INDIGENOUS peoples. Brush Education.
Online
Australian human rights commission, 2017. HISTORICAL CONTEXT - THE STOLEN
GENERATIONS. [Online Through] <h https://bth.humanrights.gov.au/significance/historical-
context-the-stolen-generations>
Jens Korff, 2020. A guide to Australia's Stolen Generations. [Online Through] <
https://www.creativespirits.info/aboriginalculture/politics/stolen-generations/a-guide-to-
australias-stolen-generations>