Strengths Of Embedding Indigenous Perspective In Education Case Study

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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
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This then allows for a different type of dialogue to occur and develop between Indigenous and non-Indigenous school children. Investigating the varied Indigenous communities’ strengths and involving them in the classroom is an example of embedding Indigenous perspectives positively.
Lampert, McCrea and Burnett (2014, p. 85) indicate it is important that we respect the cultural practices of Aboriginal and Torres Strait Islanders in our educational practice. A curriculum inclusive of Indigenous Studies for Indigenous and non-Indigenous children needs to ensure that the curriculum itself in schools is centred as a pragmatically based learning approach, as opposed to academic or theory based learning. This provides greater opportunities for Indigenous children to succeed in their learning following a competency based

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