Overview
The problem in itself is complex, with many key factors affecting success. As such, short-term solutions may seem idealistic or far-reaching, but by implementing localised initiatives to schools and focusing on their growth and success, we at ACESA are confident that the rewards will be great.
This problem should lead to social innovation if not just for democratic reasons, then certainly for the future of our children, the preservation of the rich culture of the Aboriginal and Torres Strait Islander and largely, the future of Australia as a whole. The problem cannot be solved overnight and any end will require open communication and compromise.
Our recommendation is to engage in a dialogue with students, teachers, parents and caregivers so that this issue is not overlooked. It is also to approach this issue with the aim of beginning to lay small yet solid foundations for social change within the community, foundations that will be steadily built upon in the long term to achieve effective sustainable change and ownership within Australia’s indigenous community.
What is the problem?
We have identified a series of problems surrounding the educational opportunities of young Indigenous Australians and the affects this has on their early development. Left unchecked or addressed inappropriately, a lack of academic opportunities can greatly dictate the later experiences of Aboriginal Australians throughout their early adolescence and adulthood.
At ACESA, we see a lack of educational resources at primary school level, combined with the prevalence of socio-economic issues within the home, as the main cause for the struggle Aboriginal and Torres Strait Islander peoples experience in their transition into secondary and tertiary education and eventually, into the Australian workforce.
Existing government initiatives have provided quick and easy ‘band-aid’ solutions for individuals as well as fruitless administrative schemes rather than long-term solutions that aid in changing attitudes towards education in Indigenous society and making a difference at the primary school level.
This issue is a specific problem that requires a definition, development and solution as determined by the criterion set out by Patti, 2003 and as identified as an industry level issue.
As such, we aim to provide a series of small-scale initiatives that can be implemented into any school curriculum and existing programs. It is by building solid foundations through small-scale initiatives that long-term resolutions can be realised to foster an environment of learning that is inclusive as well as culturally sensitive to the experience of Aboriginal Australians.
Alternative solutions
Holistic Approach in Schools: Working from the ground up
Bringing about social change is not about enforcing or imposing values upon a community. It is about supporting a community in those goals that they wish to achieve by providing the tools by which they can realize this. Education is a key tool within this realization yet the community must come from a place of ownership and belief in their own capacity in order for such initiatives to be sustainable.
Australian of the Year and Indigenous school principle Chris Sarra identifies this approach as a ‘Stronger Smarter Philosophy’, one that focuses on leadership, embracing identity and setting high expectations for students and teachers, that when fulfilled installs a sense of pride and achievement within the community. His ethos also centers upon reward systems that have proven effective in schools. A holistic approach offers tools by which to fulfill such a philosophy by empowering not only children within the indigenous community but also parents. This could draw from approaches practiced in international communities facing similar social problems, for example Project Air in Rwanda, an organization that teaches yoga to rape victims, helping the victims and their families cope with the effects of that trauma. Such holistic based initiatives that involve both the child and the parent are simple yet potentially largely effective tools of empowerment that demonstrate to individuals the greater opportunities that exist beyond their abusive circumstance. Such foundational work can then provide the opportunity for greater community involvement and projects as detailed below.
- Volunteer mentor programs that involves employees of corporations volunteering their time to holistic, sports or tutoring programs
- Cultural awareness training that enlists the involvement of community elders and Indigenous artists
- Fundraising efforts and cultural visits such as sports, learning projects, teacher exchange and leadership camps that also further raise awareness of the Indigenous community within the media and local community.
- The implementation of infrastructure with the aim of removing a feeling of ‘cultural outsiderness’, including setting up more Indigenous education centers, creating opportunities for cross-sector partnerships and providing greater pastoral and learning support
- Identifying sport as an area of focus in which students can learn invaluable team and leadership skills and find the potential to reach individual goals. Further creates active community participation.
- An Aboriginal Career Aspirations Program would further promote education as the key to opportunity and enterprise by focusing on improving the participation of students, and applying Aboriginal perspectives to career education and curriculum.
From the ground-up: Infrastructure
Building on top of a holistic approach to further support the education of the young Indigenous community is the implementation of infrastructure within schools that addresses further social issues such as low socio-economic status for Indigenous families and a lack of integration and awareness of Aboriginal culture within the community. Such initiatives would place emphasis on PTA run initiatives designed to be a resource within the school community. These could include donation and recycling programs for school uniforms and supplies as well as parents donating their time for car pooling and tutoring. This would work towards relieving financial burden in some cases for struggling families, assisting with attendance and providing the entire school an opportunity for integrated learning, with tutoring programs being informal, accessible and fun. This support network would further benefit for the implementation of student-based buddy systems that would offer a peer-based motivational relationship. Fundraising and community based events such as fairs would further contribute to the acquirement of specialized resources with the aim of motivating children or supporting their families, as well as raising cultural awareness and celebrating the gifts of the Indigenous youth community. It is critical to ensure that these programs are as inclusive as possible and avoid segregation of racial groups. If this is the case, indigenous students are more likely to want to participate.
Rationale/Justification
Researchers have demonstrated a positive relationship between parental involvement and student achievement. When families are engaged in reinforcing the curriculum and promoting cognitive development at home, children appear to achieve higher academic results, improved attendances, and better involvement in tertiary education and employment (Henderson & Berla, 1994). Similarly, previous studies have shown that substantial improvements in long-term educational outcomes are most likely to be achieved through community-based initiatives and services for students and their families, particularly through partnerships with parents as family effects upon children’s abilities is relatively large compared to community-level effects on children (Silburn et al, 2006).
Hence, our proposed solution to involve both families and caregivers in school activities at a localized level is given credence, as previous findings have emphasized the role of safe, involved and supportive parents in providing the foundations for the physical and psychological welfare of students that promotes numerous positive outcomes. The mental wellbeing of students is of particular import given the fact that a higher percentage of Aboriginal students have an increased risk of developing clinically significant emotional or behavioural difficulties (Silburn et al, 2006). These are also linked to low attendance rates and poor academic performance, and could potentially lead to disruptive or antisocial behaviour (Steering Committee for the Review of Government Service Provision, 2011).
Furthermore, this is exacerbated by preexisting cultural factors that can lead to discriminatory practices (e.g. lowered expectations and exclusion) that are antithetical to the academic progress and participation of Indigenous students. Thus, parents and caregivers must be engaged with school authorities that will promote the benefits of positive ethnic integration to ensure their children’s educational success and behavioural adjustment (Silburn et al, 2006). Our initiative develops meaningful long-term relationships between educational institutions and parents that provides opportunities for students to become more culturally accepting and aware of other cultures, and creates a sense of inclusion and belonging amongst indigenous students.
However, in order to maximize its full potential, our recommended initiatives should also seek to promote and facilitate physical health, as well as the ability to take direction when handling assigned tasks (Silburn et al, 2006). It has been proven that such initiatives are most effective when programmes target both children and their parents, and provide specific training for parents (SCRGSP, 2011). In our case, the focus on a holistic approach that involves art, organized sport and leisure activities will not only help to develop parents’ skills through volunteerism workshops but also develop the skills and talents of students through group activities that will encourage cohesion between Indigenous and non-Indigenous students.
Therefore, it is in the best interest of educational institutions to undertake coordinated efforts with parents and caregivers to help indigenous students develop a sense of purpose and increase their overall wellbeing as a fundamental factor in achieving a successful academic career.
TOGETHER WEEK 