Andrew Barta & Terry Fletcher

University of Ballarat

Grad.Dip.Ed.(Sec)

• Science education for the indigenous population

• Indigenous science education for the general population

• Preservation of culture and knowledge

• Utilisation of culture and knowledge

General issues

Historical• Second-class citizens• Eradication of culture• Stolen generations• Self-determination and self-management• Recognition of individuals – right to vote• Recognition of ownership – Mabo

General issues

Current• Poor life expectancy and health outcomes• Poor education – levels and attendance• High rates of incarceration• Drug and alcohol abuse• NT intervention

Education issues

• Truancy• Pertinence of curriculum• Cultural differences• Literacy

Impediments to Indigenous education

• English teaching materials– - First language may not be English

• Inappropriate context– - Teaching material must relate to indigenous lives

• No ‘black faces’ – - Indigenous students can’t identify with only white characters

• Poverty– - Students may be less healthy than peers – sight, hearing problems– - Overcrowded housing inhibits home study

• Lack of infrastructure– - Teachers & classrooms for all students in community e.g. Wadeye

• Connection to communities– - Unwilling to leave community for further education

• Uneducated parents- Fearful of losing children to ‘welfare’- Fearful of children losing their culture

Indigenous science knowledge

• Sustainability – use of available resources

• Environmental management – fire stick farming

• Musical instruments – didgeridoo, clap sticks, body percussion

• Weapons – spears, woomera, boomerang

• Astronomy– Emu constellation

• Meteorology and seasons – 5-7 seasons in different parts of country

When educating Indigenous children

• Teachers misinterpret certain behaviours – Avoidance of eye contact

• Soft racism – teachers ignore indigenous students or expect less from

them

• English may be second or third language – Explain in multiple ways and more than once

• Convey relatedness – Connect material/skill to skills for life

Indigenous science knowledge

• Sustainability – use of available resources

• Environmental management – fire stick farming

• Musical instruments – didgeridoo, clap sticks, body percussion

• Weapons – spears, woomera, boomerang

• Astronomy– Emu constellation

• Meteorology and seasons – 5-7 seasons in different parts of country

Setting up a Indigenous Environment Knowledge Unit

1. Choose a science concept or topic of interest

a) medicine, cultivating plants, sustainability

2. Identify personal knowledge

a) Discuss respect for beliefs of othersb) Brainstorm what we know about the concept/topicc) Brainstorm questions about concept/topicd) Identify personal ideas, beliefs, opinions

3. Research various perspectives

e) Research western science perspectivef) Research various indigenous perspectives/ local indigenous knowledgeg) Organise/process the informationh) Identify similarities and differences between the perspectivesi) Ensure that authentic explanations from the perspectives are presented

from Snively and Corsiglia, 2000

Setting up a Indigenous Environment Knowledge Unit (Continued)

4. Reflect

a) Consider the consequences of each perspectiveb) Consider the concept from a synthesis of perspectivesc) Consider the consequences of a synthesisd) Consider the concept or issues in view of values, ethics, wisdome) If appropriate, consider the concept from a historical perspectivef) Consider allowing for the existence of different viewpointsg) Consider the possibility of a shared visionh) Ensure students compare their previous perspectives with their present

perspectivei) Build consensus

5. Evaluate the process

a) Evaluate the decision making processb) Evaluate the effect of personal or group actionsc) Evaluate possible future inquiries and considerationsd) How did this process make each person feel?

from Snively and Corsiglia, 2000

Successful education of indigenous students at primary school

• Participation of Indigenous parents and elders in day to day aspects of school

• Aboriginal and Islander Education Officers– Role models, small group leaders

• Involve all the senses– Tactile, visual and auditory learning program

• Small groups– Allows focus on specific students and their needs

East Kenwick Primary School, Perth, WA

AcknowledgementThe background image utilised in this presentation, painted by Heather Laughton, was sourced from the cover of the Northern Territory Government’s Report of the Northern Territory Board of Inquiry into the Protection of Aboriginal Children from Sexual Abuse 2007.

As described in the report, “The design represents the coming together of different people to help tackle the problem of child sexual abuse: mothers, children, grandmothers at a safe place, fathers and grandfathers at a safe place, and in the middle a resource centre with a mentor/counsellor/educator and family members and other support people. The resource centre represents a place where people can come together to work out their problems as a family or as a community, and also to learn how the mainstream law system and Aboriginal law are both strong ways of protecting children.”

Apart from being a beautiful image, Terry and Andrew believed the description fitted well with the intent of this project.