Education System in Australia

Education System in Australia

Colonization in Australian Education System

It was not only Australian indigenous people who suffered from colonisation. Globally, many nations and countries suffered from unmerciful effects of colonisation. This cruel and inhuman treatment caused a variety of cruel circumstances in the past and is continuing in present leaving permanent scars within societies that have been colonised. There are countless brutal harms of colonisation causing social injustice in almost every part of life. The affects by the policies of colonisation as well as segregation and assimilation unfortunately has affected every single indigenous Australian (Gillan, Mellor, & Krakouer, 2017 p.7). One of the critical areas that have been affected is the education of Australian indigenous students. Education is highly significant foundation of the society, a shield for culture and more importantly building blocks for the future of generations. It is an uncompromised legacy for the students. Providing an appropriate education will build a harmonious bridge amongst indigenous and non-indigenous people and moreover it will heal the current educational issues for indigenous students (Burridge, Whalan & Vaughan, 2012). Therefore this particular issue with education of indigenous people reflecting of colonisation must be treated delicately and by provision of a culturally safe classroom as soon as possible amongst educators because educators have a significant position to change this shameful, injustice act; luck of providing appropriate education for indigenous students .If Australia is claiming to be sorry for our past in regards to indigenous people of this land and feels shamed of our past with regards to colonisation, we should demonstrate it not only by a verbal sorry but by taking action to heal and recover the current social issues of Australian indigenous people particularly starting with education.

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Throughout colonisation, the education of Australian indigenous students has been affected traumatically, what is even more devastating is that this shamefully act is still currently effecting the education of indigenous students (İn Brown, & Krusteva, 2013). Although partly some actions have taken place to address this critical education status, it is definitely inadequate, as the Chairperson Carol Garlett (Aboriginal Education and Training Council) declares that some schools are failing significant number of indigenous students and as a result students loosing self esteem, self confidence along with causing variety of psychological issues amongst students. It is vital for teachers to gain the appropriate knowledge in regards to indigenous students and the affects of colonisation so that they are capable of healing the impact of colonisation and teaching our true history, more over as educators must gain knowledge of cultural aspects of indigenous people, just so that they can provide indigenous students their appropriate rights and teach students to participate into the society of their original land (Price, 2012).

The impact of colonisation continuing in the 21st century in such a country where we claim to be the modern civilised and multi diverse country is devastating, shameful and unacceptable act. Moreover, the impression amongst some educators towards indigenous students as being less educated than non-indigenous students and their view is less important or irrelevant. In fact looking into the true untold history of Australia’s indigenous people, they have one of the longest and oldest cultures in a history; also indigenous communities had their unique way of successful education (Heiss, et al., 2018). Indigenous people like every other nation observe and identify their young people unique talents and guide them according to their skills (Price, 2012). It is highly significant for educators to get the right training about indigenous students before they begin their teaching journey. Educators and schools realistically cannot teach about the sufferings of Australia’s indigenous people appropriately without getting engage with aboriginal communities and accessing more clarified information, more importantly getting engaged with indigenous background educators (Burridge, Whalan & Vaughan, 2012). When we look at the project that was implemented in NSW, which is “The Quality Teaching Indigenous Project” it clearly demonstrates such projects needs to be more concerned deeply and spread around Australia to heal the brutal impacts of colonisation within education. The Quality Teaching Indigenous (QTIP) concentrates on consolidating results for indigenous understudies in schools depending on applicable change in instructional method that the Quality Teaching system is provided for schools and educators. It is also successfully driving the task’s motivation around cultural knowledge, the parts included elevated standards, principals change in education and numeracy with creative methods through information and community technology and media advancements evaluated successfully to draw in Indigenous understudies (Burridge, Whalan & Vaughan, 2012).

Although Australia attained independence from the British in 1901, the Australian indigenous education has not been leveraged from colonialism. Superiority of the white race still applies up to date in the Australian education system. Just like the colonial times where the Australians were usually seen as wretched, primitive and miserable with few redeeming qualities, the Australian indigenous population is still described as backward in present times despite numerous revisions done in the education curriculum. Surprisingly, less has been done by education stakeholders to change this view. Moreover, the ‘white supremacy’contribute to emotional anguish and low self-esteem battering students with assaults on self-image and identity through grading system based on written exams (Australia.,&Symon,2013). Students who are not gifted academic-wise most often feel out of place and despise themselves following poor performance.The present curriculum still favours the white race through publications which steers up enmity and cruelty of the colonial masters. Issues such as racism, sexism and religious discrimination are yet too far to be solved.

Deep roots of social classism have been portrayed through selection process and structural development within education institutions.It is with no doubt that some schools are ranked high in terms of structural development whereas others are poorly developed.Such initiatives not only  create a knowledge gap between students but also increase the social gap among them (Burridge, 2012). It is quite unfortunate that the less previllaged students have to school in less developed institutions with inadequate learning facities and equipment as their counterpart from rich fmilies enjoy well equiped lerning resources. To hit the nail on the head, similar ranking system is used in selection process when it comes to joining higher learning institutions where specific cut-off points are set by the selection board. This can be defined as social injustice to the poor. Similar cases were seen during the colonial period where the British enjoyed well equiped facilities like schools, roads and hospitals as the locals suffered in  poorly constructed schools, hospitals and roads (Burridge, 2012).

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Embracing cultural heritage would help solve the colonial menace within the Australian education system. Cultural heritage is self pride in ones customs, beliefs and traditions.Austaralians have an adorable culture influenced by its geographical features and lifestyle. This culture can be spread via education through language, music, dance, drama, literature and other forms. The culture of working together would help in creating a mutual understanding and equity within education institutions. For instance, the curriculum should be structured to allow creative learning with elements such as lifeskill  and talent tapping being emphasized (Price, 2012). Cross-cultural elements within Australian people should equally be taught in classrooms to allow learners to appreciate others who hold different beliefs from their own.This will not only increase coorperation but also make Australian classrooms adorable for learning due to less segregation.Addıtıonally, teaching learners on importance of national pride would help them boost nationalism hence developing a curriculum that is focused on solving Australian issues. The curriculum should focus on making Australia a better place for human settlement by addressing issues of  national interest within the Austarlian soil rather than the British pattern of learning.

Creating a check and balance department within education institutions would help in addressing issues of equality by creating fairness in distribution of learning resources and equipment as well. This department should be independent and non-biased. It should focus on development strategies. Moreso, within a classroom setting, teachers and other facilitators should use creative learning approaches such as focus group discussions to cultivate the spirit of teamwork as well as participation and interraction among students from different backgrounds. Equal chances should be given to laerners without discrimination on the basis of gender, wealth, ethinic background among other social aspects. Educators and curriculum developers should embrace a gender balanced curriculum that appreciates gender differences. This will bring equality among students with different gender issues. In classrooms, teachers should help in broadening male students’ source of knowledge on sexuality and gender and challenge the girl child to take up challenging careers that are musculine associated (Marsh,2013).

In a nutshell, coloniSation is a global issue in the world systems. Despite this evil act having happened a couple of years ago, its roots are still traceable in the current Australian continent and other continents as well due to neo-colonial effects. The indigenous Australian people have suffered from the cruelty of this inhuman act resulting into social injustices in areas such as education. Colonisation roots are still traceable in the current Australian education system through education policies, structural framework and curriculum development among other parameters. As discussed above, colonial marks in the indigenous Australian students have been depicted through social classism, low self-esteem,and sexism. These vices can be dealt with by embracing cultural heritage institutions and curriculum, creative learning, sexism balanced institutions,creatıng acheck and balance department to oversee equal development projects,and giving learners equal chances.

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References

A.R.Welch. (1988). Comparative Education. Aboriginal Education as Internal Colonialism:The Schooling of an Indigenous Minority in Australia , 11, 203-215.

Australia.,&Symon,M. (2013).Advısory report: Australian Education (Consequentialand Transitional Provisions)Bill 2013.

Council of Australian Governments&Mc Clinton, P.(2012).Education 2011: Comparing performance across Australia: report to the Council of Australian Governments.Sydney: COAG Reform Council

Burridge, N. W. (2012). Indigenous education: a learning journey for teachers, schools and communities.

Gillan, K. M. (2017). The case for urgency : Advocating for indigenous voice in education.

İn Brown,E.L.,& i Krusteva,A.(2013). Mıgrants and refugees: Equitable education for displaced populations.

In Heiss,A.,Fryer ,G.J.,Shelton,T.,Maza,L.,Brıggs,T.,Page-Lochard,H.,& Sebbens,S.(2018).Growıng up Aboriginal in Australia.

Marsh,B. (2013). Great Australian outback school stories.s

Price, K. (Ed.). (2012). Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge: Cambridge University Press. doi:10.1017/CBO9781139519403

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