The re-creation and resolution of the 'problem' of Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum priority

Abstract

• Focuses on the ‘problem’ of Aboriginal and Torres Strait Islander education in the Australian Curriculum.

• Investigates policy discourses that construct and reconstruct the cross-curriculum priority for Indigenous education.

• Discusses how curriculum developers have reframed the issue from an unclear initiative into a perceived solution to educational underachievement among Indigenous students.

• Highlights the detrimental effects of these policy representations that contribute to racialization and deficit perspectives of Aboriginal and Torres Strait Islander peoples.

Introduction

• Published national curriculum in 2010 aimed at replacing state-based curricula across Australia and including significant contemporary topics, later termed cross-curriculum priorities (CCPs).

• Three key CCPs: Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and Sustainability.

• Analyzes the rationale behind the Aboriginal and Torres Strait Islander histories and cultures CCP.

• Identifies the dual role of this rationale: reproducing a problem and claiming to offer a solution.

Policy Analysis Approach

• Employs a critical cultural policy approach, focusing on how cultural identities are mobilized in education policy.

• Draws on Bourdieu’s and de Certeau’s frameworks to highlight the complexity of cultural policy and ongoing dialogues within it.

• Integrates Bacchi’s policy analysis with critical race theory to unveil the acts of governance regarding Aboriginal education.

• Questions the epistemological underpinnings of policy solutions associated with the CCP.

Issues of Representation

• Discusses how policies like the Overcoming Indigenous Disadvantage Reform Agenda categorize Aboriginal identities in reductive, homogenizing ways.

• Policy aims often reflect the interests of a majority, overshadowing the aims of Aboriginal and Torres Strait Islander peoples.

• Advocates for recognition of the nuanced realities of Aboriginal and Torres Strait Islander identities beyond governmental representations.

Development of Cross-Curriculum Priorities

• The evolution of the Australian Curriculum illustrates shifting priorities and responses to stakeholder concerns about Indigenous education.

• Key recommendations from significant reviews highlight the importance of connecting with Aboriginal epistemologies in curriculum development.

• The 2015 curriculum revisions specifically address the achievement gap between Aboriginal students and their non-Indigenous peers, marking a significant change in focus.

Historical Context

• Highlights historical social justice agendas that advocate for inclusion of Indigenous knowledge in curriculums since the 1980s.

• Past submissions like the Hobart and Adelaide Declarations committed to improving understanding of Aboriginal cultural heritage within curricula.

• Continuous tension between stated educational goals and the legacy of historical exclusion within educational policies.

Critiques of Educational Policy

• Aboriginal and Torres Strait Islander parents’ critiques of tokenism in education policy reflect ongoing dissatisfaction with superficial engagement.

• Challenges of addressing issues like systemic racism and genocide in a narrative that often sanitizes colonial history.

• Historical portrayals position Aboriginal peoples as deficit, perpetuating stereotypes of socio-economic disadvantage that require governmental remedying.

The Role of Recent Documents

• The Melbourne Declaration on Educational Goals for Young Australians emphasizes the need for curricula that value Indigenous cultures and the engagement of Indigenous students in their learning.

• Changes apparent in the final publication reflect attempts to address past shortcomings but still risk perpetuating deficit perspectives.

• Challenges remain in how Indigenous identities are framed in policy, often overshadowed by broader educational goals.

Implications for Future Education Policy

• There’s a need for systemic change that prioritizes Aboriginal and Torres Strait Islander voices and experiences in the education system.

• Educational reforms must go beyond token inclusions to genuinely acknowledge and integrate Indigenous knowledges critically.

• Community agency and participation in decision-making processes about curriculum and education strategies are essential.

Conclusion

• The cross-curriculum priority paradoxically constructs the ‘Aboriginal and Torres Strait Islander problem’ as it also claims to resolve it through educational content.

• Advocates for critical engagement with policy discourses that have historically positioned Indigenous student experiences as deficit.

• Cautions against uncritical acceptance of policies that fail to dismantle longstanding racialized narratives in Australian education.

Educational Frameworks for Indigenous Representation

• Educational frameworks refer to the structured principles, guidelines, and policies that shape the methods of teaching and learning within educational systems. In the context of Indigenous education, these frameworks are pivotal in ensuring that Aboriginal and Torres Strait Islander perspectives, histories, and cultures are not merely included, but are integrated meaningfully into the curriculum.

• Principles of Effective Educational Frameworks for Indigenous Students:

  • Cultural Respect: Acknowledge and respect Indigenous cultures, ensuring that the curriculum reflects their histories, traditions, and knowledge systems.

  • Community Engagement: Involve Indigenous communities in the development and delivery of educational content, fostering collaboration and ownership over educational outcomes.

  • Holistic Learning: Embrace holistic learning approaches that consider the social, emotional, and spiritual aspects of education, aligning with Indigenous ways of knowing.

  • Equity and Access: Address structural inequalities that affect Indigenous students, ensuring equitable access to high-quality education and support services.

• Representations of Indigenous Peoples in Education:

  • Curricular Content: The representation of Indigenous peoples in educational frameworks often extends beyond mere mentions; it encompasses the depth and accuracy of the material presented. Texts and resources should portray the complexities of Indigenous identities, including their achievements, traditions, and contemporary issues.

  • Reductionism and Homogenization: Policies may sometimes categorize Aboriginal identities in reductive or homogenizing ways, failing to capture the diverse realities of different Indigenous groups. This can lead to a narrative that overlooks the rich diversity of cultures, languages, and experiences among Aboriginal and Torres Strait Islander peoples.

  • Critical Pedagogy: Adopting a critical pedagogy approach encourages educators to challenge conventional representations and deconstruct stereotypes of Indigenous peoples as deficits needing remedies. This can empower both Indigenous students and their peers by fostering understanding and respect.

• Policy Implications: Educational frameworks need to reflect an ongoing dialogue about representation, ensuring that the voices and experiences of Aboriginal and Torres Strait Islander peoples inform educational policies and practices. Continuous review and adaptation of these frameworks are necessary to address changing social dynamics and to promote genuine inclusion.

• Future Directions: For educational frameworks to be effective in representing Indigenous peoples, there is a need for systemic change that prioritizes authentic engagement with Indigenous knowledges. This includes training educators to be culturally competent and implementing assessment methods that acknowledge Indigenous students’ unique capabilities and perspectives.

1. What is the author’s argument? (1 sentence)

2. What evidence/methods does the author use to support the argument, and what are the findings/main discussion points? (~3 sentences)

3. What contribution does the article make to existing knowledge about your Issue? (~3 sentences)

The ‘Aboriginal and Torres Strait Islander Problem’ refers to constitutional issues regarding educational policies that have historically impacted—and still do—First Nations students academically. This journal article links these deficits to student underachievement, reinforcing the profound need for culturally responsible curricula and classroom practices.

They highlight various deficits within the educational policies affecting student outcomes.

In the context of Aboriginal and Torres Strait Islander students, several aspects of educational practices need to be reaffirmed and prioritised at the systemic and classroom levels: cultural respect, community engagement, holistic learning, and equity and access. These four principles should be the foundation for integrating Indigenous cultures and languages into classroom practices and curricula. However, the article's authors (Jacinta Maxwell, Kevin Lowe and Peta Slater) collaborate to state that ongoing conversation between communities, policymakers and educators is essential in maintaining respectful representation. Maxell, Lowe and Slater recommend implementing professional development programs that produce culturally competent educators. Additionally, the assessment methods should consider Indigenous students' unique knowledge and skills. This approach enhances learning experiences for Indigenous students and fosters inclusive and culturally safe learning environments.

Emphasising the lack of support and regard for Indigenous students, questioning how a historically white education system can support and uplift non-white Australian students.