http://www.theaustralian.com.au/national-affairs/policy/disgust-at-nsw-indigenous-schools-system/story-fn9hm1pm-1226727265463
There are many issues Indigenous students face in the struggle for education. The government has seen to fail the students in many ways. Their indigenous culture and identity, has played a detrimental role on their educational outcomes within schooling
These struggles not only include failure an under average results in school/government exams, but now also include below average building conditions. The article provided shines a light on the horrible state of remote schools populated by indigenous students. It highlights exactly the way in which the government has failed the indigenous students. Not only has the gap between Indigenous and non-Indigenous NAPLAN results of students been wide. A tour of an Indigenous remote school in Sydney's northwest, was composed of decayed buildings, holes in roofs, graffiti, damaged pipes in toilets and discouraged students . These schools and students were seen as “treated like rubbish” by the government and the education system.
Additionally, two more schools were inspected in the suburb of Moree, Moore East Public School which consists of 90 percent Indigenous students and Moore Public, which only consists of 35 percent Indigenous. Moore East Public was in a terrible and disgusting state, while only on the other side of town Moore Public was looking like any other average school.
Moore East Public also lacked english classes, detrimental to university entrance. Qualified teachers were also not present for all five days of the week.
This idea is further conveyed in the article 'Appalling conditions in Indigenous schools' where
Dr Osbourne, a former principal of an Indigenous populated school believes universities and education departments need to collaborate and make an effort in encouraging more Indigenous and non Indigenous teachers and principals to work in remote communities.
Therefore physical conditions and the school curriculum must be approached by the education system, as they play a detrimental role towards Indigenous' students interest/enthusiasm in education.
References
ABC News (2012). An Aboriginal elder says suspending the Centrelink payments of parents whose children do not attend school is wrong. ABC news. Accessed 3rd October from http://www.abc.net.au/news/2013-05-14/nrn-fedbudget-indigenous/4689626
Ferrari, J. (2013) Disgust at NSW Indigenous school system. The Australian. Accessd 17th Octbober from http://www.theaustralian.com.au/national-affairs/policy/disgust-at-nsw-indigenous-schools-system/story-fn9hm1pm-1226727265463
Kenny, M. (2013). Appalling conditions in Indigenous Schools. SBS News. Accessed 20th October from http://www.sbs.com.au/news/article/2013/10/01/appalling-conditions-indigenous-schools
These struggles not only include failure an under average results in school/government exams, but now also include below average building conditions. The article provided shines a light on the horrible state of remote schools populated by indigenous students. It highlights exactly the way in which the government has failed the indigenous students. Not only has the gap between Indigenous and non-Indigenous NAPLAN results of students been wide. A tour of an Indigenous remote school in Sydney's northwest, was composed of decayed buildings, holes in roofs, graffiti, damaged pipes in toilets and discouraged students . These schools and students were seen as “treated like rubbish” by the government and the education system.
Additionally, two more schools were inspected in the suburb of Moree, Moore East Public School which consists of 90 percent Indigenous students and Moore Public, which only consists of 35 percent Indigenous. Moore East Public was in a terrible and disgusting state, while only on the other side of town Moore Public was looking like any other average school.
Moore East Public also lacked english classes, detrimental to university entrance. Qualified teachers were also not present for all five days of the week.
This idea is further conveyed in the article 'Appalling conditions in Indigenous schools' where
the Education Minister thinks the poor attendance and low exam results at school are directly related to the poor physical state of the schools buildings. "Even the way that the school had been constructed and then added on to - it looked not quite so much like a school and more like some place where you would put children in detention. Clearly these are complex and difficult communities and having a facility like that, where there is clearly not much to be proud about, certainly sends the wrong signal to students and certainly shouldn't be acceptable." Therefore physical conditions must be attacked in order to promote enthusiasm and interest of school, which in turn will encourage attendance and improve indigenous results.
Aboriginal language worker Ms Lester states that the Indigenous community, including the elders should have a say in school curriculum decisions, as it will help Indigenous students familiarise with education. This is due to having a input of traditional knowledge and culture which Indigenous students identify themselves byl. It will also help the students with their transition from family/home to school.Dr Osbourne, a former principal of an Indigenous populated school believes universities and education departments need to collaborate and make an effort in encouraging more Indigenous and non Indigenous teachers and principals to work in remote communities.
Therefore physical conditions and the school curriculum must be approached by the education system, as they play a detrimental role towards Indigenous' students interest/enthusiasm in education.
References
ABC News (2012). An Aboriginal elder says suspending the Centrelink payments of parents whose children do not attend school is wrong. ABC news. Accessed 3rd October from http://www.abc.net.au/news/2013-05-14/nrn-fedbudget-indigenous/4689626
Ferrari, J. (2013) Disgust at NSW Indigenous school system. The Australian. Accessd 17th Octbober from http://www.theaustralian.com.au/national-affairs/policy/disgust-at-nsw-indigenous-schools-system/story-fn9hm1pm-1226727265463
Kenny, M. (2013). Appalling conditions in Indigenous Schools. SBS News. Accessed 20th October from http://www.sbs.com.au/news/article/2013/10/01/appalling-conditions-indigenous-schools
I think that you have raised some very interesting points in regards to indigenous education and the challenges that we face in developing equality between non-indigenous and indigenous communities. Similarly, I looked at the ways in which we must navigate issues of indigenous under achievement within schools; however I find your approach to this issue quite effective. With your focus on the poor state of school infrastructure, we are able to locate this issue as a direct catalyst in the underperformance of indigenous students.
ReplyDeleteHowever, I think you must look at how we can tackle this issue and perhaps propose some initiatives to attract more indigenous students to attend school. Perhaps the government need to develop a way to fund programs where students can have an input in the re-building of these institutions. They could look at ideas to develop indigenous artworks or murals to put up around the schools and give the students something to be proud about. Attendance at school is just the start in the movement to develop a more unified and inclusive education for indigenous students. Yet an alarming figure that I found in my own research on this topic, was that on average, Indigenous students spend at least two fewer years at school than non-Indigenous students (Gray and Beresford, 2008). Therefore, I completely agree that we must create a more attractive and welcoming environment for indigenous students if there is to be a rise in school attendance for the future.
References:
Gray, J., & Beresford, Q. (2008). A 'formidable challenge' : Australia's quest for equity in Indigenous education. Australian Journal of Education. 52(2), pp.197-223