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"Torres Strait Islanders Education."
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Speaking back to the deficit discourses : a theoretical and methodological approach
The educational attainment of Aboriginal and Torres Strait Islander students is often presented within a deficit view. The need for Aboriginal and Torres Strait Islander researchers to challenge the societal norms is necessary to contribute to the struggle for self-determination. This paper presents a theoretical and methodological approach that has enabled one researcher to speak back to the deficit discourses. Exemplification of how Indigenous Critical Discourse Analysis identifies the power of language to maintain the inequitable positioning of Aboriginal and Torres Strait Islander peoples within Australian society is provided. Particular focus is placed on the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 and how policy discourses ignore the historical, political, cultural and social factors that influence the engagement and participation of Indigenous peoples in education today. The paper argues for the need to personalise methodological approaches to present the standpoint of the researcher and, in turn, deepens their advocacy for addressing the phenomenon. In turn, the paper presents the need to build on existing Indigenous research frameworks to continue advocating for the position of Indigenous research methodologies within the Western institution. [Author abstract, ed]
Journal Article
The re-creation and resolution of the 'problem' of Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum priority
This paper focuses on the 'problem' of Aboriginal and Torres Strait Islander education represented in the Australian Curriculum's Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Looking beyond particular curriculum content, we uncover the policy discourses that construct (and reconstruct) the cross-curriculum priority. In the years after the Australian Curriculum's creation, curriculum authors have moulded the priority from an initiative without a clear purpose into a purported solution to the 'Indigenous problem' of educational underachievement, student resistance and disengagement. As the cross-curriculum priority was created and subsequently reframed, the 'problem' of Aboriginal and Torres Strait Islander education has thereby been manifested in policy, strategised as curriculum content and precipitated in the cross-curriculum priority. These policy problematisations perpetuate contemporary racialisation and actively construct Aboriginal and Torres Strait Islander people, histories and knowledges as deficient. [Author abstract]
Journal Article
Evaluation of Yantiin Kalabara - 5 Ways to a Healthier You : A primary school-based education program targeting healthy living choices through interactive workshops
The aim of this study was to develop, implement and evaluate the novel one-day, school-based health education program Yantiin Kalabara that embedded Aboriginal and Torres Strait Islander culture and perspectives within a series of
interactive learning stations. In consultation with local Aboriginal and Torres Strait Islander community members, the program was designed to encourage healthy lifestyle choices and promote strong, sustainable and mutually respectful
relationships between Aboriginal and Torres Strait Islander peoples and non-Aboriginal Australians. It involved five primary schools within the Awabakal, Wonnarua, Darkinjung and Worimi Countries (Australia) in movement-based and
culturally rich learning activities. The feasibility of the program for use in primary schools and preliminary efficacy for affecting change in key health behaviours (physical activity, nutrition, screen-time) was assessed using student
questionnaires. Yantiin Kalabara was delivered by the Hunter Primary Care team and volunteers. Students reported that it helped them improve their overall health, physical activity, eating habits and screen-time patterns. We have
demonstrated that the program can be feasibly delivered in primary schools, and that the program was efficacious in affecting positive changes in key health behaviours of participating children. However, further evaluation in larger and
more diverse populations using a randomised controlled trial is warranted. [Author abstract]
Journal Article
Aboriginal students' journeys to university - privileging our sovereign voices
Since invasion the trajectory of colonial education in Australia has been linear; most students are expected to complete primary and secondary education, and, if accepted, seamlessly transition to university by 18 years of age. The reality is that many students do not experience continuity in their education, let alone reach university, and this can be particularly problematic for Aboriginal and Torres Strait Islander students (Australian Institute of Health and Welfare, 2024; Productivity Commission, 2024). Put simply, Australia's education system continues to fail many Aboriginal and Torres Strait Islander students, further silencing our sovereign voices. Drawing on an Indigenist research paradigm (Rigney, 1999) and Aboriginal ways of knowing, being and doing (Martin / Mirraboopa, 2003; Moreton- Robinson, 2013), five Aboriginal university students generously shared their journeys to university through a collaborative yarning approach (Shay, 2019). Each journey is narrated through a strengths- based counter-story that generates key teachings for an Indigenous education futurity that is premised on, and responsive to, the voices of Aboriginal students.
Journal Article
Transformative school leadership that privileges the voices of Aboriginal and Torres Strait Islander peoples in Australian education
The negative positioning of Indigeneity and the dominant Eurocentric structures entrenched in schooling structures in Australia continues to impact educational success for Aboriginal and Torres Strait Islander young people. This deficit discourse of Indigeneity and imposed structures, such as policy, are key factors in the educational success, or what is defined as success, of Aboriginal and Torres Strait Islander young people. This paper argues that an absence of Aboriginal and Torres Strait Islander scholarship within school leadership approaches impacts the building of Indigenous futures. A relationally responsive approach centres Indigenous axiologies, ontologies and epistemologies, and supports Indigenous futurity praxis. The critical concern is how education as a discipline supports any notions of Indigenous futurity if it lacks Indigenous voice, research and scholarship in educational leadership. This paper synthesises existing literature to develop a conceptual framework, underpinned by existing evidence and gaps, for transforming educational leadership in Indigenous education. Using a transformative school leadership approach, it locates Indigenous voice, research and scholarship in the field of educational leadership with application for primary and secondary schooling contexts, and for government and non-government school contexts. The paper culminates with a tool for school leaders that supports critical self-reflection.
Journal Article
Ngaga-dji, a call to action : education justice and youth imprisonment
This article takes up the challenge offered to educators, researchers and policy-makers in the Ngaga-dji report, to reflect on the ways in which services and institutions need to change to better support and work with Aboriginal and Torres Strait Islander young people and their families and communities. Ngaga-dji, which means 'hear me/hear us' in the Woiwurrung language of the Wurundjeri people, was launched by the Koorie Youth Council in August 2018 and reports on the experiences of 42 Aboriginal and Torres Strait Islander young people from across Victoria who have had contact with the criminal justice system. With a focus on education, the article engages with the Ngaga-dji report to examine how educators and those involved in education might seek to change their practices. The solutions put forward in the report are also connected to international research on education and youth justice. [Author abstract]
Journal Article
Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools
Over the 10 years of ‘Closing the Gap’, several interventions designed to improve outcomes for Aboriginal and Torres Strait Islander students have been trialled. In 2014 the Australian Government announced the ‘Flexible Literacy for Remote Primary Schools Programme’ (FLFRPSP) which was designed primarily to improve the literacy outcomes of students in remote schools with mostly Aboriginal and Torres Strait Islander students. The programme, using Direct Instruction (DI) or Explicit Direct Instruction, was extended to 2019 with more than $30 million invested. By 2017, 34 remote schools were participating in the Northern Territory, Queensland and Western Australia. This paper analyses My School data for 25 ‘very remote’ FLFRPSP schools with more than 80% Aboriginal or Torres Strait Islander students. It considers Year 3 and 5 NAPLAN reading results and attendance rates for participating and non-participating primary schools in the 3 years before the programme's implementation and compares them with results since. Findings show that, compared to very remote schools without FLFRPSP, the programme has not improved students' literacy abilities and results. Attendance rates for intervention schools have declined faster than for non-intervention schools. The paper questions the ethics of policy implementation and the role of evidence as a tool for accountability.
Journal Article
Searching for the Songlines of Aboriginal education and culture within Australian higher education
The introduction of spaces that encouraged the participation of Aboriginal and Torres Strait Islander peoples in higher education became a reality in the early 1980s. Since then, Aboriginal and Torres Strait Islander educators and leaders have worked tirelessly to find their 'fit' within the Western academy, which continues to impose a colonial, Western educative framework onto Aboriginal and Torres Strait Islander peoples. More recently, universities are attempting to move towards a 'whole of university' approach to Aboriginal and Torres Strait Islander higher education. To achieve such a major shift across the academy, Indigenous values, perspectives and knowledges need to be acknowledged as a strong contributor to the environments of universities in all core areas: student engagement, learning and teaching, research and workforce. In a move to achieving a 'whole of university' approach which revolves around Aboriginal culture and knowledges, the Wollotuka Institute at the University of Newcastle developed a set of cultural standards, as part of an international accreditation process, to guide a culturally affirming environment for Aboriginal and Torres Strait Islander students and staff. This environment acknowledges the unique cultural values and perspectives of Aboriginal and Torres Strait Islander peoples. In this paper, the authors explore, from an Indigenous Standpoint, the creation of a university environment that privileges Aboriginal values, principles, knowledges and perspectives. The paper exposes how traditional Aboriginal Songlines, particularly in Aboriginal education, were disrupted, and how the creation and emergence of a contemporary environment of Aboriginal educational and cultural affirmation works towards the re-emergence of Songlines within higher education. [Author abstract]
Journal Article
A rationale for the urgency of Indigenous education sovereignty : enough's enough
For tens of thousands of years, Indigenous Peoples in the country now known as Australia have had a very successful education system in place, from place. Currently, many Aboriginal and Torres Strait Islander students experience systemic harm in Australia's public and private schooling systems at unacceptable levels and are consistently positioned as deficient in both the practices and outcomes of formal schooling in Australia. Under the pretense of 'getting a good education', many Indigenous students feel coerced into compliance, with schools used as vehicles of institutionalisation, indoctrination and assimilation. As a Gamilaroi woman, I find issue with this and am concerned about the intergenerational consequences if Indigenous students remain in this system. Yet, there are few education options available outside the dominant Western, compulsory schooling model. This paper proposes an envisioning of Indigenous education sovereignty, grounded in Aboriginal axiologies, ontologies and epistemologies as an education option for all students. [Author abstract]
Journal Article