Student name: Jie Zhou Student number: 18774636 Option TWO

This essay will evaluate school disciplinary practices and their effects on behavior, wellbeing

and inclusion of Indigenous students, explore the school and social factors that trigger behavioral

problems and social inequity for Aboriginal and Torres Straits Islander students.

Due to history of colonisation and ongoing social discrimination, Indigenous Australians are

subject to high mental health risk and low level of wellbeing, which result in an increase of their

behavioural problems and a decrease in their access to equal social support and resources.

Although, Closing the Gap advocates to narrow the educational disadvantages of Indigenous

students, the entrenched assimilation policy in the mainstream education system and the lack of

understanding of Indigenous culture and communicative skills of Non-Indigenous teachers failed

to achieve the objective.

As a secondary pre-service teacher, it is important to promote a strong, positive and respectful

relationship with Aboriginal and Torres Straits Islander students so that the use of punitive behavior

will be diminished and students’ retention in schools will rise.

Improving social inclusion and educational equity of Indigenous children has become a focus

in Council of Australian Governments (COAG) National Education Agreement; To the contrary, NSW

has been experiencing a rising suspension rate of Aboriginal students since 2009. In the Aboriginal

students in NSW public schools Annual report 2014 and 2015, it can be clearly seen that the long

suspension of Aboriginal students as percentage of Aboriginal students has increased from 5.6% in

2009 to 6.3% in 2009. Undoubtedly, this increasing trend shows an opposing reality to the

government’s commitment. Sophie (2011) ascribes the rising suspension rate of Aboriginal

students in NSW schools to the school disciplinary power. Rudolph points out that the school

disciplinary power that is in the hand of white, mainstream establishment that imposes pressure

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on the “disadvantaged” (Indigenous students) to assimilate to the dominant system and to behave

in a way that is acknowledged as norm and standard by them. As a result, when Indigenous

students’ aboriginality is proscribed in the dominant white environment, they are more likely to

engage in challenging behavior to protect their own identities. Unfortunately, schools provoke

punishment and suspension to reinforce their power of authority. Arguably, the intention of the

NSW Department of Education and Communities (DET) suspension policy is to strengthen good

discipline at schools, rather than a tool of punishment. Using suspension to suppress Indigenous

students’ identities is still opposed to the idea of inclusive schooling.

According to Closing the Gap, the government is aiming to narrow the gap between

Indigenous students and non-Indigenous students from three educational aspects – school

attendance, literacy and numeracy outcomes and Y12 attainment (Closing the Gap, 2017).

Ironically, excluding Indigenous students from daily schooling does not contribute to the goal

achievement. To the contrary, it deprives Indigenous students of knowledge acquisition

opportunities from school and it lowers the attendance and retention rates. As a result, the gap is

becoming more difficult to close.

It is also worth mentioning that disciplinary practice has huge negative impact on students.

Toni (2012) states that suspension policy intensifies academic hurdles and impair employment

opportunities, it also increases the likelihood of students participating in delinquent behaviors and

becoming engaged in criminal justice system. Moreover, Yanigurra (2004) claims that if Aboriginal

students develop negative attitudes toward schooling because of suspension, they will be less likely

to develop a positive self-image, self-respect and high self- expectation. Although, Yaniguarra

assumes that some Aboriginal students perceive one-day suspension as a reward, the rising rate of

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students who engage in long suspension is a big concern.

School is a place that influences how the inequalities that occur in the society will be

condoned or to be challenged. School curriculum and culture can influence Indigenous students’

behavior and future opportunities.

Firstly, removal of Indigenous culture and history from Australian Curriculum strengthens the

invisibility of Indigenous students (Suzanne and Mattew, 2004). In addition, failing to acknowledge

the legitimacy of Aboriginal English or perceiving it as “incorrect” English (Farzad, 2010) leads to a

low sense of self-identity and belonging for Indigenous students and an increase in their chances

of exposure to racially-based bullying (Dobia & Rourke, 2011). Research shows that racism and

bullying affect Indigenous students’ aspiration for schooling (Gawian, Yin, Roberto, Nida, Naomi

and Peter, 2012). In other words, Indigenous students, who are experiencing discrimination and

being bullied at school are more likely to develop behavioral issues such as disengagement and

absenteeism. Absence from school will consequently prevent them from acquiring necessary skills

and knowledge to access equal job opportunities as other students who stay in schools.

Secondly, Western school culture conflicts with Indigenous students’ culture from home. Gary

(2003) points out that Western school’s implementation of dominance and subordination creates

difficulties for Indigenous students; Indigenous students value independence and autonomy;

However, it is opposed to school’s culture which demands them to subordinate, obey and conform

rather than self-regulate Gary, Waugh and Simon (2001). When Indigenous students’ home culture

is challenged by the dominant school culture, for those Indigenous students, who refuse to

comprise their cultural identity to survive in the Western school settings, tend to engage in

behavior patterns that resist the white authority (Thelma and Colleen, 2012).

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Thirdly, Dr. Chris Sarra puts a great emphasis on teachers’ high expectation of students. In the

Stronger Smarter Institute position paper (2014), Sarra mentions that teachers’ low expectation of

their Indigenous students can reduce their confidence in teaching the students. This can influence

on their relationship with students and their choices of teaching instructions, which has the

potential to contribute to poor student academic performance and disengagement. When

Indigenous students perceive teacher’s low expectation, they start to believe that they are less

capable than their non-Indigenous peers; As a result, they will involve in disengaging behavior

which will have an impact on their future ability to seek for employment.

From social perspective, forced removal of children from their family, which is known as

“stolen generation” caused severe trauma to Indigenous children; the trauma is then passed onto

their next generation. Judy (2002) claims that indigenous children’s exposure to their parents’

traumatization lead to the children experiencing distress, violence and racist abuse. As a result, this

vicious cycle that stemmed from painful history provide a platform where these children may

engage in self-harming, risk-taking behavior as their parents did.

Poverty is another key issue Indigenous people are facing in Australia. The low socioeconomic

status and inequality reflect the unequal treatment of Indigenous people in the history. Poor

housing condition and location prevents Indigenous students’ access to education. According to

Closing the Gap (2017), Indigenous students’ attendance rate declined in remote areas. School

attendance is closely linked to future employment. As a result, a low school attendance will lead

to unemployment issue. In an age of technological advancement, the widening gap between the

indigenous students and the non-indigenous students in terms of literacy and numeracy skills is in

danger of getting worse as the indigenous students are at a disadvantage. Technology can help

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students engage and make learning more meaningful; without adequate technological devices

such as tablets and personal computers with reliable internet connection to access a wealth of

information and help such as Kahn Academy or other interactive content and resources can hinder

children’s learning. This, in combination with the rising importance of coding, will only exacerbate

the widening gap as indicated in“Prime Minister’s report: Closing the gap” (Indigenous 15 year-

olds are on average about two-and-a-third years behind non-Indigenous 15 year-olds in reading

literacy and mathematical literacy and Indigenous boys are trailing their female peers in

performance at school.)

School and society have created educational inequality for Indigenous students, it is teachers’

responsibility to make a difference for these students. A positive and strong relationship between

teachers and students is a starting point to the journey of improving Indigenous students’ current

situation.

Teachers’ awareness and understanding of Indigenous’ culture is important as Peter (2015)

suggests that a culturally competent teacher will build positive learning relationships with

Indigenous children. Assuming Indigenous students are the same as their non-Indigenous peers

can affect the way the teachers interact with the students and their choices of teaching pedagogies;

this will have negative impacts. More importantly, understanding Indigenous culture can help

teachers to understand the reasons that cause Indigenous students’ behavior; teachers can be

mindful of their own behavior and utterance as it will have significant repercussions. For example,

teachers should avoid placing indigenous students in a situation where they feel ashamed in front

of their classmates. Teachers should be aware that Indigenous students consider direct eye contact

a rude behavior in their culture, so they should not be punished when they do not look directly

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into teachers’ eyes. Without recognition of such Indigenous culture, it is easy for teachers to make

wrong judgement in the realm of social “faux pas” that end up with misuse of punishment.

As a future classroom teacher, I need to get to know these students from a personal level. I

can show my interest in learning their interests and recreations; I can show my care for them by

spending time with them during lunchtime and recess time; I can be a good listener to listen to

their stories. Moreover, as a language teacher, I understand how power language is; It is not just a

tool for communication, but it contains culture, beliefs, values of an ethic or nation. It is part of

who we are, we lose our identity if we lose the ability to acquire the language. Hence, I should

always keep in mind that Aboriginal English should be accepted and respected. I will encourage

them to retain their ability in using their language, also I will teach other non-Indigenous students

to respect the language other than Australian Standard English.

Moreover, using effective teaching pedagogy to engage Indigenous students in class is another

strategy I can employ in enhancing the relationship with them. I should be aware that Indigenous’

way of thinking and learning is different from their non-Indigenous peers. Ignoring their

perspective in the classroom can lead to their disengagement behavior and negative attitude. As a

result, they might end up with punishment. To promote their learning engagement and outcome,

I should carry out class activities that connect lesson content with their life experiences and their

communities; I could also incorporate more hands-on practices, visual aids and story telling

strategies. Once Indigenous students find a link between classroom and their life experience, they

will feel their culture being valued in the class, their aboriginality is being respected and their needs

are catered for. As a result, they will be more motivated to learn and achieve better outcomes.

Furthermore, having high expectation relationship with students is another key factor that

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contribute to teacher-student relationship. I should pave a way that will cater to their self-efficacy

being developed so that they will have more confidence and self-worth. The value of independent

learning will carry on with them and affect how they mold into the Australian society.

To conclude, in order to achieve the objectives in Closing the Gap document, it is important

for the NSW government to review the school disciplinary practices and to examine its effect on

Indigenous students’ behavior, social inclusion and wellbeing. Furthermore, it is also important to

explore the reasons that underpin the behavioral issues and social inequity so that effective

measures can be taken to improve the status quo. Last but not the least, teachers play a crucial

role in creating life opportunities for Indigenous students. Therefore, a positive relationship with

these students, a culturally responsive teaching pedagogy will be effective ways to improve their

outcomes and access to social resources.

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Reference

Department of the Prime Minster and Cabinet. (2017). Closing the Gap – Prime Minister’s Report

2017. Retrieved from: https://closingthegap.pmc.gov.au/

Dobia, B., & O'Rourke, V. G. (2011). Promoting the mental health and wellbeing of Indigenous

children in Australian primary schools. Canberra, Australia: Commonwealth of Australia.

Retrieved from:

https://www.kidsmatter.edu.au/sites/default/files/public/promoting-mental-health-

wellbeing-indigenous-children.pdf

Farzad, S. (2010). Aboriginal English in the Classroom: An Asset or A liability? Language awareness

Journal, 17(2), 131-138. Retrieved from:

http://www.tandfonline.com/doi/pdf/10.1080/09658410802146669?needAccess=true

Gawaian, A., Yin, P., Roberto, P., Nida, D., Naomi, P., & Peter, B. (2012). Theory and research on

bullying and racism from an Aboriginal Australian perspective. Retrieved from:

https://www.aare.edu.au/data/publications/2012/Bodkin-Andrews12.pdf

Gary, P. (2003). Why Indigenous Issues are an Essential Component of Teacher Education Programs.

Australian Journal of Teacher Education, 27(2). Retrieved from:

http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1320&context=ajte

Gary, P., Russell, W., & Simon, F. (2001). Interpretations of classroom discipline practices by

teachers and indigenous students in a Western Australian secondary school. Education

Research and Perspectives, 28(2), 51-82. Retrieved from:

https://search.informit.com.au/fullText;dn=124262;res=AEIPT

Judy, A. (2002). Trauma trails, recreating song lines the transgenerational effects of trauma in

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Indigenous Australia (pp:146-188). North Melbourne, Spinifex Press.

NSW Department of Education and Communities (2014). Aboriginal Students in NSW Public Schools

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https://education.nsw.gov.au/teaching-and-learning/aec/media/documents/Annual-

Report-2014.pdf

NSW Department of Education and Communities (2015). Aboriginal Students in NSW Public Schools

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https://education.nsw.gov.au/teaching-and-learning/aec/media/documents/Annual-

Report-2015.pdf

Peter, B. (2015). Aboriginal and Torres Strait Islander Education: An introduction for the teaching

profession. In P. Kaye (Ed.), Engaging Indigenous students: The important relationship

between Aboriginal and Torres Strait Islander students and their teachers (pp:174-191). Port

Melbourne, Cambridge University Press.

Stronger Smarter Institution. (2014). High-Expectations Relationships A Foundation for Quality

Learning Environments in all Australian Schools. Retrieved from:

http://strongersmarter.com.au/wp-content/uploads/2015/01/SSI-HER-Position-Paper-

Final-lowres.pdf

Sophie, R. (2011). Rethinking Indigenous Educational Disadvantage, A critical Analysis of Race and

Whiteness in Australian Education Policy. Retrieved from https://minerva-

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perties_signature%20removed.pdf?sequence=1&isAllowed=y

Suzanne, M. & Mattew, C. (2004). The Case for Change: A review of contemporary research on

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Indigenous education outcomes. Victoria, ACER Press.

Toni, B. (2012), Addressing high rates of school suspension. Children, Young people and Family.

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http://www.a4.org.au/sites/default/files/AddressingHighRatesofSchoolSuspension.pdf

Thelma, P., & Colleen, H. (2015). Teaching Indigenous Students Cultural awareness and classroom

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Yanigurra, M. (2004). Freeing the Spirit: Dreaming an Equal Future. Retrieved from:

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4.pdf

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