Hannah Rose 18215452 – Aboriginal and Culturally Responsive Pedagogies

Option 1

Through a deep and thorough analysis of Aboriginal histories and cultures, one will aim to

highlight and reinforce numerous components that work to build positive and respectful

relationships with Aboriginal and Torres Strait Islander students. It will become apparent how

these teaching and learning strategies also work to improve retention rates among Aboriginal

and Torres Strait Islander students. Aboriginal and Torres Strait Islander students remain

among the most educationally disadvantaged minority in Australia (Craven, 2011), and this

mistreatment has resulted in a major gap between Aboriginal students and non-Aboriginal

student’s achievement and retention rates. There are a range of educational practices which

act as barriers for school completion among Aboriginal and Torres Strait Islander students

such as particular teaching practices, forms of assessment as well wider social issues including

poverty and poor health (Jones & Harris-Roxas, 2009). By analysing key documents such as

the Close the Gap Policy, the Aboriginal Education Policy and engaging in research; effective,

efficient and inclusive strategies to support Aboriginal student learning and retention will be

outlined. Developing positive and respectful relationships with Aboriginal and Torres Strait

Islander students and improving retention is crucial to closing the gap in other areas of life,

‘as the ability to successfully complete high school is fundamental to continued success and

quality of life’ (Jones & Harris-Roxas, 2009).

Supporting Aboriginal students learning, success and retention stems from developing a

sense of cultural competency to learn the value of Aboriginal and Torres Strait Islander

cultures and histories. ‘Cultural competence refers to an ability to interact effectively with

people of different cultures and socio-economic backgrounds’ (NSW Education and

Communities, 2008, p.5), and understand the importance of social and cultural influences on

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Hannah Rose 18215452 – Aboriginal and Culturally Responsive Pedagogies

people’s beliefs and behaviours (Bettancourt, Green, Carillo, Ananeh-Firempong, 2003).

Developing a sense of cultural competency in terms of Aboriginal Education involves learning

the ‘knowledge and skills that are required to engage respectfully with Aboriginal peoples in

all settings to build and maintain relationships and continually improve service delivery’ (NSW

Education and Communities, 2008, p.5). This may include becoming acquainted with

Aboriginal and Torres Strait Islander culture and languages and showing a willingness to

attend community events outside school hours, to explicitly show Elders and the community

that as an educator you value their input and are willing to learn from the community

(Harrison & Sellwood, 2016). Immersing oneself in Aboriginal and Torres Strait Islander

culture allows teachers to develop an understanding about ‘specific community values,

appropriate communication… and how people interact with one another’ (Harrison &

Sellwood, 2016, p.75). According to Harrison and Sellwood (2016) it is essential to have a clear

understanding of student’s community values and to not view this through the lens of a

cultural deficit. Developing a sense of cultural competency by valuing ‘and acknowledging the

identities of Aboriginal students’ (NSW Department of Education (DoE), Aboriginal Education

Policy, 2017) will assist teaching and learning, as teachers will have the ability to embed and

make meaningful links to Aboriginal heritage; and therefore build strong student-teacher and

community relationships based on trust and mutual respect that support their culture,

resilience and perseverance (Department of Prime Minister and Cabinet, 2018).

It is a legal requirement that Aboriginal and Torres Strait Islander knowledge is embedded

into the curriculum. Building a learning partnership and including Aboriginal communities in

curriculum decisions is a mutually beneficial process ‘that gives credibility and integrity to the

teaching of Aboriginal students and syllabus content related to Aboriginal issues’ (NSW Board

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Hannah Rose 18215452 – Aboriginal and Culturally Responsive Pedagogies

of Studies, 2008, p.2). Including Aboriginal and Torres Strait Islander parents and community

members in this process not only assists with meeting the requirements of the Australian

Institute for Teaching and School Leadership (AITSL) Australian Professional Standards for

Teachers in a meaningful way, but also reinforces that their ‘knowledge is valued as living

knowledge and not something that belongs to the past’ (Harrison & Sellwood, 2016, p.75). As

a future educator, it is apparent that including members of the community in the planning

and promotion of school practices that support the ‘cognitive, emotional, social and physical

wellbeing of students’ (NSW Education and Communities, 2008, p.7) is crucial, as it provides

teachers with the ability and opportunity to contextualise teaching and learning strategies

and to conduct learning that is relevant to the reality of the contemporary Aboriginal

experience and their everyday life (Craven, 2011). It also highlights the importance of identity

and extended family connections in Aboriginal and Torres Strait Islander communities. I will

attempt to include the Aboriginal and Torres Strait Islander community in the planning of my

curriculum, and teaching and learning strategies to assist in developing positive and

respectful relationships with students.

The ‘Close the Gap’ (2018) policy discusses, that the quality of teaching is recognised as the

largest in-school influence on student achievement, stating that ‘well-trained, skilled and

knowledgeable teachers who…engage with their students and the community are essential

to lifting the outcomes’ (Department of the Prime Minister and Cabinet, 2018). By utilising

cultural competency and including Aboriginal and Torres Strait Islander communities in

curriculum development, I will have the knowledge to effectively support the learning,

success and subsequent retention of Aboriginal and Torres Strait Islander students. There are

a range of teaching and learning activities I wish to employ in the classroom to support the

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Hannah Rose 18215452 – Aboriginal and Culturally Responsive Pedagogies

learning of Indigenous students. Firstly, ‘The 8 ways of Aboriginal Learning’ highlights a

culturally responsive pedagogical framework that has been successful in Western NSW.

Developed from Indigenous research by Aboriginal people in Aboriginal communities to

benefit all students, the framework compromises eight interconnected pedagogies that view

learning as a connection between all things (Yunkaporta, 2009). The framework draws on

knowledge and protocols from communities, Elders, land, language, ancestors and spirit

(Yunkaporta, 2009) to highlight the importance of cultural integrity and provide students with

the opportunity of learning through culture, rather than about culture. The framework

successfully brings Aboriginal ways knowing and being into the classroom (Yunkaporta, 2009).

One of the most significant pedagogical strategies that Yunkaporta (2009) discusses from the

framework that I will implement in my Key Learning Areas of English and Drama is story-

telling. Drawing from the first symbol depicting a Boomerang, this strategy encourages

teaching through narrative and song (Yunkaporta, 2009). Yunkaporta (2009) suggests building

units of work around stories that draw on culture, vocabulary and grammar from the story

itself rather than teaching isolated cultural lessons (Yunkaporta, 2009). As a teacher, sharing

your stories and allowing students to share theirs, draws on everybody’s home culture and

highlights how students learn through culture (Yunkaporta, 2009). Story sharing works to

build a positive rapport with all students and provides them with the opportunity to ‘celebrate

and acknowledge Aboriginal cultures and histories’ (NSW Education and Communities, 2008,

p.7). The framework also aligns with the AITSL (2011) standards of 1.4 ‘strategies for teaching

Aboriginal and Torres Strait Islander students’ and 2.4 ‘understand and respect Aboriginal and

Torres Strait Islander people to promote reconciliation between Indigenous and non-

Indigenous Australians’ (AITSL, 2011).

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Hannah Rose 18215452 – Aboriginal and Culturally Responsive Pedagogies

An additional strategy for supporting Aboriginal learning and retention includes providing ‘a

supportive and culturally inclusive learning environment for Aboriginal students’ (NSW DoE,

2017, 1.5.2), as a positive learning environment plays a significant part in determining the

extent to which Indigenous students participate in school (Purdie and Buckley, 2010). I wish

to support Aboriginal learning and retention by creating a learning environment where

Aboriginal student’s cultures, histories and languages are encouraged and embraced.

Traditionally, much of Aboriginal learning occurs orally through ‘informal, unstructured

situations through observation and imitation rather than through verbal instructions and

written texts’ (Craven, 2011, p.267). Therefore, I will employ culturally responsive teaching

and learning strategies by firstly attempting to link lessons to the students own world and

secondly, following the structure of: modelling, demonstrating and reflecting on the task to

support the learning of all students (Harrison & Sellwood, 2016). According to Harrison and

Sellwood (2016), a recent 2015 study with Aboriginal parents and students indicated that

Aboriginal students believed efficient teaching and learning occurred when the learning

intentions were made clear, the teacher modelled and demonstrated the task and then

provided students with the time to repeat and master the task (Harrison & Sellwood, 2016).

The goal of this teaching and learning strategy is to incorporate the Aboriginal tradition of

passing on information verbally to ensure students feel valued in class.

As a teacher, it is important to recognise that standard English is not the mother tongue of

many Indigenous students (Purdie & Buckley, 2010). Therefore, I will respect the validity of

Aboriginal English which many students bring to the classroom (Purdie & Buckley, 2010).

Aboriginal language is a fundamental element of Aboriginal culture which reaffirms their

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Hannah Rose 18215452 – Aboriginal and Culturally Responsive Pedagogies

identity, spirituality and connection to country (NSW DoE, 2018). According to Green (2010,

as cited in Troy, 2015) by supporting students use of Aboriginal English, and implementing

language programs at Chifley College in Western Sydney, the school has improved their

attendance rates and the support for Aboriginal languages in Sydney. Students can connect

with the language of the country in which the school is located and highlights the success and

importance of place-based learning (Green, as cited in Troy, 2015). The program begins by

highlighting that many of the street signs in their area are Dhurug. This normalises and

ensures the language is relevant by reinforcing that the language still exists even if dormant

(Green, as cited in Troy, 2015). This strategy has positively changed students attitudes

towards education, is an act of reconciliation that aligns with the NSW Aboriginal Education

Policy and helps ensure the curriculum is relevant for all students (Green, as cited in Troy,

2015). The effective use of Aboriginal language in the classroom may involve collaborating

with Aboriginal and Torres Strait Islander communities or engaging in professional

development opportunities to further develop competencies (Buckskin, 2015), valuable

expertise and skills (Craven, 2011). I wish to immerse myself in a school environment where

such programs are implemented and supported at a whole school level. However, at the very

least at a classroom level I will support their languages and embrace their cultural customs

such as referring to those they are not biologically related to as ‘aunty,’ uncle,’ or ‘miss aunty.’

Normalising these cultural norms in the classroom provides Aboriginal and non-Aboriginal

students a better understanding of Aboriginal culture, identity, self-esteem and resilience

(NSW DoE, 2018). It also reduces cultural confusion and is a holistic approach to learning

(Green, as cited in Troy, 2015) that can occur in both my Key Learning Areas of English and

Drama.

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Hannah Rose 18215452 – Aboriginal and Culturally Responsive Pedagogies

In 2017, the attendance rate for Aboriginal students was 83.2%, compared with 93.0% for

non-Aboriginal students (Department of the Prime Minister and Cabinet, 2018). It is a

Department of Education goal to ‘increase the participation and retention of Aboriginal

students in schools’ (NSW DoE, 2017, 1.3.1). Schools and the Australian government are

attempting to close this gap by encouraging diversity and flexibility, as well as promoting

culturally relevant pedagogy and curriculum (NSW Education and Communities, 2008).

However, I will also aim to close this gap by organising extra-curricular activities that ‘appeal

to and engage students at risk of absenteeism’ (Purdie & Buckley, 2010, p.20). Blacktown Girls

High School (BGHS) located in Western Sydney has achieved real institutional change and

improved retention through the creation of a yarn circle which draws on the ‘storytelling’

component of the ‘8 ways of Aboriginal Learning.’ The yarn circle has given students the

opportunity to share their culture, language, food, experiences, discuss women’s business

and listen to the stories of their Aboriginal aunties. According to the teachers at BGHS, since

the development of the yarn circle ‘the girls have gained a stronger sense of their personal

Aboriginal identity and become a defined group within the school’ (Harrison & Sellwood,

2016, p.72). The yarn circle has improved attendance rates and has played a major role in

Aboriginal girls becoming leaders within the school, developing a sense of school pride and

‘understanding the importance of education being their gateways to opportunities’ (Harrison

& Sellwood, 2016, p.73). The yarn circle highlights an extra-curricular activity that aligns with

the Aboriginal Education policy (2017) as it ‘provides all students with opportunity to

develop deeper understandings of Aboriginal histories, cultures and languages’ (NSW DoE,

2017, 1.6.6) and ‘assists Aboriginal students to access educational opportunities in a range

of settings (NSW DoE, 2017, 1.5.3). I wish to draw upon resources such as this to assist in

building positive and respectful relationships with Aboriginal students, which will in turn

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Hannah Rose 18215452 – Aboriginal and Culturally Responsive Pedagogies

improve their attendance and retention by valuing their cultural backgrounds, and the

experiences and skills they bring to the school (Purdie & Buckley, 2010).

According to the Aboriginal Education Policy it is a Department of Education goal ‘that

Aboriginal and Torres Strait Islander students will match or better the outcomes of the

broader student population’ (NSW DoE, 2018). Institutional policies such as the Aboriginal

Education Policy and the Close the Gap Policy provide a vehicle for schools in Australia to

support the teaching and learning of Aboriginal and Torres Strait Islander students. I wish

to build positive and respectful relationships with Aboriginal and Torres Strait Islander

students that support their achievement and retention. This will occur through engaging with

the community to assist in developing curriculum and displaying a continued sense of cultural

competency. These relationships will strengthen and improve retention rates through

creating a positive learning environment, utilising pedagogies such as the ‘8 ways of

Aboriginal Learning, embracing their cultures and languages and providing them with the

opportunity to participate in extra-curricular activities to spark an increased interest in

education.

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Hannah Rose 18215452 – Aboriginal and Culturally Responsive Pedagogies

Reference

Australian Institute For Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

Betancourt, J, R., Green, A, R., Carillo, E., & Ananeh-Firempong, O. (2003). Defining Cultural
Competence: A Practical Framework for Addressing Racial/Ethnic Disparities in
Health and Health Care. Public Health Reports, 118(4), 292-302.

Board of Studies NSW. (2008). Working with Aboriginal Communities. A guide to

Community Consultation and Protocols. https://ab-
ed.nesa.nsw.edu.au/files/working-with-aboriginal-communities.pdf. Accessed
22/08/2018.

Buckskin, P. (2015). Engaging Indigenous students: The important relationship between

Aboriginal and Torres Strait Islander students and their teachers. In Price, K (Ed.),
Aboriginal and Torres Strait Islander Education – An introduction to the teaching
profession (pp.175-181). Port Melbourne, Australia: Cambridge University Press.

Craven, R. (2011). Teaching Aboriginal Studies 2nd Edition: A practical resources for primary
and secondary teaching. Australia. Allen & Unwin.

Department of the Prime Minister and Cabinet (2018). Closing the Gap Prime Minister’s
Report 2018.

Harrison, L., &Sellwoor., J. (2016). Strategies for teaching Aboriginal and Torres Strait
Islander students. Learning and teaching in Aboriginal and Torres Strait Islander
education. Melbourne Victoria. Oxford University Press.

Jones, A., & Harris-Roxas, B. (2009). The Impact of School Retention and Educational
Outcomes on the Health and Wellbeing of Indigenous Students. A literature review,
Sydney: Centre for Health Equity Training Research and Evaluation.

NSW Department of Education (DoE). (2017). Aboriginal Education Policy. Retrieved from
https://education.nsw.gov.au/policy-library/policies/aboriginal-education-and-
training-policy. (Accessed, 19/08/2018).

NSW Education and Communities (2008). Aboriginal Education and Training Policy. Turning
Policy into Action. Retrieved from. https://education.nsw.gov.au/policy-
library/associated- documents/aetp_turning.pdf (Accessed, 19/08/2018).

Purdie, N., & Buckley, S. (2010). School attendance and retention of Indigenous Australian
Students. Closing the Gap Clearinghouse, Australian Institute of Welfare, Australian
Institute of Family Studies, 1, 1-25.

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Hannah Rose 18215452 – Aboriginal and Culturally Responsive Pedagogies

Troy, J. (2015). Language and Literacy. In Price, K (Ed.), Aboriginal and Torres Strait Islander
Education – An introduction to the teaching profession (pp.140-158). Port
Melbourne, Australia: Cambridge University Press.

Yunkaporta, T. (2009). Our ways of Learning in Aboriginal Languages. Department of

Education and Training NSW, 1-9.

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