Common mistakes when teaching Aboriginal studies
Teachers of Aboriginal studies need to drop negative stereotypes and expect Aboriginal students to perform.
Less than one third of a group of 600 teacher education students in Brisbane had met and spoken with an Aboriginal person [1]. They self-assessed their level of knowledge about Aboriginal culture as 'little' to 'some' knowledge.
Many of them had already formed negative opinions about Aboriginal people, often through media stories. Teachers need to 'unlearn' these negative stereotypes and understand that they do not need to replace or erase the Aboriginality of their students [1].
Cultural awareness training for teachers is one way of avoiding such 'soft racism'.
The ignorance displayed by today's politicians on the topic of Indigenous peoples is not an unexplainable Darwinian phenomenon, but rather the consequence of an education journey devoid of a genuine Indigenous perspective. —Stephen Hagan, Aboriginal author and film-maker [2]
Driven by their preconceived views non-Indigenous teachers might expect Aboriginal students to underperform. Because they are Aboriginal teachers assume these kids will not be able to keep up and reach the level of non-Indigenous students—a dangerous assumption.
No matter how brilliantly Aboriginal children perform, teachers with such views will always be very critical and won't encourage them because they've already accepted that they will fail.
If teachers, parents, principals and elders work together to form a "circle of support" Aboriginal education could succeed to motivate children to read, even outside school [3]. The Deadly ReadAthon program is a one-term read-for-one-day concept created in Cowra, NSW. The program proved very successful and helped Aboriginal students feel appreciated at school.
When [teacher] John Muldoon in Third Form told me not to listen to anyone in the world and said I could write, I was amazed, I believed him. —Rhonda Roberts, who went on to become a journalist, writer, and arts and cultural specialist [4]
[I was] made to stand up in front of the class one day and told [I] was a 'dunce [dumb person] who would never achieve anything'. —Memory of Alex Gater [5]
I said to a lot of kids throughout the year 'Blackfella kids can do anything. In fact, I expect you to do anything'. That's the attitude we have to have. —Mick Dodson, Law Professor and Indigenous Australian of the Year 2009 [6]
Jharny Love: A student's perspective
18-year-old Aboriginal student Jharny Love was the first of her 11 siblings to complete year 12. She recounts what made her achieve [7].
"The teachers who had the best influence on me were the ones who had knowledge about my background, did not come down heavy on me for some of the bad choices I made, but had high expectations on me to achieve. I realise now that teachers who don't have high expectations that Aboriginal students can achieve are showing racist behaviour.""The adults I felt positive about understood there were factors of disadvantage I needed to overcome. For example, money for projects or for trips or whatever. They provided money without giving me shame."
"Shame is so important though—any public correction, being singled out, has the 'shame factor' and that can result in violent behaviour. Similarly, drawing attention to being late meant I wouldn't go at all."
"I did best at school when I was not told to do something, but given a model of what was appropriate. I didn't want to copy it, but having a model gave me confidence to tackle my assignments."
"One turning point was switching from using Aboriginal English in my written work to standard English. This was like switching codes, and my mentor understood this. This happened while maintaining respect for my first language."
It is also important to prepare non-Indigenous teachers for what's in store for them in remote communities. Governments across Australia struggle to find trained teachers willing to live in some of the most remote corners of Australia.
The average stay of teachers in remote communities is only between 8 to 15 months [8,10].
On average, teachers posted to a remote community stay only about 15 months. —Brenda Keenan, Deputy Director of Teaching, Catholic Education Office, Melbourne [8]
Poem: Djhuma
She sat there with a dumb look on her face, She really didn't understand the class, She didn't know the answers, And she was too afraid to ask. In the back row is where she sat, Away from the teacher's eyes, 'Cause she always seemed to get things wrong, No matter how hard she tried. Then one day she thinks what the heck, I don't belong here anyway, So she left school at just 12 years old, She never looked back that day. Alcohol, drugs, became her friend, Then she met the drug mr ice, It made her feel like she belonged, It made her feel warm and nice. She then had her 14th birthday, And instead of playing with her toys, There was no cake, no party Instead she gave birth to a baby boy. When baby got taken away by the police, She gave up all her dreams and hopes, And instead of growing into a beautiful person, They found her hanging by a rope. No one cared and no one cried, And I think would she'd be here today, If only she didn't sit in that back row, If only the teacher looked her way.
Poem by Colleen Kitchener [9]. Read more Aboriginal poems.
Out of respect for Aboriginal culture I use Indigenous sources as much as possible.
[1] 'Mandatory training a welcome first step', Koori Mail 440 p.60
[2] 'Look back on'08', Koori Mail 441 p.21
[3] 'Reading probram a winner in Cowra', Koori Mail 499 p.14
[4] 'Spark that ignited', Koori Mail 506 p.35
[5] 'The Gentle Warrior', Koori Mail 474 p.21
[6] 'For Mick Dodson, the work goes on', Koori Mail 468 p.21
[7] 'Jharny defies all the odds', Koori Mail 407 p.55
[8] 'Plan to target more remote area teachers', Koori Mail 447 p.28
[9] 'If only...', Koori Mail 500 p.25
[10] 'Get the children to school: Garrett', Koori Mail 516 p.14