Connecting Curriculum, Teaching and Workforce Quality in Aboriginal and Torres Strait Islander Education. Presentation by Professor Peter Buckskin PSM, FACE Dean: Indigenous Scholarship, Engagement and Research University of South Australia Buunji National Indigenous Education Conference, Sydney 6 November 2013

1. A Deadly Network:
Connecting Curriculum, Teaching and
Workforce Quality in
Aboriginal and Torres Strait Islander Education
Presentation by Professor Peter Buckskin PSM, FACE
Dean: Indigenous Scholarship, Engagement and Research
University of South Australia
6 November 2013

2. Aboriginal and Torres Strait Islander
Education
•Teaching Aboriginal and Torres Strait
Islander Students
•Teaching Aboriginal and Torres Strait
Islander Studies

4. National Policy Context
•Aboriginal and Torres Strait Islander Education Action Plan
< http://scseec.edu.au/Aboriginal-and-Torres-Strait-Islander-EducationAction-Plan.aspx >
•Australian Curriculum, Assessment and Reporting Authority
< http://www.acara.edu.au >
•Australian Institute for Teaching and School Leadership
< http://www.teacherstandards.aitsl.edu.au/ >

5. Australian Curriculum, Assessment and
Reporting Authority (ACARA)
•Foundation to Year 12
•17 Learning Areas with 5 completed
English
- Maths
Science
- History
Geography
•Consulting on Languages, Civics and Citizenship, Work Studies
Years 9-10, Arts
•Three cross-curriculum priorities:
1. Aboriginal and Torres Strait Islander histories and
cultures;
2. Asia and Australia’s engagement with Asia; and
3. Sustainability.

6. Cross Curriculum Priority:
Aboriginal and Torres Strait Islander Histories and Cultures
•Content Descriptors versus Elaborations
•Relegated to the Elaborations … high risk of not being
considered;
•Illustrations of Practice;
•No Assessment of the Priority;
•Need to shift away from the historical constraints as defined by
colonialism; and
•No legitimacy of our language, knowledge and culture.

7. Australian Institute for Teaching &
School Leadership (AITSL)
Three Domains:
1.Professional Knowledge;
2. Professional Practice; and
3.Professional Engagement.

8. Australian Institute for Teaching &
School Leadership (AITSL)
Professional Knowledge Standards;
1. Know students and how they learn
2. Know the content and how to teach it
Focus Area 1.4:
Strategies for teaching Aboriginal and Torres Strait Islander students
Focus Area 2.4:
Understand and respect Aboriginal and Torres Strait Islander people to
promote Reconciliation between Indigenous and non-Indigenous Australians

9. ‘Many teachers are faced with limited
understanding of cultures other than
their own and the possibility that this
limitation will negatively affect their
students’ ability to become successful
learners.’
W Montgomery 2001

10. Teacher Education and Professional Development
Respect, Relationships, Reconciliation
Module 1.
Know Yourself, Know Your World
Module 2.
Know Your Students
Module 3.
Know What You Teach
www.rrr.edu.au

11. Teacher Education and Professional Development
Module 1: Know Yourself, Know Your World
1. Respect, relationships,
reconciliation Understanding of respect,
relationships and reconciliation;
2. Values, culture and identity Clear understanding of personal own
culture, its influences upon self
belief and value systems, cultural
identify and potential impacts on
pedagogical choices and student
www.rrr.edu.au

12. Teacher Education and Professional Development
Module 1: Know Yourself, Know Your World
3. An anti-racism pedagogy Examination stereotyping,
privilege and power, and
how ‘race’ is a social
construct
www.rrr.edu.au

13. Teacher Education and Professional Development
Module 2 : Know Your Students
1. Quality Teacher High Expectations
Having high expectations is paramount to
successful learning outcomes.
2. Quality Teaching
Supportive School Environment – Student
examine their understanding , beliefs
and pedagogical practices to address
the learning needs of Aboriginal and
Torres Strait Islander students .
www.rrr.edu.au

14. Teacher Education and Professional Development
Module 2 : Know Your Students
3. Inclusive Pedagogy Pedagogy that is inclusive, that is
culturally
Appropriate and fosters a stimulating
learning environment will address the
needs of all students.
4. Building Positive Relationships Importance should be given to building
and maintaining positive and caring
relationships between Aboriginal and
Strait Islander students and their parents
http://rrr.edu.au

15. Teacher Education and Professional Development
Module 2 : Know Your Students
5. Working with local Aboriginal and
Torres Strait Islander peoples Working with local communities to
locate and identify suitable
resources will enrich your teaching
and make learning more
meaningful and relevant for your
students.
http://rrr.edu.au

16. Teacher Education and Professional Development
Module 3: Know What You Teach
1. Australian Aboriginal and Torres Strait
Islander identities –
An exploration of the concept of
representation with reference to
Aboriginal and Torres Strait Islander
‘identities’ within Australia.
2. Land, colonisation, alienation and
cultural intrusion.
http://rrr.edu.au

17. Teacher Education and Professional Development
Module 3: Know What You Teach
3. Systems of relationships,
responsibility and reciprocity
4. Significant episodes and events
5. Demographics as an Indigenous
imperatives
www.rrr.edu.au

18. Essential Understandings
•Race and Racism
•Whiteness
Respect … Respect … Respect