Strategies for Teaching Aboriginal and Torres Strait Islander Students

This essay provides an overview of Indigenous education, particularly focusing on the teaching of Indigenous knowledge, processes, strategies, and content within both formal and non-formal education systems. It highlights the impact of Aboriginal and Torres Strait Islander histories and cultures on education, emphasizing the importance of understanding traditions, customs, and identifications. The essay discusses the linguistic background of students from Aboriginal backgrounds and strategies for teaching these students, including developing cultural competence, understanding learners, creating culturally responsive curricula, and linking with schools and communities. It also addresses the need for respecting Aboriginal and Torres Strait Islander histories, cultures, and languages, and concludes that specific focus should be on capability-building practices in both formal and informal education programs, with teacher education playing a crucial role in shifting old presumptions.

Indigenous Studies and Learnings

Introduction
• The Indigenous education particularly makes focus on the teaching indigenous
knowledge, processes, strategies and the content within formal education
system or non-formal education system.
• There has been a universal shift to identifying and knowing the indigenous
models of education as a feasible and valid form of the education.
• There are various educational systems through the world, some that are more
majorly and extensively adopted.

Impacts of Culture
The Aboriginal and Torres Strait Islander Histories and Cultures priority gives
the options to indigenous people to establish the understanding.
The Aboriginal and Torres Strait Islander Cultures builds involvement in present
culture of the world.
The Aboriginal and Torres Strait Islander Cultures make able students to know
modern Aboriginal and Torres Strait Islander groups (Bullen and Flavell, 2017).
The main advantage of this culture is that indigenous students will know that
traditions, culture, custom, and identifications are the resource of power and
flexibility for aboriginal people (Clifford and Shakeshaft, 2017).

Linguistic background of students from
aboriginal on the education of students
 The Aboriginal and Torres Strait Islander people are considered as able
students of the western disciplines.
 The discrepancy model of student capability and achievement incline to be
more words of the manner, where power relations have been factually
developed (Armstrong, et. al, 2017).
 The discrepancy model is well known model which do not serve the social
purpose of increasing the educational achievement.
 The Aboriginal and Torres Strait Islander people must assign old knowledge
system, different home languages, school science qualified in Standard
English, and their own establishing customs and languages.

Strategies for teaching Aboriginal and Torres
Strait Islander students
 Understanding in the capacity of teacher- Teachers are required to establish
their awareness of personal professional cultural competence and experience.
It helps teachers to do the same with the help of self-assessment and
questioning.
 Develop knowledge of cultural competence in teaching practice- it targets to
enhance educator’ s knowledge of Aboriginal and Torres Strait Islander
manners of living and implication of this for learning (Grace and Platow,
2017).

 Knowledge of learners and learning- The educators are motivated to know
about proper learning approaches in reference of Aboriginal and Torres Strait
Islander educational achievements and assessment. The educators will be
prepared in the better way to communicate properly with a range of educated
people.
 Developing a culturally responsive curriculum- it is established to provide
help the educators design and apply the learning program valuing experience,
traditions and cultures of Aboriginal and Torres Strait Islander people. In this
way, educators would be capable to discover various manners to teach
curriculum that better use Aboriginal and Torres Strait Islander experience.

 Making proper learning experience- educating technologies which improve
learning chances for Aboriginal and Torres Strait Islander people are
considered in it. It will give assistance to the teachers to various educating
style, and different procedures of delivery and evaluate works to make the
proper culture (Azzopardi, et. al, 2018).
 Linking by profession to schools and group- It is created to evaluate the
principles of successful group capacity building. It considers role of teacher to
exercise in creating purposeful relations between school and guardians, and
people and Aboriginal and Torres Strait Islander Education Officers.
 There are some limitations of these strategies. The main limitations include
deficiency of funds and no formal review of these strategies.

Respect for Aboriginal and Torres Strait Islander histories,
cultures, and languages
 Teachers are required to enable students to learn and respect Aboriginal and
Torres Strait Islander pasts, languages and customs in following manners-
 Establish protocols for commitment or involvement (Simpson, 2017).
 Language and culture.
 History, policies and strategies.

 Identification of modules.
 Aboriginal and Torres Strait Islander groups: cultural diversity and socio-
economic fairness and rights.
 Aboriginal and Torres Strait Islander communities: worldwide nationality and
celebration (Stevenson, et. al, 2017).
 In this manner, the concepts will establish and develop various more effective
modules (Grant and Greenop, 2018).

Conclusion
 As per the above analysis, it is concluded that education for Aboriginal and Torres
Strait Islander students is much required.
 The specific focus should be on capability forming practices in the formal school
education and informal education program.
 Teacher education is important site for shifting old presumptions in the science and for
creating procedure forward.

References
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 Grace, D. M., and Platow, M. J. (2017) Self and social identity in educational contexts, 25(2),
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