The THE OFFICIAL SCHOOL PUBLICATION OF CALAMBA INSTITUTE — Vol. VI Issue No. I | June 2017 — October 2017 | www.cicanlubang.net | Canlubang, Laguna CANLUBANG __________________________________________________________________________________________________________________
Indigenous Voice In Education For each, the authors highlight case studies of programs in schools where staff and community educators have sought to address these challenges. Here’s an overview of five of the case studies: Deficit and race-based assumptions in Indigenous education: At Thornbury Primary School in Victoria, all students (Indigenous and non-Indigenous) are taught the Woiwurrung language of the Wurundjeri people – the traditional owners of the land the school is on. Linguists from the Victorian Aboriginal Education Association have helped educators create the program, as well as teaching and learning resources such as storybooks. The language lessons are part of the students’ Indigenous studies and are embedded in the LOTE curriculum. The school is training more Indigenous educators to deliver the subject and has also developed an interactive app for students. The review paper says of the school program: ‘Teaching an Indigenous language in a multicultural schooling context is an example of how schools can not only assist in strengthening Indigenous children’s connection to culture, but also can help schools challenge racism and deficit assumptions about Indigenous education. Thornbury Primary School is an exciting example of how even urban schools can showcase the positive aspects of Indigenous culture to nonIndigenous students and families, while also fostering pride in Indigeneity for Indigenous students.’ Living away from home to study – Boarding schools: The Wunan Foundation boarding school model seeks to foster students’ connection to their home and culture. The review authors point out that boarding schools are a necessary reality for many remoteliving Indigenous children who want to continue secondary education. ‘The remote-living Indigenous child’s view of learning is coloured by their knowing that to continue schooling past primary levels will involve them leaving their family, and this can act as a disincentive at many stages of education.’ The foundation uses ‘house parents’ – an adult carer usually from the same community as the students. It also ensures students who board together are also from the same community. ‘The apparent success of the Wunan approach in boarding schools appears to stem from a combination of Indigenous students living and schooling with students from their local community, having an adult carer from their home community, which may alleviate issues stemming from homesickness and cultural discontinuity and provides a person, who is known to the students and their parents, who can act “in loco parentis”.’ Raising school attendance and engagement levels: The report highlights the ‘outstanding’ success of the Clontarf Foundation, which uses sport as one way to engage Indigenous students in secondary school. The non-profit organisation runs 74 academies in four states and territories. The review paper reports: 4600 students participated in the academy programs last year; the overall attendance rate for 2015 was 80 per cent, with 61 per cent of academy members recording an attendance rate of 80 per cent or better; and 82 per cent of Year 12 students from 2015 remain in employment or further education 12 months after graduating. ‘[The achievements] far exceed national data or targets. What is exceptional about these outcomes is that are being achieved in remote settings, where a high percentage of students probably do not continue schooling past Year 8,’ the review authors comment.