Australia 's First Nation, Their Culture, Identity, And Their Dreamtime Stories Into Australian Mainstream Schooling

1125 Words Jan 5th, 2016 null Page
The aim of embedding indigenous perspectives in education is to embrace Australia’s First Nation, their culture, identity, and their dreamtime stories into Australian mainstream schooling. Aunty Tina Quitadamo (cited in Beresford et al. 2003, p. 149) comments ” similar to our dreaming, I see quality education as an evolving, holistic, spiritual and educative process providing meaningful opportunities for personal growth”.

For the past 200 years Australian education formulated post-colonial guidelines with an absolute insistence for all Indigenous children to learn, write, and read in English, with no allowances for their own languages or cultures. Heiss (2013, para 1) states government policy relating to Aboriginal people has been designed and implemented by non-Aboriginal people. Commonly the justification for most policies was that they were for their own good. Aunty Ruth Simms (cited in Beresford, Partington & Gower 2012, p. 349) narrates “teachers of Aboriginal children and all children who come inside the school gate must having a working knowledge of the true history of this country”.

Maintaining and making contact across cultures means personal acknowledgment of who we see as different. Barnett (1994, p.41) states this includes confronting our own negative isms such as sexism, ageism and racism together with overcoming our own prejudices, discomfort, laziness and inhibitions. Australian Graduate Teaching Standards such as Standard 2, ‘know the content and how to…

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