Aboriginal Studies
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Social Justice & Human Rights Issues:
A Comparative Investigation
Education
Sample questions & marking criteria
Students need to study their local Aboriginal community, another Indigenous community within Australia, and an overseas indigenous community.
Students need to study the ways in which Aboriginal peoples transfer and maintain their cultural and social life through education.
In general terms, this involves looking at the holistic, lifelong learning approach of Aboriginal and Indigenous peoples. Specific examples of stories, art and dance may be appropriate here from all three case studies.
Students need to study the impact of colonisation and subsequent events on Aboriginal people. The impact on education was extreme for Aboriginal people. Students need to be very specific for their case studies, they should know about the influence upon them through mission and reserve education forbidding the use of Indigenous languages and the practice of music, art and dance. Similarly, the issues need to be examined for the overseas indigenous community.
The impact of the above is seen in the statistics about the participation and outcomes of Aboriginal people in education. These statics should apply to the particular case studies and be as up to date as possible. For example, statistics for the Shoalhaven, not NSW; for Auckland, not New Zealand. Such statistics could include public accessible information available for research. An example could be the ELLA Test results.
Government education programs and strategies are attempting to address Aboriginal educational issues. Students need to understand the federal and state government programs and strategies, and be able to give specific examples of their implementation in their case study communities. Look at targeted projects that address the needs of Aboriginal students. What has worked and why look at research project reports, inquire about local schools' literacy strategies and which Federal/State program it relates to and the work of ASSPA ( Aboriginal Student Support and Parent Awareness) committees in their case studies of schools.
Schools need to be aware of the differing education structures overseas, so that when they examine international indigenous community study they need to look at what is happening in that community, keeping in mind the education structure of that country.
Indigenous communities are addressing education with their own community based initiatives. When looking at NSW communities students need to understand the role of the NSW AECG (Aboriginal Education Consultative Group) which operates from a local, regional through to state levels, all members participate on a voluntary basis. AECGs exist in other states, but they are structured differently. Specific details need to be known about community based initiatives in any report on education.
Students need to be aware of the importance of regaining land, and cultural maintenance in improving education for Aboriginal and Indigenous peoples. They need to examine land claims and cultural activities in each of their case studies and the impact they have had on each of the communities studied in relation to improving education.Students need to articulate their views on social and political changes necessary to improve Aboriginal people's educational opportunities and outcomes to ensure equity for all students, as well as being aware of Aboriginal leaders views, and government proposals and policies that have imposed limitations on their access to education.
Specific examples are needed for each case study.
To find similarities and differences in the case studies, draw up a table of comparison, writing generalisations across the table where appropriate.
Three comparative communities Local Aboriginal Community National Aust Indigenous Community International Indigenous Community Community names Ways in which culture and social life is transferred and maintained in education Impact of invasion and colonisation Statistics of participation and outcomes Community initiiatives Regaining land and cultural maintenance. Social & political changes necessary Aboriginal Education Unit, Aboriginal education policy The Department of School Education, Sydney, 1996.
Aboriginal Education Unit, Making a difference: A guide to theAboriginal education policy NSW Department Of school Education (Policy support Video)
Aboriginal Education Unit, NSW Department of School Education It's about time, it's about change NSW Department Of School Education and Training (Policy support Video)
Harris, J. One blood: 200 years of Aboriginal encounter with Christianity: a story of hope Albatross Books, Sutherland, NSW, 1990.
Horton, D. (ed), The encyclopedia of Aboriginal Australia Aboriginal Studies Press, Canberra, 1994 (also available in CD- ROM format).
Poad, West & Miller Contact: an Australian history (2nd ed) Heinemann Educational, Port Melbourne, 1990.
Mathews, J. [as told by] The two worlds of Jimmie Barker: the life of an Australian Aboriginal, 1900-1972 (rev. ed.) Aboriginal Studies Press, Canberra, 1988.
Miller, J. Koori, a will to win: the heroic resistance, survival & triumph of black Australia Angus & Robertson, Sydney, 1985.
Mudrooroo Us mob: history, culture, struggle: an introduction to Indigenous Australia Angus & Robertson, Sydney, 1995.
Read, P. Charles Perkins, a biography Viking, Ringwood, Vic. 1990.
Sample questions & marking criteria
Outcomes assessed: H1.2,H2.2, H2.3, H3.1, H3.2, H3,3, H4.1, H4,5
In the answers to the sample questions the criteria by which the questions will be marked have been provided rather than a definitive written answer. There is no one correct answer!!
Newspaper articleTheir education was often very basic
The Inquiry found that the education provided in Indigenous children's institutions was essentially a preparation for menial labour. However, the promise of a good education was often the inducement for parents to relinquish their children to the authorities.
"I don't know who decided to educate the Aboriginal people but the standard was low in those mission areas. I started school at the age of eight at grade one, no pre-school. I attended school for six years, the sixth year we attended grade 4, then after that we left school, probably 14 years old.
I wanted to be a nurse, only to be told that I was nothing but an immoral black lubra, and I was only fit to work on cattle and sheep properties".
Using the source above and your own knowledge, answer the following:
A.
Identify the ongoing effects of government and church policies for Aboriginal people. (4 marks)
Criteria Marks Identifies two or more ongoing effects of policies and discusses the past and present effects on Aboriginal people. 4 Identifies two or more ongoing effects of policies but does not include discussion. 2-3 Identifies one on-going effect of policies. 1
B.
Discuss ways in which Aboriginal people have attempted to meet their own education needs.(4 marks)
Criteria Marks Identifies and discusses two or more ways in which Aboriginal people have met their own education needs. 4 Identifies and discusses one way in which Aboriginal people have met their own education needs. 2-3 Identifies one way in which Aboriginal people have met their own education needs. 1
C.
Using your International Indigenous and Local Aboriginal Case Studies, evaluate the effectiveness of education initiatives in the improvement of Indigenous people.
(12 marks)
Criteria Marks Clearly identifies two communities and balances the response between them. Evaluates initiatives directly to empowerment. 10-12 Clearly identifies two communities and compares at least one initiative in depth, or two generally. Demonstrates an understanding of empowerment of Aboriginal people. 7-9 Identifies two communities and describes at least one initiative. Demonstrates some understanding of empowerment. 4-6 Identifies one community. directly to empowerment. Provides some relevant information regarding empowerment. 1-3
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