Crossing Cultures

It’s Still Everyone’s Business

An introduction to embedding Aboriginal and Torres Strait Islander perspectives in

schools

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It’s still everyone’s business

This presentation provides:

– Statistics relevant to the education of Aboriginal peoples and Torres Strait Islander peoples of Queensland

– An overview of government strategies and policies aimed at improving educational outcomes for Aboriginal

peoples and Torres Strait Islander peoples

– Suggested strategies and actions for schools to achieve this

– Information about cross-cultural awareness activities in Education Queensland workplaces

As the title of the presentation suggests, it is incumbent on everyone involved in education to support greater educational outcomes for Aboriginal and/or Torres Strait Islander students.

Note: Where the term Indigenous is used it refers to Aboriginal peoples and Torres Strait Islander peoples of Australia. Where possible schools should refer to Indigenous Australians as individual groups, i.e. Aboriginal peoples and Torres Strait Islander peoples.

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Some basic facts

Aboriginal peoples and Torres Strait Islander peoples live and work in diverse situations:

Major cities 32%

Inner regional 21%

Outer regional 22%

Remote 10%

Very remote 16%

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Traditional and contemporary

• Urbanisation does not mean loss of culture. Aboriginal peoples and Torres Strait Islander peoples, like other people, are evolving contemporary cultural forms and practices

• Many Aboriginal peoples and Torres Strait Islander peoples maintain links to traditional culture, including ongoing contact with ‘country’ (traditional lands)

• The traditional knowledge of Aboriginal peoples and Torres Strait Islander peoples, such as land management, is valuable to contemporary Australia

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Why is it our business?

Retention in 2008 (Aust):

Students % Aboriginal and/or Torres Strait Islander

% Non-Aboriginal and Torres Strait

Islander

to Yr 10 89.2 (3156) 99.8 (37122)

to Yr 11 67.0 (2577) 89.7 (35849)

to Yr 12 46.5 (1892) 75.6 (31006)

Low retention has long-term consequences for employment and training opportunities, and can lead to welfare dependency for Aboriginal and Torres Strait Islander youth.

ABS, Schools Australia, 2008 (cat. no. 4221.0)

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Why is it our business?

ABS, Schools Australia, 2011 (4221.0)

• Of the 168,803 Aboriginal and/or Torres Strait Islander students attending school in Australia in 2011, 143,839 (85.2%)were enrolled in government schools.

• Queensland has more Aboriginal and/or Torres Strait Islander full-time students than any other state or territory :

State or Territory Full-time Aboriginal and/or Torres Strait Islander Students in 2008

QUEENSLAND 44659

NEW SOUTH WALES 44605

WESTERN AUSTRLIA 22843

NORTHERN TERRITORY 15893

VICTORIA 8841

SOUTH AUSTRALIA 8634

TASMANIA 5017

AUSTRALIAN CAPITAL TERRITORY 1177

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Why is it our business?

•Education does impact on life expectancy.•The gap between Aboriginal peoples and Torres Strait Islander peoples and Non-Aboriginal and Torres Strait Islander peoples life expectancy:

- 11.5 years for males

- 9.7 years for females •‘Life expectancy is a broad indicator of a population’s long-term health and wellbeing. It can be affected by outcomes across the framework [including] … levels of income and education …’

•Productivity Commission, Overcoming Aboriginal and Torres Strait Islander Disadvantage, Key Indicators, 2009

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Why is it our business?

The Aboriginal peoples and Torres Strait Islander peoples population has a different profile from the overall population:

% Aboriginal and/or Torres Strait Islander

% Non-Aboriginal and Torres Strait

Islander

Children aged 0-14 years 39 20

Year 12 completion (20-24 year olds)

31 76

Non-school qualifications (20-24 year olds)

29.5 46.4

Household access to Internet 47.4 66.5ABS, Schools Australia, 2008 (4221.0), Australian Social Trends, 2008

(4102.0) 

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Demographics

Source: ABS (2008a) Experimental Estimates of Aboriginal and Torres Strait Islander Australians, June 2006,Cat. no. 3238.0.55.001, Canberra; table A.1 of appendix 3.

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Closing the Gap

COAG targets(Council of Australian

Governments)

Q2 targets(Tomorrow's Queensland)

• halve the gap in reading, writing and numeracy

achievements for Aboriginal and/or Torres Strait

Islander children within a decade

• halve the gap for Aboriginal and/or Torres Strait

Islander students in year 12 attainment or

equivalent attainment rates by 2020

Progress measures

• 3 out of 4 Queenslanders will hold trade, training or tertiary qualifications

• Year 3, 5 and 7 reading, writing and numeracy

• Year 12 or equivalent certification

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Closing the Gap – Queensland

The Queensland Government's actions and projects will support the following strategies:

• develop responses for improved reading, writing and numeracy outcomes for all ages

• increase young people's engagement with school or other learning pathways

• ensure curriculum is relevant and flexible

• improve teacher and school leader quality and support, particularly for remote Queensland schools

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Embedding Aboriginal and Torres Strait IslanderPerspectives in Schools

• Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS) supports teachers to include Aboriginal and Torres Strait Islander perspectives in units of work and is a key component to ensuring improved outcomes for Aboriginal and/or Torres Strait Islander students.

• Priority action areas include professional development of all Education Queensland employees in cultural awareness, using Crossing Cultures resources.

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Embedding Aboriginal and Torres Strait IslanderPerspectives in Schools

• The EATSIPS Guidelines is a practical guide for administrators and educators to ensure inclusive school practices • Inclusion of Aboriginal and Torres Strait Islander perspectives within the whole school environment requires processes and practices to be embedded within four distinct areas of the school:– Personal and professional accountabilities– Organisational environment– Community partnerships– Curriculum and pedagogy

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A cycle of learning

Embedding Aboriginal and Torres Strait Islander perspectives is a cycle of learning involving:

– Understanding of students, community, Aboriginal and Torres Strait Islander protocols and knowledge frameworks

– Understanding languages and appropriate language usage

– Curriculum, assessment and reporting

– School culture and environment

– Strong community partnerships

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Suggested school strategies

– Unpack and implement the EATSIPS guideline

– Support cultural specific professional development for teachers and other staff including Crossing Cultures, Hidden History - the Big Picture.

– Engage with the community through school activities, orientation programs and cultural excursions

– Collaborative curriculum, pedagogy and assessment planning

– Employment, career development and succession planning of Aboriginal and/or Torres Strait Islander staff

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Factors to consider in developing school responses

– Scale of Aboriginal and/or Torres Strait Islander enrolment

– School location and size

– Community context and socio-economic profile

– Students − health status, language background, age and gender

– Teaching workforce − experience, expertise and expectations

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Similar responses for all levels

• Instil high expectations for Aboriginal and/or Torres Strait Islander students

• Cater for language and cultural inclusions in curriculum, pedagogy and assessment

• Develop local learning experiences to engage students and staff with local communities

• Acknowledge, respect and engage with local cultures and protocols

• Embed Aboriginal and Torres Strait Islander perspectives in key learning areas

• Participate in and initiate community cultural events

• Invite Aboriginal and/or Torres Strait Islander role models or mentors into the classroom

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Resources

• The Crossing Cultures package includes:• It’s Still Everyone’s Business – an introduction to embedding

Aboriginal and Torres Strait Islander perspectives in schools

• The Big Picture – Hidden History workshop: a set of workshop

posters that provide a medium for interactive discussion, analysis

and reflection as you journey from the past to the present

• A Reference Guide which provides an historical timeline and

case studies

• Other Resources include:

• Holistic Planning and Teaching Framework − an engagement tool for teachers, students, parents/caregivers and communities

• What Works material

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Workshop posters

The Big Picture – Hidden History provides a medium for interactive discussion and analysis

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The Big Picture – Hidden History workshop

The Big Picture – Hidden History is an interactive workshop delivered by trained facilitators. The workshop is designed to:–Expand your knowledge and understanding of Aboriginal

peoples and Torres Strait Islander peoples diverse cultures

–Explore attitudes, beliefs and values

– Myth busting

–Connect to the principles of effective learning and teaching:

Contact your local regional office to engage a facilitator.

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Holistic Framework

The Holistic Planning and Teaching Framework is a tool to support:– Teacher planning – units of work / lessons, including C2C

– Examination of sensitive issues in a non-confrontational manner

– Introduction of new topics to students

– Student engagement, focus and direction

– Development of resources

– Community engagement

– Teacher induction

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What Works program

What Works is an Australian Government initiative to support Aboriginal and/or Torres Strait Islander students in schools through workshop delivery.•More information is available on www.whatworks.edu.au

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Other resourcesOther resources include:

– Online courses to support teachers and students

– Websites – Recommended: North Coast Region Hidden Histories Project:• www.hiddenhistoriesproject.com.au

(NB. This resource has been developed utilising local knowledge of the Fraser Coast and Bundaberg communities. Schools in these districts should check with community Elders before using this resource for teaching purposes.)

– Publications• Aboriginal and Torres Strait Islander Commission. 1998. As a Matter of Fact: answering the myths and misconceptions about Indigenous

Australians. Council for Aboriginal Reconciliation. 1999. Walking Together.

• Human Rights and Equal Opportunity Commission. Bringing Them Home. www.hreoc.gov.au/social_justice/stolen_children/

– Contacts: Indigenous Schooling Support Unit, Central Southern Queensland by email: issucsq.dete.qld.gov.au ph: 33816400

Indigenous Schooling Support Unit, Far North Queensland at: www.issu.com.au ph 40445600