Sample EDES105 Indigenous History and Culture Report

EDES105 Indigenous History and Culture Report Sample

This unit has been designed to empower teachers to be better informed about Aboriginal and Torres Strait Islander Education. Critically analyse and reflect on one of the 6 key thematic areas of this unit listed below, examine the significance and relevance of your chosen theme to your future role as a teacher, and identify strategies to enhance your effectiveness in the classroom, particularly for Aboriginal and Torres Strait Islander students.

1. Country and Story.

2. Indigenous Knowledges.

3. Indigenous literacies and Aboriginal English/s.

4. Aboriginal Education Policies in NSW and Federally.

5. The stories being engaged in, within the Australian 'History Wars'

6. Incorporating and engaging Aboriginal perspectives in the teaching of a chosen curriculum area (Specify chosen focus). In this essay include the following:

1. Critical reflection and analysis of your perceived personal and individual role as future teachers.

2. Analysis and reflection of pedagogical components in quality Aboriginal and Torres Strait Islander education.

3. Critical analysis and personal reflections of the readings engaged in as they relate to your chosen thematic area.

Purpose: This assignment is designed to allow you to reflect on your experiences and learning journey and illustrate how you have furthered your understanding through an engagement with the perspectives and knowing shared by academic voices contained within the various readings provided, and other material and sources you have independently been researching. This final assignment is about the level of understanding and insight you have gained and can bring to your teaching as a synthesis of knowledge about your chosen theme.

Learning outcomes assessed: 1, 2, 3 & 4

Solution

Introduction

Efficient learning for Aboriginal students can be ensured by identifying specific needs and culturally appropriate practices. I have learnt various things for The Assignment Helpline throughout this unit which has helped me to understand the educational aspects of Aboriginal and Torres Strait Islanders. However, the main themes in this unit that attracted me the most are indigenous literacy and Aboriginal English. In the following discussion, I will explain how this theme can be significant for me to identify teaching strategies in the future and effectively foster an inclusive learning environment. The following reflection will include the insights that I have obtained from reading various articles and provided materials along with understanding from my independent research.

Personal Reflection and Critical Analysis

Australia currently has more than 250 indigenous languages along with 800 dialects (AIATSIS, 2023). This is why language is considered to be a living thing that is necessary to connect people to their ancestors, culture, and country. My knowledge regarding Aboriginal English and Indigenous literacies has developed effectively through learning from the provided readings. After going through all those readings, I have created an in-depth understanding of the importance of bilingual or multilingual practices to promote Indigenous literacies more effectively. Language is not just a means of communication for Indigenous people, rather it plays an important role in fostering a sense of identity among them. Although the Australian government ordered teachers to teach English for the first 4 hours of the day in remote schools in 2009, many schools such as Yirrkala School continued to teach “both ways” (Masters, 2021). While reading about the practice of these schools in my previous assignment, I have developed a detailed understanding that many students coming to remote schools do not have as much proficiency in English as they have in their first language. Thus, the students are more able to understand the topics taught in class if those are in both English and the student's native language. Thus, I comprehend that to promote indigenous literacies, a bilingual and multilingual environment is necessary. Moreover, from wider reading, I have identified this is also necessary for the survival of the language and cultural practices of the community. In many Indigenous communities, very few people have proficiency in their native language as more people are being educated in English (AIATSIS, 2023). For example, the Ngunnawal language has not been spoken fluently for nearly a century now. In many cases, only older people in the community have proficiency which I understand to be not suitable for maintaining the higher language diversity of the country. Thus, currently, the inclusion of elders from the community in the educational programs is necessary to revive the first languages of the indigenous communities for future generations. My understanding is that indigenous literacies are rooted in art, dance, song and oral traditions. Thus, it cannot be solely focused on conventional writing and reading methods. According to me, the preservation and promotion of Indigenous literacy are highly important and can be only ensured through integrating spatial, performative and visual elements that connect to the Indigenous culture effectively.

Argument and Examples

After reading various articles and comprehending learning from the provided materials, I have identified that colonization is one of the primary reasons that pressurized indigenous people to alter their language practices. Due to high pressure, many indigenous people started using colonizer languages which came at the expense of their ancestral language. However, in many countries such as Canada, the US and New Zealand multilingualism is currently highly promoted (Disbray et al., 2018). However, I have identified that the complexity in Australia to upscale multilingualism is more severe. As the Australian population as well as speaker communities of each language are limited in number, broad delivery of language reclamation and revitalisation programs is not possible (Disbray et al., 2018). My personal experience regarding this is that many people in the country speak more than one traditional language along with English. Although in remote areas, integrational transmission of language has been possible till now, the communities are facing physical, social and economic challenges. I have identified another argument in the article of Masters, (2021), bilingual curriculum for Indigenous people is efficient in increasing student engagement and attendance rates. I believe that enabling children to learn and play on the traditional lands is necessary to foster indigenous literacy effectively along with connecting the curriculum with the cultural aspects of the community. If integrated properly, people can even develop proficiency in Western numeracy without compromising their language. Schools like Yirrkala and Laynhapuy Homelands are the most significant examples that have been successful in their teaching strategies of aboriginal English along with promoting indigenous literacy. Previously many Aboriginal students used to drop out before completing year 12. However, Yirrkala is the first school in the community which has the first graduate year 12 by focusing on both aboriginal English and local language (Masters, 2021). The faculty members have also ensured that videos, books, apps and flashcards are developed in the local language. The case study has interested me significantly to understand that learning in a native language is more interesting to aboriginal students which helps them to connect with their culture more effectively. Apart from that, the remote schools are also strongly prioritizing the communities to enable them to make decisions regarding educational practices (Masters, 2021). However, one of the major challenges remaining in Australia is the funding of remote schools. The schools with poor attendance obtain lower funding which worsens the attendance more as the educators cannot access the necessary resources to increase engagement with the limited funds. Thus, I believe that a stronger analysis is required to be done by the federal government to ensure high literacy among the Aboriginal and Torres Strait Islanders.

Role as a Teacher

In the future, while practicing as a teacher, the above-discussed theme will have significance in bringing effectiveness to the classroom. The Aboriginal and Torres Strait Islander students require more engagement with their culture and first language to develop their knowledge efficiently. In this regard, the pedagogical model that I will incorporate into my teaching is Culturally Responsive Pedagogy to fulfill my role as a teacher efficiently. As per this pedagogy, teaching strategies need to emphasize the significance of the social situation and culture of students along with embedding it in the school's curriculum (Evans, Turner & Allen, 2020). Through this, I can demonstrate value and respect to the students and their culture to engage them more effectively in the learning process.

Moreover, I will consider these insights while teaching them. From my reading and learning, I have identified the ‘8 ways’ to be the most important pedagogical framework that can be incorporated into aboriginal teaching techniques. This framework was developed by Dr Martin Nakata and Dr Karen Martin and is focused on core curriculum content along with embedding Aboriginal perspectives for the students in every lesson (8 Ways, 2024). As a teacher, I can effectively engage with indigenous knowledge through this framework which is necessary to apply common ground in the classroom. The main focus of this framework is on a simple rule that everyone should put something back if they take something. To implement this rule effectively eight learning tools were mentioned in this framework such as storytelling, learning maps, land links and community links. Thus, while teaching aboriginal students, I will ensure that the curriculum incorporates these 8 tools. The ‘story sharing’ aspect of this framework must include cultural meaning-making and place-based significance which can be customized according to the particular culture of the Aboriginal students (Barkaskas & Gladwin, 2021). In the future, I will also consider using ‘learning maps’ to foster intellectual processes among aboriginal students by using metaphors which are grounded in the country and culture. In this regard, I will use diagrams, flowcharts and mind maps while teaching complex concepts to the students along with ensuring that they align with their indigenous culture. However, after evaluating various articles and readings, I have identified that language barriers remain a major challenge in creating inclusive learning environments. In this regard, the incorporation of ‘non-verbal’ techniques such as visual cues, gestures and body language will be highly suitable for bridging the language gap (8 Ways, 2024). Apart from that, I will also incorporate ‘images or symbols’ in the learning process while teaching which are identified to be the building blocks of learning in the framework. Through this, aboriginal students can learn new concepts more efficiently as visual elements are more effective in strengthening memory along with understanding the dynamic and cross-cultural meaning (Malcolm, Konigsberg & Collard, 2020). Land and environment are highly preferred in the indigenous curriculum. Thus, ‘land links’ will be incorporated while teaching the students more meaningfully about the concepts of ecology or geography. Outdoor learning will be a focused teaching strategy to connect lessons to the land.

‘Non-linear’ pedagogy is also widely accepted by practitioners to productively integrate School knowledge with communities. In this regard, project-based learning can enable aboriginal students to identify solutions for real-life problems innovatively and holistically (8 Ways, 2024). I will also incorporate this strategy while teaching to foster independent exploration of topics flexibly. Moreover, aboriginal scaffolding methodology will also be incorporated into my teaching strategy that aligns with the element of ‘deconstruct/reconstruct’ of the 8 ways framework. The Basic skill of the student can be built through this strategy which is effective for moving from familiar to familiar concepts. ‘Community Link' is the most important element of this framework and is aligned with my reading regarding the concept. While teaching aboriginal students, maintaining a connection with the community is necessary to ensure higher success (Santiago-Ortiz, 2019). Thus, I will consider inviting community members often, especially elders during classes. They can share their knowledge with the students through which community resources can be embedded efficiently in the curriculum. Through this, more respect can be shown to the community knowledge which can create a sense of belonging among the students.

Conclusion

From the above discussion, it can be concluded that the development of Indigenous literacy and Aboriginal English requires participation from the community members and strong curricular development. I have read various articles along with considering the provided learning materials to understand the concept in more depth. I have learned that using English as the main language in the curriculum is not the solution to improve educational outcomes among Aboriginal and Torres Strait Islander students. Schools are required to engage the community as well as focus on a bilingual and multilingual environment to ensure higher engagement among the students. In this regard, I will focus on culturally responsive pedagogy and 8 ways framework of my teaching strategy. As language remains a barrier to improving the learning environment for Aboriginal students, I will consider using visual elements, outdoor learning, project-based learning, and linking concepts with land and environment as core teaching strategies. Through this, the students can learn more effectively.

References