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 …show more content…
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 …show more content…
Shipp (2013, p.25) discusses that in urban contexts it is important that teachers do not shy away from including Aboriginal perspectives in the classroom just because they think that there are no ‘real Aboriginal’ students in their class.
Successful collaboration in education requires teachers who are willing to engage with the local Indigenous community both inside and outside of the school gate. The value of teaching Aboriginal culture, language and studies is vital in integrating history, culture and beliefs into a holistic teaching system. Engagement with the local wider community is imperative so that local Indigenous culture, history, language and knowledge of Country can be incorporated into the everyday curriculum.
Narogin (cited in Sarra 2011, p.2) states Indigenous Australians exist holistically within a cultural, historical and social context. AITSL (2014, np) states that a graduate teacher must demonstrate a broad knowledge and understanding of the impact of culture, cultural identity and linguistic backgrounds for educating Indigenous children. Federal Government policy and in particular New South Wales Government policy aims to work towards reconciliation and maintains that education is part of this
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 …show more content…
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 …show more content…
Shipp (2013, p.25) discusses that in urban contexts it is important that teachers do not shy away from including Aboriginal perspectives in the classroom just because they think that there are no ‘real Aboriginal’ students in their class.
Successful collaboration in education requires teachers who are willing to engage with the local Indigenous community both inside and outside of the school gate. The value of teaching Aboriginal culture, language and studies is vital in integrating history, culture and beliefs into a holistic teaching system. Engagement with the local wider community is imperative so that local Indigenous culture, history, language and knowledge of Country can be incorporated into the everyday curriculum.
Narogin (cited in Sarra 2011, p.2) states Indigenous Australians exist holistically within a cultural, historical and social context. AITSL (2014, np) states that a graduate teacher must demonstrate a broad knowledge and understanding of the impact of culture, cultural identity and linguistic backgrounds for educating Indigenous children. Federal Government policy and in particular New South Wales Government policy aims to work towards reconciliation and maintains that education is part of this