This colloquium outlines some of the background issues that affect the schooling experience for Indigenous students in Australia. It discusses the importance of each of the issues to raise the level of awareness about them. In this way, it is hoped that teachers will be sensitised to their importance and incorporate a consideration of them in their programmes for young children.
References
1.
Australian Principals Associations Professional Development Council (APAPDC) (2000) The National Education Agenda Continuing Challenge for Principals, Indigenous Education in Australian Schools. Education Development Centre.
2.
BucknallG. (1995) Building the Bridges between Aboriginal and Western Mathematics, The Aboriginal Child at School, 23(1), pp. 22–30.
3.
BurnettB. (Ed.) (1999) Reactions to Race: Racial reactions, in MeadmoreD.BurnettB. & O'BrienP. (Eds) Understanding Educational Contexts and Agendas for the New Millennium. Prentice Hall.
4.
DayA. (1996) Fusing the Talents of Indigenous Australians, Northern Territory, Department of Education. 2001. Study in NT that claim some of the factors for success with indigenous kids. Available online at: http://www.nexus.edu.au/teachstud/gat/day.htm
5.
Department of Education, Training and Youth Affairs (DETYA) (2000a) National Indigenous English and Numeracy Strategy (NIELANS). Canberra: DETYA.
6.
Department of Education, Training and Youth Affairs (DETYA) (2000b) What Has Worked (and Will Again). Canberra: Australian Curriculum Studies Association & National Curriculum Services.
7.
Department of Education, Training and Youth Affairs (DETYA) (2000c) What Works? Explorations in Improving Outcomes for Indigenous Students: The National Coordination and Evaluation Report on the Strategic Results Projects. Canberra, Commonwealth Department of Education, Training and Youth Affairs.
8.
FanshaweJ.P. (2000) Helping Indigenous Children to Succeed in School: How much difference does it make when teachers care?Australian Indigenous Education Conference, Fremantle.
9.
GibsonK.L. (1998) A Promising Approach for Identifying Gifted Aboriginal Students in Australia, Gifted Education International, 13, pp. 73–88.
10.
HewittD. (2000) A Clash of Worldviews: Experiences from teaching aboriginal students, Theory into Practice, 39, pp. 111–119.
11.
Howard (1996) Aboriginal Educators' Views Concerning the Learning and Teaching of Mathematics. Technology in Mathematics Education, University of Melbourne, Mathematics Education Research Group of Australasia Conference.
12.
IonnM. (1995) Aborigines and Torres Strait Islanders and Equitable Educational Outcomes: A focus on how school and society maintain misconceptions, The Aboriginal Child at School, 23(4), pp. 37–44.
13.
MalinM. (1990) The Visibility and Invisibility of Aboriginal Students in an Urban Classroom, Australian Journal of Education, 34, pp. 312–329.
14.
McGregorR. (1999) Wards, Words and Citizens: A.P. Elkin and Paul Hasluck on assimilation. Sydney: Oceania Conference Proceedings.
15.
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (1996) A National Strategy for the Education of Aboriginal and Torres Strait Islander Peoples. Canberra, Commonwealth Department of Education, Employment, Training and Youth Affairs (DEETYA).
16.
Morgan & Slade (1998) A Case for Incorporating Aboriginal Perspectives in Education, Australian Journal of Indigenous Education, 26(2), pp. 6–12.
17.
PardingtonG. (1998) Perspectives on Aboriginal and Torres Strait Islander Education. Katoomba: Social Science Press.
18.
PardingtonG. & McCuddenV. (1993) Ethnicity and Education. Wentworth Falls: Social Science Press.
19.
Ritchie & Edwards (1996) Creative Thinking Instruction for Aboriginal Children, Learning and Instruction, 6, pp. 59–75.
20.
TaylorS. (1999) Indigenous Cultures and Identities, in MeadmoreD.BurnettB. & O'BrienP. (Eds) Understanding Educational Contexts and Agendas for the New Millennium, pp. 41–47. Prentice Hall.
