Critical

Review

In July 2017 I was selected to take part in the annual Anangu Schools Partnership field trip, run by The
University of South Australia and Flinders University, to teach Aboriginal students in an Anangu school in
the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands. I applied not knowing much about The APY Lands
at all, but had heard of others who had taken part in the trip who explained it was an opportunity not to
miss. My personal objective of the trip was not necessarily to see if I had what it takes to teach in The
Lands, but instead to gain an insight into Aboriginal/Anangu People, their way of life and their Land, which I
knew would better equip me to cater for Aboriginal Students in a mainstream classroom.

Throughout this critical review I will be addressing and discussing key themes and issues to do with
misconceptions about Aboriginal People, challenges and frustrations for teachers, teachers responsibilities
and The Stolen Generation from two selected readings: Chapter 1: Starting out as a Teacher in Aboriginal
Education from Teaching and Learning in Aboriginal Education, by Neil Harrison, and, Chapter 2: The
Stolen Generations: What does this mean for Aboriginal and Torres Strait Islander children and young
people today, by John Williams-Mozley. I will be discussing these in relation to my experiences as a pre-
service teacher at Pipalyatjara Anangu School in the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands
and my experiences as a child growing up, to a current Pre-Service Teacher.

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID: 110136197
Chapter 1: Starting out as a Teacher in Aboriginal Education from Teaching and Learning in
Aboriginal Education, by Neil Harrison, 2011.

The first reading chosen for the Critical Review is Chapter 1: Starting out as a Teacher in Aboriginal
Education from Teaching and Learning in Aboriginal Education, by Neil Harrison. I chose this reading, as it
was extremely relevant to me, having worked in an Aboriginal Community recently. The challenges
Harrison faced during his time teaching in the school in the Northern Territory were similar to the ones that I
faced during my time in The APY Lands, which really resonated with me.

Firstly, I would like to discuss the misconceptions about “Aboriginal People,” or students, in this context.
Harrison (2011) addressed how easy it is to stereotype and jump to conclusions, which is what I
unknowingly, did before heading out to The Lands. Something I learned through my English Education
Course whilst undertaking a case study on a young Aboriginal student, is that it is very easy to see
Aboriginal Students as deficient in the learning environment, rather than recognise the opportunities they
bring to a mainstream classroom setting for teaching and learning. After undertaking this case study I
realized that teachers must look at all students as bringing resources in the classroom and use them as
opportunities to incorporate other cultures literature and language conventions, rather than as presenting a
deficit (Nichols & Bayetto 2004). Aboriginal students are an incredibly authentic resource and present
wonderful opportunities to share their literature in a modern culturally diverse literacy classroom, which is
something that should not be hindered by placing Aboriginal Students in the deficient category (Shipp,
2011) (Mills, Davis-Warra, Sewell, & Anderson 2016).

I could relate to the challenges Harrison (2011) faced in regards to the level he was teaching as well as not
knowing much about Aboriginal People, the students, how they learn, on top of the fact that English is
usually a third or fourth language for most students. As I am currently studying Primary/Middle Education, I
found it challenging being placed in a Middle-Primary Class (years 3-5) with students working at
Foundation/Year 1 level, with a strong focus on Numeracy and Literacy. I was fortunate in that my mentor
was an early career teacher and could relate well to me. Prior to arriving my mentor gave me an accurate
snapshot of the current academic level of the middle primary students in his class, in order to help me
prepare for some teaching opportunities whilst working in his classroom. I was apprehensive after hearing
about the huge variance in abilities in literacy, with some students who cannot yet read the first 10 sight
words, but others who can read the first 404. Although literacy was not my focus for the purpose of this
teaching experience, it was helpful in that it gave me an insight into the planning and differentiating that is
involved with teaching students across 3 year levels in an Anangu school, which was something that I had
the benefit of getting, however Harrison (2011), did not.

Harrison (2011) mentioned how many teachers can become frustrated with their lack of progress in
Aboriginal Classrooms, and I can understand why he says this. During my time in the Middle Primary
Class, I was given the opportunity to teach a short math's unit on time, which challenged me to try and

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID: 110136197
devise a sequence of activities that would engage and interest the students, as well as be culturally
relevant to them. It was my understanding that Anangu people and their perception of time was based
around the sunrise and sunset, rather than the big and little hand on an analog clock. I used times in
conjunction with specific significant events during the day that were relevant to the students in order to
teach them O’clock and half past. I don’t get frustrated but I did begin to doubt myself as a teacher a little
bit when the students didn’t seem to be learning what I was trying to teach them. As a matter of fact they
were indeed learning they just needed more time to learn and grasp the concepts. Harrison (2011), states
that Aboriginal Children, “usually have different views of the world, and therefore think differently about
school work,” and how “learning becomes significant in the context of the community in which they live”
which explains why it can be so difficult for them to understand the need to know the time, or use a clock.

Harrison (2011), mentioned behaviour management in the classroom, which saw experienced teachers
speaking some of the local Aboriginal Language and encouraged new teachers to learn it. During my two-
day induction prior to heading out to the lands, and the 3-day bus commute, we spent approximately 6
hours total learning the local language, Pitjantjatjara/Yankunytjatjara. We were encouraged to use it as
early and as frequently as possible for a number of reasons; connecting with Anangu People, gaining
respect from them, and in managing behaviour in the classroom.

Throughout my time at Pipalyatjara Anangu School, I observed the way that other teacher’s and staff
members interacted with the children, especially my mentor who integrates Pitjantjatjara into his English, to
gain the students attention and also respect. Through my teaching I tried to model this and use some
particular words in Pitjantjatjara to gain the students attention. Prior to heading out to The Lands, I was
extremely worried about my pronunciation and confidence to use the words we had learned in the
induction. Harrison (2011) mentioned the students laughing at his mistakes, which is something I
experienced also, but it helped me develop an authentic relationship with the students and show them that I
am not perfect, and they also encouraged me to learn more by accompanying them to Pitjantjatjara
classes. After learning a few words whilst in the classroom and observing first hand how my mentor used
Pitjantjatjara, it started to become automatic and part of my everyday language and I slowly began building
a repertoire of new vocabulary in Pitjantjatjara.

This reading brought back many memories and feelings for me, and reassured me of my ability to teach
and that the challenges I faced are ones that others have also faced, and probably something I will go
through again, however I will be stronger and more equipped this time. There were a few generalizations
made throughout the text which I think were unavoidable in the context of what he had written however it is
always important for teachers to take every child, Aboriginal or Non-Aboriginal, as a new child, with their
own individual needs, and circumstances, and must be catered for accordingly.

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID: 110136197
Reading 2: Chapter 2: The Stolen Generations: What does this mean for Aboriginal and Torres
Strait Islander children and young people today, by John Williams-Mozley, 2012

The second reading chosen for the Critical Review is Chapter 2: The Stolen Generations: What does this
mean for Aboriginal and Torres Strait Islander children and young people today, by John Williams-Mozley. I
chose this reading because it really resonated with me how Williams-Mozley told his story in first person
and it was interesting to hear things from his perspective. I can only imagine that the position he was in
could be similar to those students I worked with in the APY Lands.

William-Mozley’s (2012) personal reflection on identity and forcible removal was really shocking and also
quite overwhelming to read. This was especially due to the raw and true facts he was stating about how
young his mother, his brothers and sisters and he himself was, when they were removed from their
biological families and in some cases, put up for adoption or placed in institutions far away in other states.
For example his mother was thirteen when she was removed from her family and was trained as a
domestic servant, gave birth to Williams-Mozley, originally named Douglas Raymond Williams, at the age
of 17, and when he was only 7 months old, the Aborigines Protection Board and the NSW Child Welfare
Department placed him up for adoption (Williams-Mozley, 2011). This resonated with me because I took a
moment whilst reading this to reflect on my life and my upbringing in a family who’s ancestors immigrated
from European countries and had my parents, who then had me. I was automatically privileged, just being a
Non-Aboriginal Australian. I had a “normal” upbringing, I had a biological mother, father and sister, and I
didn’t ever need to question my relation to them or my identity. I grew up where I was born, and only ever
had to move an hour away to where I live now. Williams-Mozley (2011) expressed that because he was
taken from his natural family so young, he has no claims to his Aboriginal heritage, and although raised in a
“typical” white Australian family, society will not accept him as white, so he is “neither black nor white.” He
states that his “identify resides somewhere is the hyphen in the middle of his name, and in every respect,
that is nowhere.” (Williams-Mozeley, 2012) I could empathize with him as I read this, as he obviously went
through a long period of time where he felt extremely lost and alone.

I strongly believe that students entering the teaching profession in Australia need to be educated about The
Stolen Generations, not just to be culturally sensitive to those Aboriginal Students who have this in their
family history, but also to properly educate Non-Aboriginal Students accurately on The Stolen Generations.
Price (2012) supports this by stating, “All undergraduates should receive education about the history and
effects of forcible removal as part of the core curriculum.” The National Sorry Day Committee has also
advocated the anniversary of the National Apology to be mandatory in the Australian Curriculum and be
used as a vessel for rich discussion about the history of forcible removal of Aboriginal Children resulting in
the Stolen Generations (Price 2012). I think this is important to address such a significant step forward for
Australians, both Aboriginal, and Non-Aboriginal, to lead towards a better future.

I think that it is extremely important when teaching about the Stolen Generations to treat the issues
sensitively, especially when it may be a family matter for some students (Price K, 2012). The Australian

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID: 110136197
Professional Standards for Teachers state that teachers must “understand and respect Aboriginal and
Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous
Australians” which I think really highlights the teachers role and the importance of this in promoting this
reconciliation.

Conclusion

Moving forward as a Pre-Service Teacher who is currently 8 months away from having her own classroom,
I will work my hardest to ensure I do not stereotype or jump to conclusions, I will be culturally sensitive, and
educate myself further to ensure I teach and tell the most accurate information, and if I get it wrong, I will be
glad I tried. I hope that with the knowledge I have gained from this course and my experiences in The APY
Lands and in my Professional Experience Practicums, I will be equipped and confident to educate both
Aboriginal and Non-Aboriginal Students in rural or urban settings.

2075 words

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID: 110136197
Reference List

AITSL, 2017, Australian Professional Standards for Teachers, Accessed 8 Feb 2017, Website
<https://www.aitsl.edu.au/teach/standards>

Mills, K, Davis-Warra, J, Sewell, M, & Anderson, M 2016, Indigenous ways with literacies:
transgenerational, multimodal, placed, and collective. Language and Education, Vol. 30 no. 1, pp. 1-21

Nichols, S & Bayetto, A 2004. The Four Resources: An integrated approach to literacy for children with
learning difficulties. In A. Healy & E. Honan (Eds.), Text Next: New resources for literacy learning.
Newtown: PETA.

Price, K, 2012, “Aboriginal And Torres Strait Islander Education: An Introduction for the Teaching
Profession.” Cambridge University Press, Sydney, NSW.

Shipp, C 2011, Why Indigenous perspectives in school? A consideration of the current Australian education
landscape and the ambiguities to be addressed in literacy teaching. English in Australia, vol. 47 no. 3, pp.
20-24

Williams-Mozley, 2012, Chapter 2: The Stolen Generations: “What does this mean for Aboriginal and
Torres Strait Islander children and young people today” Cambridge University Press, Sydney, NSW, pp. 21-
34

EDUC 2061 Teaching and Learning in Aboriginal Education Student ID: 110136197