Teacher education is critical to achieve the National Aboriginal and Torres Strait Islander Education

policy goals. It is evident that ‘Aboriginal history is important for all Australian students to learn
throughout the curriculum’. Educating all Australians in relation to Aboriginal and Torres Strait
Islander histories, cultures and societies is key in improving and closing the gap between Indigenous
and non – Indigenous Australians. The Australian government aims to distribute the inconsistencies
that are. Associated with educating young children Aboriginal perspectives through the Australian
curriculum. However, the only way these changes will make an impact is if educators are motivated
and equipped to implement this. This essay will provide a critical reflection and analysis of
perceived personal and individual roles as future teachers, an analysis and reflection of pedagogical
components in quality Aboriginal and Torres Strait Islander education and a critical analysis and
personal reflections of the readings engaged in as they relate to the education of Aboriginal history
throughout the curriculum.

The Australian curriculum sets the standards nationally that ensures the improvement of learning
outcomes for all Australian children. ACARA acknowledges the learning outcome gaps between no
indigenous and Aboriginal and Torres Strait Islander peers and recognises the Australian
Curriculum’s needs to provide opportunities to ‘close the gap’ [ CITATION Aus192 \l 3081 ].
Student’s expression, experience and understanding of the world are able to be. Diversified
through this exploration.

Education is described as “a process by which a culture expresses its values and reality, processes is
culture and transmits it into generations” (Battiste, M. (2013). Because of this mindset, a culturally
imperialistic thought process ignores diverse cultural knowledge. Because of this, the Australian
curriculum addresses two distinct needs in the education of Aboriginal and Torres Strait Islander
cultures. The concept addressed first is that Indigenous students are able to understand and see
their identities and culture throughout each learning area in the curriculum and can show
participation in this. The second concept across the curriculum will focus on the cultures and
histories and engage in respect, reconciliation and recognition of Australia’s oldest natives
[ CITATION Aus192 \l 3081 ].

Educators have an obligation to follow protocols regarding Aboriginal and Torres Strait Islander
culture. In return, this protects the integrity of Indigenous Australians cultural expressions while
also providing a way for Australians to engage and feel connected to this identity [ CITATION

1
Kay17 \l 3081 ]. As educators, teachers need to spend time sharing background information and
the purpose of the lesson to begin discussion and the thought process in students. Having an
understanding that there are numerous types of knowledge such as scientific and spiritual
knowledge is important when teaching Indigenous content. A unique pedagogical approach to
education surrounding Indigenous cultures is an outdoor learning environment with active
encouragement towards Indigenous and non – indigenous Children to deepen their cultural
connections to the land and build identity. Immersing children with this knowledge alongside the
Australian curriculum will evidently improve wellbeing.

Students are able to develop respect for diversity and cultural difference by learning about
Aboriginal and Torres Strait Islander cultures and histories. By immersing the classroom in
Indigenous culture, students are able to be provided with well-rounded and abundant knowledge
of Australia’s history. By doing so, it not only promotes Indigenous and non – Indigenous gap close
on educational achievement and employment opportunities but the inclusion of indigenous content
throughout the classroom can improve indigenous student’s educational outcomes [ CITATION
Bar18 \l 3081 ]. The Australian reconciliation barometer shows that majority of Australian citizens
share a belief that it is important to educate children on Indigenous history and cultures; the cross
curriculum priority is able to provide the Australian public with what they want as Aboriginal and
Torres Strait Islander histories and cultures are being made a priority.

It is evident that in order to optimise Aboriginal and Torres strait Islander studies perspectives
throughout teacher education programs, teachers need to focus upon the extent of the content,
quality and nature that is within these subjects in order to properly incorporate this learning into
mainstream subjects [ CITATION Rec14 \l 3081 ].

After undertaking and completing the unit Aboriginal and Torres Strait Islander peoples and culture
EDAB161 I identify that I have been equipped with information, resources and the necessary tools
to enter into education with knowledge of Indigenous heritage and culture. Through the research
of Mooney, Craven and Marsh this is supported as these sources all conclude that Pre service
teachers that have had the opportunity to undertake mandatory subjects feels as though they are
more qualified to teach Aboriginal studies and students and enjoy doing so [ CITATION Kay17 \l
3081 ]. This course has been able to teach me as a future educator that Aboriginal and Torres Strait
Islander students have multiple needs that require someone to address. I now can say that I have

2
an educated and powerful belief that through engaging and educational experiences and lessons
throughout subjects, these issues can be addressed and consequently lead to a deeper
understanding by the non – Indigenous students and also create a voice for indigenous students by
closing the gap. Through effective teaching methods incorporating indigenous perspectives within
the classroom, the students are provided with an opportunity to appreciate the culture and
heritage and confront issues. An argument by [ CITATION Kay17 \l 3081 ] is seen as she suggests
that in order to avoid the next generation’s stereotypes of indigenous culture, it needs to be
effectively taught regularly alongside the Australian curriculum. As a future teacher, it is my role to
provide opportunities for my students from a respected view regardless of their cultural
background. As an educator I will strive to incorporate authentic experiences through my teachings
throughout key learning areas by facilitating traditional knowledge and respect that Elders are the
keepers of this knowledge. As a future educator, I want to inspire my students to appreciate the
differences of Indigenous culture and how this can be incorporated into their curriculum areas.
Australian schools can start to see thorough changes and improvements in teaching of Indigenous
culture and of Indigenous students because of completing this unit and after all pre service teachers
who are yet to complete this unit.

In conclusion, this essay has closely examined why Aboriginal history is important for all Australian
students to learn throughout the curriculum. As explored, educating all Australians in relation to
Aboriginal and Torres Strait Islander histories, cultures and societies is key in improving and closing
the gap between Indigenous and non – Indigenous Australians. Teacher education is critical to
achieve the National Aboriginal and Torres Strait Islander Education policy goals. These changes
implemented will make an impact is if educators are motivated and equipped to implement these
teaching pedagogies throughout their classroom. In order to provide cultural change, teachers need
to play a part to ensure the uniqueness of Aboriginal and Torres Strait Islander cultures are learnt
and celebrated instead of dismissed or ignored. I am able to recognise that as a future educator, it
is my responsibility to incorporate Australian Indigenous history and cultures in my classroom
paired with the Australian curriculum.

Works Cited

3
Australian Curriculum . (2019). Aboriginal and Torres Strait Islander Histories and Cultures.
Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-
priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/

Barrett, E. J., & Hammond, L.-L. (2018). Strengthening Identities and Involvement of Aboriginal
Children through Learning On Country. Australian Journal of teacher education , 86.

Battiste, M. (2013). Decolonizing Education: Nourishing the learning spirit. SK, Canada: Purich
Publishing Limited.

Evans, C. (2012). Chapter 4 - Your professional experience and becoming professional about working
with Aboriginal and Torres Strait Islander students and communities. Cambridge University
Press.

Price, K. (2017). Aboriginal and Torres Strait Islander Education: An. introduction for the teaching
profession. Port Melbourne, Vic: Cambridge University Press.

Reconciliation Australia. (2014, January 17). The national curriculum – knowing the truth about
Australia’s history. Retrieved from https://www.reconciliation.org.au/the-national-
curriculum-knowing-the-truth-about-australias-history/

Schmidt, D. (2012). Literacy learning partnerships for aboriginal and Torres Strait Islander
education: an action learning project. Literacy Learning: The middle years .

Victoria State Government. (2019, October 9). Teaching Aboriginal and Torres Strait Islander
culture. Retrieved from Education and Training :
https://www.education.vic.gov.au/school/teachers/teachingresources/multicultural/Pages/
koorieculture.aspx

Learning about Aboriginal and Torres Strait Islander histories and cultures allows students to develop respect for diversity and u

understanding of cultural difference. It provides all students with a rich and well-rounded knowledge of Australia’s history. Furthermore, it promotes the closing of the gap between Indigenous and non-Indigenous Australians on life expectancy, educational achievement and employment
opportunities. The inclusion of Indigenous content in classroom teaching has been shown to improve educational outcomes of Indigenous students. The cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures provides the Australian public with what they want. The
Australian Reconciliation Barometer shows the majority of Australians believe it’s important to learn about Indigenous history and cultures. 86% of the national Indigenous and non-Indigenous sample agreed that it is important that all Australians know about Indigenous cultures. The Australian
Curriculum sets consistent national standards to improve learning outcomes for all young Australians. ACARA acknowledges the gap in learning outcomes between Aboriginal and Torres Strait Islander students and their non-Indigenous peers. It recognises the need for the Australian Curriculum to
provide every opportunity possible to ‘close the gap’. Therefore, the Australian Curriculum is working towards addressing two distinct needs in Aboriginal and Torres Strait Islander education:

Learning about Aboriginal and Torres Strait Islander histories and cultures allows students to develop respect for diversity and u

understanding of cultural difference. It provides all students with a rich and well-rounded knowledge of Australia’s history. Furthermore, it promotes the closing of the gap between Indigenous and non-Indigenous Australians on life expectancy, educational achievement and employment
opportunities. The inclusion of Indigenous content in classroom teaching has been shown to improve educational outcomes of Indigenous students. The cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures provides the Australian public with what they want. The
Australian Reconciliation Barometer shows the majority of Australians believe it’s important to learn about Indigenous history and cultures. 86% of the national Indigenous and non-Indigenous sample agreed that it is important that all Australians know about Indigenous cultures. The Australian
Curriculum sets consistent national standards to improve learning outcomes for all young Australians. ACARA acknowledges the gap in learning outcomes between Aboriginal and Torres Strait Islander students and their non-Indigenous peers. It recognises the need for the Australian Curriculum to
provide every opportunity possible to ‘close the gap’. Therefore, the Australian Curriculum is working towards addressing two distinct needs in Aboriginal and Torres Strait Islander education:

understanding of cultural difference. It provides all students