102085 Aboriginal And Culturally Responsive Pedagogies

102085 Aboriginal And Culturally Responsive Pedagogies

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102085 Aboriginal And Culturally Responsive Pedagogies

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102085 Aboriginal And Culturally Responsive Pedagogies

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Course Code: 102085
University: Western Sydney University

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Country: Australia

1.Describe the essential components that can build positive, respectful relationships with Aboriginal and Torres Strait Islander students and improve retention. Assess how you as a future secondary teacher will support Aboriginal student learning. success and retention. Use key policy documents to support your argument.
2.For students to be fully engaged and reach their educational potential they need to be behaviourally. emotionally and cognitively engaged What are essential components that can build positive, respectful relationships with Aboriginal and Torres Strait I slander students’

Education is one of the primary agents of social development. The all-round development of the society lies in the aspect of an all-round educational development of the society. This strategy includes the inclusion of all the communities in the educational framework and making them grow with the structure of development. In Australia, the education of the Aboriginal and Torres Strait Islander student comes as a big challenge for the teachers (NSW Department of Education, 2016). The indigenous communities have been neglected for a long time and were left to remain socially backwards until the policy makers of the country understood the importance of the social and cultural importance of the Aboriginal and Torres Strait Islander community. The different policies that have been developed thereafter, has the primary focus on the inclusion of the indigenous community in the mainstream educational system. However, there are certain challenges that can be the primary concern of the secondary teachers while teaching the Aboriginal and Torres Strait Islander students. These challenges occur due to the differences of the cultural and social backgrounds of the indigenous communities with that of the mainstream societies. Moreover, the exposure to long time disadvantages from participating in the educational framework have made the indigenous communities fearful towards further prejudice which hinders their participation and retention in the education system of Australia. As a secondary teacher, I should have the primary objective of treating the Aboriginal and Torres Strait Islanders in an equal and gentle manner so that they can overcome the prejudices and participate in the education system of the society.
The primary features of the Aboriginal and Torres Strait Islander students that the teacher should identify in order to address the challenges faced while teaching are field sensitivity and external locus of control. However, it is not evident that the aspects of the students are limited to only these two factors, but still for the better understanding of the student behaviour, it is essential to generalize the concepts in a more compartmental manner.
Field sensitivity can be defined as the influence which can develop the cognitive behaviour of the Aboriginal students. These developments might be related to the global approach of thinking. It is important to understand the learning style to which the Aboriginal and Torres Strait Islander students can respond to learn the new education (AITSL, 2017). It is important for the system to develop the education system according to their cultural approach so that they can easily catch with the purpose of the education system. Moreover, it is the responsibility of the teacher to maintain cordial relationship with the students so that they can brush away the prejudices against the system and be more interested towards the educational framework.
Another aspect of the educational system is the locus of control, which focuses on the external factors that are responsible for affecting the lives of the indigenous students. It is essential for a teacher to analyse the external factors and develop the behavioural pattern accordingly. This helps to develop a more structured approach towards the different factors and also help to develop a positive relationship with the students (AITSL, 2017). A more sympathetic approach might be more helpful to draw more indigenous students towards the education system.
The teacher should create an atmosphere of friendliness which can make the Aboriginal students more comfortable during the lessons. The teacher is required to spend much time with the students individually, which can create more personal interactions between the students and the teacher. As a teacher, it is essential for me to be more patient, while dealing with the students. The students might be inclined to ask more personal questions rather than academic ones, but keeping in mind the social and cultural structure of the Aboriginal people, I have to be calmer and interact humorously with the students. It has been seen, that these personal interactions develop a warmer relationship (Kinnane et al., 2014). Moreover, it is advisable to ask them personal questions, or interact with the family members, in order to create a more personal bonding with the students and also influence the external factors into more favourable ones (AITSL, 2017). This type of interaction is particularly important as it helps to remove the prejudices that the indigenous communities bear towards the mainstream life after years of neglect.
Another external factor that is important for developing a cognitive relationship with the Aboriginal and Torres Strait Islander students is maintaining low eye-contact. Limited eye-contacts make them feel confident as it coincides with their social norms. Longer eye-contact makes the students of the indigenous community feel uncomfortable and humiliated (Kinnane et al., 2014). Therein lays the difference between the culture of the mainstream society and the indigenous community.
Likewise, there are several other factors which need to be considered in order to develop the proper educational approach towards the Aboriginal students. The indigenous community has had the disadvantage of the lack of proper education for decades (Behrendt, et al. 2012). This has resulted in the present parents remaining uneducated. The present students are hence less exposed to the aspects of education, which often help to build the lack of confidence towards education. The students might have the difficulty to approach the teacher. However, as a teacher I have to consider these matters in order to help them overcome these challenges. Moreover, the social structure of the indigenous community might lead to the overcrowding of people in the students’ housewives which could affect their studies. As a teacher, it is my duty to consider these matters and look towards the development of sustainable strategies, such as interacting with the parents on the importance of education and how it can affect them lifestyle and can uplift them in the future.
One of the primary reasons that have hindered the education of the students of the indigenous communities is the language. The Australians use the Standard Australian English (SAE) which is the dialect that is used in the everyday purpose of life. However, the Aboriginal and Torres Strait Islanders have a very different style of English with which they communicate. As the teacher of the Aboriginal students, it is necessary for me to understand the dialect of the indigenous community and how deeply rooted in the culture of the indigenous Australians. It is essential for me being a teacher to make the students aware of the presence and importance of the Standard Australian English, and develop their skills according the language. However, it is also to be understood, that the indigenous students can have a better understanding of the subjects or the rules, if they are partially taught in the local dialect of the English language (Price, 2012). This type of engagement requires the proper training and handling of different cases regarding the education and it can clearly pointed out that the participation in the school can be widely enhanced by successful campaigns in the indigenous communities of the society.
The teacher should respond differently to the environment of the Aboriginal students. They should be familiar to the causes and the tutorial programmes which can increase the participation of the Aboriginal students in the school, and make them attend the classes regularly (NSW Department of Education, 2015). This can help in the creation of a better understanding with the students and can help them to improve their performances. Moreover, the teachers should actively take part in different workshops and voluntarily take up tutoring to build a stronger relationship with the students of the indigenous communities.
Another aspect that should be kept in the mind of a teacher is the difference between the Aboriginal students and other students. The teacher should always make a difference of attitude while dealing with the Aboriginal students and the non-aboriginal students (Nsw.gov.au, 2018). The students of the indigenous communities require different treatment and attitude relating to their problems compared to the other mainstream communities. If the rules of the mainstream societies are used during the interaction with the Aboriginal students, it can create a negative impact on the students as it is also important to make them understand the importance of their culture. The overall development of the indigenous community lies in the strengthening of the cultural background of the community.
The teacher of the Aboriginal communities must also be aware of the social problems of the indigenous communities and how it might affect the lives of the students. One such problem is the shorter life expectancy of the indigenous communities (Armstrong et al. 2012). There are several students who have lost a parent or guardian and this may lead to the change in behaviours. However, as a teacher, I have to be aware of the situations and the grieving patterns of the community and the problems related to it. This can help me to encourage the students to overcome their periods of sadness and participate actively in the education system of the country.
As a teacher of the Aboriginal community my responsibility is to dispense with racism. In any case, racism is one of the oldest ailments in the general public and it requires a periodical solution. In any case, the steady protest towards racism and making a more positive approach may be more useful in expelling prejudice (Lowe and Yunkaporta, 2013). The importance of the significance of the social foundation can enable the students to comprehend their own particular significance and at the same time not feel subordinate compared to others. This makes a more appropriate learning condition where no one is unequal to each other. The formation of uniformity creates a better class environment and kills racism and builds up an environment of concordance and fellowship among the students.
The Aboriginal and Torres Strait islander students originate from an alternate social foundation, with various perspectives of life. However, being an educator, I need to manage numerous students with various rationalities and diverse viewpoints of life. Additionally, it is inappropriate to be a teacher and adjust by one arrangement of thoughts and not acknowledge the others’ approach. In such events if I stay stern to my choices, it may lead to demotivation for the indigenous students where they may consider themselves socially subordinate compared to me. Moreover, this isn’t reasonable for the improvement of the Aboriginal and Torres Strait Islander students. Despite these situations, I should keep up an adaptable standpoint with regard to the students and endeavour to esteem their prerequisites. It can create a sense of inclusion of the Aboriginal and Torres Strait islander understudies in the school system. The prospect should have a more useful approach so that the goal of making great outcomes can be accomplished. Great outcomes can assimilate the stream of inspiration for the Aboriginal and Torres Strait Islander individuals. Assurance to improve the students is another essential part of my standpoint towards the Aboriginal and Torres Strait Islander community.
In conclusion, it is critical for me as the teacher to comprehend the significance of the social consideration, and how training of the indigenous students, can assume an essential part in it. As an educator, I might want to feature the social part of each student and measure their abilities in various fields. This can assist them in identifying their talents and pick a vocational approach for the training and development. This increased significance of the people can assist the communities to develop and prosper accordingly (Guenther and McRae-Williams, 2014). This would enable me to make a socially assorted educational structure where nobody would be excluded and everybody will have the capacity to study and thrive in everyday life.
The above discussion focuses upon the concise features of the indigenous communities of Australia which have been influenced by imbalance and social burdens and has fended them off from the general public. In any case, the Australian government is making a decent attempt to develop the education system for the children of the Aboriginal and Torres Strait Islander people group and help them acknowledge the social life. It can likewise be reasoned that being teacher it is my duty to instruct the students in concordance and in a proper way to inspire them and influence them to proceed with their training and not be socially excluded.
AITSL. (2017). Teachers Standards. Retrieved from https://www.aitsl.edu.au/teach/standards
Armstrong, S., Buckley, S., Lonsdale, M., Milgate, G., Kneebone, L. B., Cook, L., & Skelton, F. (2012). Starting school: a strengths?based approach towards Aboriginal and Torres Strait Islander children.
Behrendt, L. Y., Larkin, S., Griew, R., & Kelly, P. (2012). Review of higher education access and outcomes for Aboriginal and Torres Strait Islander people.
Guenther, J., & McRae-Williams, E. (2014, April). Does education and training for remote Aboriginal and Torres Strait Islander lead to ‘real’jobs? Evidence from the 2011 Census. In 17th AVETRA International Conference: Informing changes in VET policy and practice: The central role of research, Surfers Paradise (pp. 22-24).
Kinnane, S., Wilks, J., Wilson, K., Hughes, T., & Thomas, S. (2014). “Can’t be what you can’t see”: the transition of Aboriginal and Torres Strait Islander students to higher education. NSW Department of Education. (2015). Aboriginal students in NSW Public Schools Annual Report. Retrieved from https://education.nsw.gov.au/teaching-and-learning/aec/media/documents/Annual-Report-2015.pdf
Lowe, K., & Yunkaporta, T. (2013). The inclusion of Aboriginal and Torres Strait Islander content in the Australian National Curriculum: A cultural, cognitive and socio-political evaluation. Curriculum Perspectives, 33(1), 1-14.
NSW Department of Education. (2016). Aboriginal Education Policy. Retrieved from https://education.nsw.gov.au/policy-library/policies/aboriginal-education-and-training-policy
Nsw.gov.au. (2018). Aboriginal Education Policy | Policy library. Retrieved from https://education.nsw.gov.au/policy-library/policies/aboriginal-education-and-training-policy
Price, K. (2012). A brief history of Aboriginal and Torres Strait Islander education in Australia. Aboriginal and Torres Strait Islander education: An introduction for the teaching profession, 1-20.

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