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There are almost 500 various clan communities over the continent many with different cultures, views and languages. In Australia, indigenous individuals make up for 2.4 per cent of the total population of Australia that is about 460,000 out of 22 million individuals. These indigenous Australians are split in two groups that aboriginal individuals and Torres Strait Islanders. The culture of aboriginals in Australia is very rich, living and is stretching for more than 50,000 years (Exley, et al, 2018). The culture is spread throughout the country and have several open festivals to rock concert, celebrity chef serving delicious bush to go to storytelling around the campfire. Indigenous Australians are individuals with family heritage of groups that live in Australia before British colonisation and are often referred to as first nations of Australia or first peoples of Australia. Further there will be amore discussion on the educational context of these individuals with some historical events that have impacted on these individuals and the importance of embedding indigenous perspectives in Australian education. There are certain issues faced by indigenous in Australia when it comes to the education sector and it is quite important to identify these issues and resolve them through different strategies which will be discussed further.
School participation percentage for Indigenous and non-Indigenous understudies in years 1 to 10 didn't expand anywhere in the period of 2014 and 2018. In Semester 1, 2018, the rate of participation for Indigenous Australian understudies was 82%, contrasted and 93% for non-Indigenous Australian understudies. In 2017, over 15,700 (95%) Indigenous four-year-olds were tried out youth schooling, in accordance with the objective of 95% admission by 2025. Among these, solitary 68% went to kindergarten for at any rate 600 hours, the suggested amount every year under the National Partnership Agreement on Universal Access to Early Childhood Education. Many states and regions had just accomplished the objective of 95% admission for Indigenous four-year-olds in 2017. All aside from the Northern Territory had over 90% participation rates (Smith, et al, 2018). Participation rates for Indigenous youngsters in youth instruction were by and large low in Remote and Very distant territories, and the hole among Indigenous and non-Indigenous kids was most elevated in these zones. Indigenous individuals aged 15 years and over were still half as same as non-Indigenous Australians to have graduated school to Year 12 in 2006 that is 23% compared with 49%. 61% of Aboriginal and Torres Strait Islander individuals aged 15 to 17 years were enrolling secondary school, up from 53% in 2006 (Holt, 2020).
The historical issues such as colonisation of Australia by European settlers, the Aboriginals and Torres strait islanders have consummated extreme problems that ranges from the loss of traditional culture and motherland due to forceful withdrawal of kids and restrictions of rights of citizenship. This issue of colonisation has produced various outcomes and severe consequences for the Aboriginals and Torres Strait Islanders including inequity, racism, and the disturbance of the Aboriginal and Torres Strait Islanders cultures (Bishop, 2020). One of the key hurdles or issue the Indigenous kids face both during schooling and in future is the overdone and overwhelming racism and biasness, as there are many societies globally which have been initiated and largely produced for the sole purpose of claiming and standing for the rights of the Indigenous peoples’ lands, this nature of bias is buried deep into the foundation of the non-indigenous people’s education. On the other hand, these societies of Indigenous people speak the world’s majority of languages almost up to 7,000, which is a very clear and cut indicator of the rich culture that they have and the long and deep history from which they are related which in turn can help or give support to any type of learning environment or surroundings. Still these languages spoken by these people or kids is threatened to not be practiced by the teachers in schools as they do not let them or permit young kids from speaking these languages in the classroom (Anderson, et al, 2020). The Non-Indigenous modes of education the both public or private often or many times ignore or not encourage the culture, practices, and the languages of the Native students in Australia. Indigenous communities have a tendency to work alone away from the non-indigenous government and has made many educational systems and culture-teaching methods of their own but these are frowned upon by other people and students or the indigenous kids are forced to learn or use the other mainstream methods used by non-indigenous students as well in schools for learning, in which these methods do not include or teach or celebrate the Indigenous identity. In many schools be it public or private, the construction or the structure of the history has been made in such a way that the struggle or the work that the community of the Indigenous people have performed in the past has been erased from it, not only is this type of act an insult to the Indigenous community but is also a disservice to the native students in the respective schools and further it also encourages and develops the pervasive stigma and the misunderstanding or lack of knowledge of and about the Indigenous populations around the globe (Forsyth, et al, 2019). All of these inequalities faced by the Indigenous community takes a toll and reaches a level where the effect of this impacts directly on the graduation rates of the students of the Indigenous population, according to a report, 22% of Native people above the age group of 25 have not completed the high school, in Australia, the admission of the Indigenous students in high schools was estimated at 60% in 2013, a lot far and less percentage compared to the average of Australians which is estimated of being at 80 percent.
The importance of understanding, gaining knowledge, and respect for and of Australian’s Indigenous peoples, their individual histories, views and values, languages and way of living, is very crucial for various ways, it helps in meeting and fulfilling the educational and schooling needs and wants of the Indigenous students in a more developed practical ways and also supports in improving attendance, retention, and the participation in a workplace. Embedding Aboriginal and Torres Strait Islanders opinions will develop and encourage the non-indigenous students’ experiences as well as aid them in more fully understanding the history and the culture of Australia more accurately and deeply in a more enhanced and rich way and make them acknowledge the struggle of how the people of Australia got where they are now and how they should move further and in the future with each other. It is important and crucial for the people of Australia to have knowledge and deep respect for one another and also understand and acknowledge the perspectives of each other, so as to be and seek a place where all of them could be together without any inequalities among and in between them and grow, meet and learn in a developed manner. The EATSIPS framework known as the Embedded Aboriginal and Torres Strait Islander Perspectives is a guideline given in schools to the administrators and educators which helps in making the schools more ad better embedded to spread the perspectives of the Indigenous population across the state, also the Australian Curriculum Assessment and Reporting Authority develops the Australian curriculum in such a manner that it ensures and includes the cultures of the Indigenous community so as to make the non-indigenous kids to understand and gain knowledge about the value of these cultures and possess or attain the understanding and skills so as to contribute to and also be benefitted from the reconciliation among the Indigenous and non-Indigenous Australians’. This framework encourages schools think in various ways in which the perspectives of indigenous people are conceptualised and specifically, the way or manner in which the perspectives of these people is put or positioned as something that is present at the margins of the mainstream education policies and programs. Teachers and schools should take into consideration the implications of the non-Indigenous perspectives so as to understand the nation’s history and their work done in the past and the ongoing relations in the present among the Indigenous people and non-Indigenous people of Australia, and also gain knowledge as to how these perspectives effect on what is being taught and learnt at schools. In simpler language it is important to include indigenous perspectives in education to allow individuals to develop a respect for diversity and get a better understanding of cultural dissimilarities. As per research it is evaluated that according to Australian Reconciliation Barometer it is believed by majority of Australians that it is significant to learn about the culture and history indigenous people. It is also important as learning about their perspectives gives a knowledge of the vast history of its continent that the history books and lessons fight to capture or communicate and is a chance to knowledge the damage invasion and colonisation did to this culture.
The perspective of indigenous people especially in Australia reflects different experiences of individuals and communities and cultural beliefs and values of these people. These perspectives connect and acknowledge indigenous people ways of knowing, viewing and relating to the world. As it is mentioned above to include these perspectives due to many reasons there are different ways to do it such as in education children should always be encouraged to respect everyone’s views and consider them too (Altman, 2018). Including perspectives of indigenous people is one of a challenge for many teachers. It is difficult to incorporate indigenous perspectives in a meaningful way. There are some ways in which this can be done by starting the day and acknowledging the traditional owners of the land the educational institution is on. Saying hello and greeting each other in the local language, acknowledging some important and key dates on the indigenous calendar and talk about what these days mean. Bringing some native fruits in for kids to cry through munch and crunch time, including some indigenous resources in the class such as posters books stickers art and making sure that these things are discussed about and talking about the issues in the media related to indigenous events. By these strategies it is very easy to include the indigenous perspectives in early education and primary classrooms. Incorporating these perspectives there is a fear of being seen as tokenistic that is the teachers do not include an activity out of respect and not wanting to offend any community. Teachers should feel comfortable in including these perspectives even if they are small and by is small it means that there should not be taken tokenistic. Short activities of pieces of data can contribute a lot to a child's knowledge base and understanding of the world around them and when it comes to indigenous perspectives short learning opportunities are much better than what most kids are getting now and this can be achieved by the strategies that are mentioned above. this can be easily done by programs like closing the gap that are working towards providing facilities and services to these communities so that the gap can be closed among different communities of the nation (Holland, 2018).
It is concluded from the above essay that there are a lot of indigenous people in Australia that are scattered all over the nation in different states and cities. These people do face many issues related to educational, employment and healthcare sector too. However, this essay is focused on the educational context of indigenous and includes that the issue of colonisation has produced various outcomes and severe consequences for the Aboriginals and Torres Strait Islanders including inequity, racism, and the disturbance of the Aboriginal and Torres Strait Islanders cultures. These issues led to inequality of education also among the individuals. There is perspective of indigenous people about their culture, family heritage and values that needs to include in the education system to protect the rights of these people and this can be done by various strategies that are mentioned above.
Altman, J. (2018). Beyond closing the gap: Valuing diversity in Indigenous Australia. Canberra, ACT: Centre for Aboriginal Economic Policy Research (CAEPR), The Australian National University.
Anderson, P. J., Maeda, K., Diamond, Z. M., & Sato, C. (Eds.). (2020). Post-Imperial Perspectives on Indigenous Education: Lessons from Japan and Australia. Routledge.
Bishop, M. (2020). Indigenous education sovereignty: another way of ‘doing’education. Critical Studies in Education, 1-16.
Exley, B., Whatman, S., & Singh, P. (2018). Postcolonial, decolonial research dilemmas: fieldwork in Australian Indigenous contexts. Qualitative Research, 18(5), 526-537.
Forsyth, C., Irving, M., Short, S., Tennant, M., & Gilroy, J. (2019). Strengthening Indigenous cultural competence in dentistry and oral health education: Academic perspectives. European Journal of Dental Education, 23(1), e37-e44.
Holland, C. (2018). Close the gap 2018-a ten year review: the Closing the Gap strategy and recommendations for reset.
Holt, L. (2020). Indigenous higher education in historical context in Australia. Post-Imperial Perspectives on Indigenous Education: Lessons from Japan and Australia, 91.
Smith, J. A., Robertson, K., & Shalley, F. (2018). Strengthening evaluation in Indigenous higher education contexts in Australia: Equity Fellowship report.
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