Aboriginal Education. Australia
‘In Australia only thirty seven percent of Indigenous students opposed to seventy four percent of non-Indigenous students complete year twelve’. (Australian Bureau of Statistics, 2008).
The above statistics imply that current Indigenous Education is affected detrimentally by western colonisation, inequitable government policies, and the variation of cultural beliefs. Aboriginal participation and education in Western schooling is far below the standard of academic achievement of non-indigenous Australians. This is resulting from a history of ill-treatment and dispossession of Indigenous peoples. Contemporary statistics prove the deprived health, sanitation, educational, employment and housing conditions of Aboriginal Australians, revealing their underprivileged position opposed to non- indigenous peoples. (Australian Bureau of Statistics, 2008). Educators need to recognise Australian schooling is founded upon English ‘scientific’ understanding and ‘ways of knowing’ opposed to Aboriginals ‘cultural and spiritual way of knowing’ and learning. History has created, for many Indigenous Australians, a culture of learned helplessness and identity crisis which has left them unable to control their lives and their destinies. These social issues underpin the current disadvantaged education status of Indigenous Australians today.
Indigenous Australians are Australia’s ‘original people’; members and descendants of the many and diverse nations that comprised the Australian population of an estimated 750,000, before colonization of Australia by white-skinned people started in 1788 C.E. (Smith, 2007; Trudgen, 2001). The term encompasses mainland and Tasmanian dwellers as well as those from the Torres Strait Islands, north of the mainland. It is estimated the Indigenous population of Australia is currently around 500,000, of Australia’s population of 22 million people (Australian Bureau of Statistics (ABS), 2008).
The initial dynamics of contact between Angelo Saxon and
The above statistics imply that current Indigenous Education is affected detrimentally by western colonisation, inequitable government policies, and the variation of cultural beliefs. Aboriginal participation and education in Western schooling is far below the standard of academic achievement of non-indigenous Australians. This is resulting from a history of ill-treatment and dispossession of Indigenous peoples. Contemporary statistics prove the deprived health, sanitation, educational, employment and housing conditions of Aboriginal Australians, revealing their underprivileged position opposed to non- indigenous peoples. (Australian Bureau of Statistics, 2008). Educators need to recognise Australian schooling is founded upon English ‘scientific’ understanding and ‘ways of knowing’ opposed to Aboriginals ‘cultural and spiritual way of knowing’ and learning. History has created, for many Indigenous Australians, a culture of learned helplessness and identity crisis which has left them unable to control their lives and their destinies. These social issues underpin the current disadvantaged education status of Indigenous Australians today.
Indigenous Australians are Australia’s ‘original people’; members and descendants of the many and diverse nations that comprised the Australian population of an estimated 750,000, before colonization of Australia by white-skinned people started in 1788 C.E. (Smith, 2007; Trudgen, 2001). The term encompasses mainland and Tasmanian dwellers as well as those from the Torres Strait Islands, north of the mainland. It is estimated the Indigenous population of Australia is currently around 500,000, of Australia’s population of 22 million people (Australian Bureau of Statistics (ABS), 2008).
The initial dynamics of contact between Angelo Saxon and
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