Crossing Cultures
Its Everyones Business
An introduction to a cultural learning toolkit to support Partners for Success
Introduction
This presentation provides background information on the following:
Diversity of Queenslands Indigenous people Educational aspirations and expectations for Indigenous students Active responses by different schools Support and resources for cross-cultural awareness activities in Education Queensland workplaces.
As the title of the presentation suggests, it is incumbent on everybody involved in education to understand more about the cultural background of all students in our schools.
Its Everyones Business
Slide 2
Why is it our Business?
Retention in 2004* Students to Yr 10 to Yr 11 to Yr 12 % Indigenous 86.4 61.4 39.5 % non-Indigenous 98.5 89.5 77.1
The gap between Indigenous and non-Indigenous student retention is unacceptable and has ongoing consequences for employment opportunities and welfare dependency for Indigenous youth.
*ABS Schools Data, Cat. 4221.0
Slide 3
Why is it our Business?
About 30% of Australia's Indigenous people, including the vast majority of Torres Strait Islanders, live in Queensland.
number
NSW Qld WA NT SA Vic. Tas. ACT Aust. 39 004 36 304 20 467 13 777 7495 7266 5036 1098 130 447
% of State population
3.5 5.7 6.1 36.7 2.9 0.9 5.8 1.8 3.9
Slide 4
Indigenous enrolment in Australian schools, 2004 ABS Schools Data, Cat. 4221.0
Why is it our Business?
The life expectancy of Indigenous people is around 17 years lower than that for the total Australian population Among the most important factors that have an impact on life expectancy are levels of education and income.
Productivity Commission, Overcoming Indigenous Disadvantage: Some Key Indicators, 2005
Slide 5
Why is it our Business?
The Indigenous population has a very different profile from the overall population:
A much higher % under 24 years old (58% vs. 34%) A much lower % over 55 years old (7% vs. 22%) Queensland has a higher than average % of Indigenous people 3.1% vs. 2.1% and increasing Majority of Indigenous students are enrolled in government education systems (87% Indigenous compared with 68% non-Indigenous).
National Schools Statistics Collection 2001
Slide 6
Why is it our Business?
The number of school age Indigenous young people is growing rapidly.
Indigenous population aged 0 to 14 40% Non-Indigenous population aged 0 to 14 20%
ABS Census data, 2001
Indigenous proportion of total population 2.8% Indigenous proportion of school population 3.9%
ABS data, 2004
Slide 7
Some basic facts
Australias Indigenous peoples are and always have been very diverse.
Language is one important way in which that diversity is reflected. It is estimated that in 1788 Indigenous peoples spoke more than 250 distinct languages with more than 600 dialects.
Slide 8
Some basic facts
Aboriginal and Torres Strait Islander people now live and work in diverse situations:
30% live in major cities 43% in regional centres 9% in remote towns 18% in very remote communities.
The big shift:
In 1966 only 27% lived in urban centres Now only 27% live in rural and remote areas.
Slide 9
Some basic facts
Urbanisation does not mean loss of culture. All cultures change over time.
Many Indigenous people living in urban areas continue with strong links to traditional culture, including ongoing contact with country (traditional land), family and communities. Indigenous people everywhere, like all others, are evolving contemporary cultural forms and practices.
Slide 10
Indigenous value-adding: Queensland and Australia
Arts Aboriginal art approximately 2030% of entire Australian art market, estimated value of $500m per year (Access Economics) Literature Oodgeroo Noonuccal, Sam Watson, Boori Pryor Theatre Wesley Enoch Film and TV Leah Purcell, Deborah Mailman Music William Barton (didgeridoo), Maroochy Barambah (opera) Sports Cathy Freeman, AFL and NRL stars Tourism Qld approximately 25% international cultural tourism Public policy professionals Jackie Huggins, Boni Robertson, Martin Nakata, Noel Pearson Environment traditional fire management, knowledge of country, 'bioprospecting'.
Slide 11
What do Indigenous people want for their children?
they want their children's education to lead to jobs and a choice among the many kinds of jobs, including as lawyers, mechanics, musicians and clerks To achieve this they believe their children must be strong in English and able to operate in a wider world than the local community. Equally important, however, they want their children to remain strong in their own culture These aspirations have been repeated by Indigenous people over and over for the last two decades at least.
Learning Lessons: Review of Indigenous Education, 1999
Slide 12
What do the National Goals for Schooling say?
Schooling should be socially just so that:
Aboriginal and Torres Strait Islander students have equitable access to, and opportunities in, schooling so that their learning outcomes improve and, over time, match those of other students. All students understand and acknowledge the value of Aboriginal and Torres Strait Islander cultures to Australian society and possess the knowledge, skills and understanding to contribute to and benefit from, reconciliation between Indigenous and non-Indigenous Australians.
National Goals for Schooling in the Twenty-First Century, 1999
Slide 13
And in Queensland
Knowing who we are will come through understanding our cultural origins, reconciliation with our past and drawing strength from our cultural diversity.
There is a growing complexity in the background and circumstance of students coming to state schools schools must work directly with this diversity and complexity to make sure all students have a successful experience of school.
Skills for engaging with diverse communities, cultures and worldviews are essential to ensuring social harmony.
QSE2010
Slide 14
Partners for Success
Partners for Success is the Education Queensland strategy for improving the educational outcomes for Indigenous students.
The development of the workforce is a priority action area.
This includes providing staff with cross-cultural training to enable them to work more effectively with Aboriginal and Torres Strait Islander students, families and communities.
Slide 15
Factors to consider in developing school responses
Scale of Indigenous enrolment School location and size Community context and socioeconomic profile Students health status, language background, age and gender Teaching workforce experience, expertise and expectations
Slide 16
Five levels of schools by Indigenous student enrolment
Distribution of Indigenous student population in schools
Level Percent identifying as Indigenous students Percent of all Qld schools
1 2 3 4 5
0 <5 5 19 20 60 > 60
17 32 40 7 4
Slide 17
Responses for level 1 schools
Context Increase student contact with Indigenous people and perspectives.
Cultures
Classrooms
Model acceptance and respect for diversity and difference.
Update teacher knowledge and skills in relation to embedding Indigenous perspectives in their classroom. Embed Aboriginal and Torres Strait Islander perspectives in the key learning areas. Develop local area learning experiences that engage students with people in local communities. Participate in events designed to support reconciliation.
Slide 18
Curriculum Communities
Celebrations
Suggested strategies for level 1 schools
Develop strategies to enable students to learn more about Indigenous people, perspectives, culture, history and current issues affecting communities through Indigenous studies topics. These strategies include:
Unpack the Embedding Aboriginal and Torres Strait Islander Perspectives in Schools document Consider the Crossing Cultures resources Inviting Indigenous people to participate in school activities.
Slide 19
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools
Slide 20
Appropriate inclusion of Indigenous perspectives
Appropriate inclusion of Indigenous 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.
Slide 21
A cycle of learning
Embedding Aboriginal and Torres Strait Islander perspectives is a cycle of learning involving:
Understanding your students, community, Indigenous protocols and knowledge frameworks Understanding languages and appropriate language usage Curriculum, assessment and reporting School culture and environment Strong community partnerships.
Slide 22
Responses for level 2 and 3 schools
Context Cultures Improve understanding between non-Indigenous and Indigenous students and school community. Acknowledge and respect local cultures and knowledges. Invite Indigenous role models and mentors: Elders, teachers, community representatives and support staff. Embed Aboriginal and Torres Strait Islander perspectives in key learning areas. Consider ways to engage successfully with communities. Participate in community events e.g. Mabo Day, NAIDOC week.
Classrooms
Curriculum Communities
Celebrations
Slide 23
Suggested strategies for level 2 and 3 schools
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools document High expectations of staff and Indigenous students Induction program with Indigenous focus (e.g. What Works) Crossing Cultures The Big Picture (0.5 day program) Crossing Cultures resources to support teaching and learning Professional development in language teaching for ESL learners Cooperative planning of curriculum and assessment Build effective relationships with local communities
Slide 24
Responses for level 4 and 5 schools
Context Cultures Classrooms Curriculum Communities Prioritise homeschool linkages and effective use of Indigenous support staff. Acknowledge and respect local cultures and knowledges. Instil high expectations in all students. Ensure language and cultural issues are catered for in curriculum, pedagogy and assessment. Value and utilise the cultural knowledge of Elders to enhance Indigenous group identity. Respect community values and observe cultural protocols. Participate actively in community events.
Celebrations
Slide 25
Suggested strategies for level 4 and 5 schools
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools document Crossing Cultures staff induction program (one day)
Comprehensive orientation program with community involvement
Crossing Cultures resources to support teaching and learning Specific professional development in language teaching for ESL learners Collaborative curriculum, pedagogy and assessment planning High expectations of staff and students Employment of Indigenous staff Workshops from What Works program.
Slide 26
Support for your work
Crossing Cultures Workshop: The Big Picture, a Hidden History An interactive workshop that:
Expands your knowledge and understanding of Indigenous cultures
Explores attitudes, beliefs, facts and myths
Explores policies and Acts that impacted on Indigenous cultures Connects to the principles of Effective Learning and Teaching.
Trained facilitators can be contacted through:
Local regional/district office
Learning Engagement Centres (Cairns, Townsville, Rockhampton, Nambour and Inala) FNQ Indigenous Schooling Support Unit (formerly IETA)
Partners for Success website
www.education.qld.gov.au/students/jnt-venture/atsi/success
Slide 27
Resources
Resources for the Crossing Cultures toolkit will be available in 2006 and will include the following:
A set of Aboriginal and Torres Strait Islander workshop posters that provide visual cues for interactive discussion and analysis Embedding Aboriginal and Torres Strait Islander Perspectives in Schools Holistic Planning and Teaching Framework a tool that has been used successfully to engage Aboriginal and Torres Strait Islander students, parents and communities What Works material Online courses Additional resources will be developed and available on the web: www.education.qld.gov.au/students/jnt-venture/atsi/success
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Workshop posters
Aboriginal and Torres Strait Islander posters
Slide 29
Holistic Planning and Teaching Framework
This tool shows examples of teachers working with the framework in the following contexts:
Teacher planning units of work / lessons Examination of sensitive issues in a non-confrontational manner Introduction of new topic to students Student engagement, focus and direction Development of resources Community engagement Teacher induction.
Slide 30
The What Works program
What Works is an Australian Government initiative to support Indigenous students in schools. The program will support workshop delivery and more information is available on www.whatworks.edu.au
Slide 31
On-line courses
Online courses to support teachers
Supporting teachers and their Indigenous students Holistic planning and teaching framework Course work links directly to your teaching practice:
www.education.qld.gov.au/learningplace/onlinelearning/courses
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Websites
www.education.qld.gov.au/tal/atsi www.eddept.wa.edu.au/abled/cross.htm www.dest.gov.au www.indigenousaustralia.com.au www.oipc.gov.au www.whatworks.edu.au www.humanrights.gov.au/info_for_teachers/index.html www.education.qld.gov.au/tal/atsi/bandscales www.racismnoway.com.au www.education.qld.gov.au/students/jnt-venture/atsi/success www.anu.edu.au/caepr www.aic.gov.au/publications/dic
Slide 33
Publications
As a Matter of Fact, ATSIC Walking Together, Council for Aboriginal Reconciliation The Lost Children, Coral Edwards and Peter Read
Blood on the Wattle, Bruce Elder
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools, Education Queensland Bringing Them Home, Human Rights and Equal Opportunity Commission Face the Facts, Human Rights and Equal Opportunity Commission Why Weren't We Told? Henry Reynolds Young and Black and Deadly, Australian College of Educators
Benang, Kim Scott
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