Professional Reflection

Professional Reflection

In these readings the value of indigenous education in Australian context has been very well explained.  I experienced a lot of new information regarding the system of education and historical perspectives of the Aboriginals and the Torres Strait Islander in the Australian society.

Important information that I have acquired from these studies is about the Social justice and closing the gap as a very important practice in Australia. As an educator, I have been enlightened on why it is important to organize the system of education to improve on equity and equality. I have covered information about why policy making, frameworks and plans are important in steering the Indigenous education. Effective Policy making is what can only lead to the achievement of equity and equality in the administration of education in Australia. I think that this knowledge is implicative in the understanding of the native cultures and practices. Knowledge and value are the two most important factors that promote the welfare of every single community (Harrison &Sellwood, 2016).

I think that the readings have offered me with an  insight over why the system of education is supposed to be flexible in offering the indigenous communities with varied opportunities that accommodate their beliefs, norms and values. In every given situation, the education system is supposed to accommodate cultural opinions and values of the society (Dealtry, Perry & Dockett, 2017).

I understand that there are varied measures that the government is supposed to develop and direct the curriculum in the country. These studies have offered me with an overview of how the historical changes have shaped or influenced the contemporary Aboriginal society in terms of education matters. This subject has enabled me to understand over why it matters a lot to inculcate these historical experiences in the content (Education council, 2015).

The content in this subject has strong message on cultural diversity and has importantly helped me in understanding concepts related to cultural diversity and why the indigenous culture is important in developing concrete curriculum. These modules contain information about Dreaming permeates, Scared and secular life of the indigenous communities (Harrison $ Sellhood, 2016).

Further readings in this subject have helped me to develop an insight over the eco-management techniques of the indigenous people. Land issue in the native Australia shaped the native communities way of life but failed to change their economic practices ( Milgate, 2016).

I am confident that these studies have helped me in administering key important issues about family relationships among the aboriginals. This is an insight over the differences between the kinship ties between the Europeans and the native Australian community. Kinship is about relationships and responsibilities of the communities incorporated in the ancestral ties (Sveiby & Skuthorpe, 2006).

Also I am able to teach more about the frontier period. The frontier period is defined with violence and the European settlement where the indigenous people fought greatly to retain their rights over the land (Milgate, 2016).

As a teacher, I think I will be able to demonstrate the knowledge and skills of the indigenous history and particularly in terms of the assimilation, segregation and dispossession to the class. What I have understood is that the socio-cultural, socio-political and different historical practices in the Australian context led to the growth of the indigenous educational participation.

Lastly, my teaching practice was positively impacted after going through these modules. I have gained competency over the value of knowledge on the principles of social justice, self-determination and the patterns of reconciliation among the indigenous communities. Recognition of the socio-cultural, socio-political and changes over the history are the factors that have impacted on Australians and Indigenous people’s participation (Harrison $ Sellhood, 2016).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reference

Harrison, N. & Sellwood, J. (2016). Learning and teaching in Aboriginal and Torres Strait Islander Education (3rd ed.). Melbourne, Vic: Oxford University Press.

 

Dealtry, L., Perry, B., & Dockett, S. (2017). A social justice view of educators’ conceptions of Aboriginal children starting school In N. Ballam, B. Perry & A. Garpelin (Eds.). POET: Pedagogies of Educational Transitions: European and Antipodean research. Switzerland: Springer.

 

Education Council. (2015). National Aboriginal and Torres Strait Islander EducationStrategy 2015. Canberra, ACT: Education Council.

http://scseec.edu.au/site/DefaultSite/filesystem/documents/ATSI%20documents/DECD__NATSI_EducationStrategy.

Harrison, N., & Sellwood, J. (2016). Teaching about the Stolen Generations. In N. Harrison & J. Sellwood (Eds.), Learning and teaching in Aboriginal and Torres Strait Islander Education (3rd). Melbourne, VIC: Oxford University Press.

 

Milgate, G. (2016). Building empowering partnerships between schools and communities.In N. Harrison & J. Sellwood (Eds.), Learning and teaching in Aboriginal Education (3rd). Melbourne: Oxford University Press.

 

Sveiby, K., & Skuthorpe, T. (2006). Treading lightly: The hidden wisdom of the world’s oldest people (Chapter 5: Knowledge Economy, pp. 72-94). Crows Nest, NSW: Allen & Unwin.

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