The Case for Urgency: Advocating for Indigenous voice in education

In 2004 the Australian Council for Educational Research (ACER) published an Australian Education Review (AER) on Indigenous Education: The Case for Change: A review of contemporary research on Indigenous education outcomes, AER 47 (Mellor & Corrigan, 2004). In the 13 years since its publication, the state of Indigenous education outcomes has remained substantially unaltered. All the social indicators demonstrate that Australia’s First Nations people continue to be the most socio-economically disadvantaged population cohort in Australian society. This is after decades of continued policy efforts by successive Commonwealth, state and territory governments to ameliorate Indigenous education disadvantage. We still struggle with understanding how best to get Indigenous children to go to school, keep them in school, help them finish school and then go on to future education or employment. Despite the seemingly elementary nature of the problem, policy practitioners will be all too familiar with the complex nature of Indigenous education in Australia. Consequently, addressing Indigenous educational disadvantage attracts a multitude of solutions that manifest themselves as ever-changing policy approaches, often underpinned by ideology. The authors of this review paper argue that no one solution will remedy Indigenous social or educational disadvantage, but neither will policies premised on ideological views.https://research.acer.edu.au/aer/1027/thumbnail.jp

Community‐based models of alcohol and other drug support for First Nations peoples in Australia : a systematic review

The transgenerational impacts of colonisation—inclusive of dispossession, intergenerational trauma, racism, social and economic exclusion and marginalisation—places First Nations peoples in Australia at significant risk of alcohol and other drug (AOD) use and its associated harms. However, knowledge and evidence supporting community‐based AOD treatment for First Nations adults is limited. Therefore, this review aimed to examine the impact and acceptability of community‐based models of AOD support for First Nations adults in Australia. Approach: A systematic search of the empirical literature from the past 20 years was conducted. Key Findings: Seventeen studies were included. Nine studies evaluated the program's impact on substance use and 10 studies assessed program acceptability (two studies evaluated both). Only three out of nine studies yielded a statistically significant reduction in substance use. Acceptable components included cultural safety, First Nations AOD workers, inclusion of family and kin, outreach and group support. Areas for improvement included greater focus on holistic wrap‐around psychosocial support, increased local community participation and engagement, funding and breaking down silos. Implications: Culturally safe, holistic and integrated AOD outreach support led by First Nations peoples and organisations that involves local community members may support First Nations peoples experiencing AOD concerns. These findings may inform the (re)design and (re)development of community‐based AOD services for First Nations peoples. Conclusion: There is a limited evidence‐base for community‐based AOD programs for First Nations peoples. First Nations‐led research that is controlled by and co‐produced with First Nations peoples is necessary to extend our understanding of community‐based programs within First Nations communities

My space: Improving transition to school for Indigenous children

Starting primary school can be daunting for Aboriginal children, but educators can improve their transition outcomes by recognising what they bring with them to school, says Jacynta Krakouer

Literature review relating to the current context and discourse on Indigenous cultural awareness in the teaching space: critical pedagogies and improving Indigenous learning outcomes through cultural responsiveness

This literature review seeks to provide an overview of current understandings and discourse about culturally responsive teaching and cultural awareness in education in Australia. Although some of the literature considered within this review is from an international perspective, the purpose of this review is to provide background information regarding culturally responsive teaching with Aboriginal and Torres Strait Islander students. This literature review was completed in a short time frame and is by no means exhaustive on the topic of culturally responsive teaching and cultural awareness with Indigenous students. It was completed as part of a contract with the VET Development Centre in East Melbourne to complete an evaluation of their Indigenous Cultural Awareness Programs. This literature review systematically reviews the following topics: The importance of cultural awareness for Indigenous students; Cultural responsiveness in the teaching space; The benefits of culturally responsive teaching for students; Examples of effective culturally responsive practices in education; and, Cultural awareness for the next generation

Literature review relating to the current context and discourse surrounding Indigenous early childhood education, school readiness and transition programs to primary school

Since the educational experiences of Aboriginal Australians are often framed from a ‘deficit’ perspective, whereby the failures of Indigenous people to engage with the mainstream educational system are seen as the ‘problem’, an alternative approach to Indigenous early childhood education discourse is preferable. This alternative approach highlights the strengths that many Aboriginal children possess when commencing school, strengths that may result from Indigenous child-rearing practices. Consequently, this literature review utilises a strengths-based perspective for Aboriginal early childhood education and school readiness, noting that Aboriginal children are frequently expected to adapt to a foreign educational system whereby school expectations differ from that of their home environment. The role that television can play in assisting Indigenous children to adapt to and understand Western school environments will be discussed in this review. However, it is important to acknowledge that transitioning to school is a holistic, relational process that occurs over a period of time before and after the very first school day, thus requiring not only children to be ready, but schools as well. The failures of some mainstream educational systems to adapt to the needs of Aboriginal children commencing school need to be acknowledged if Aboriginal children are to experience a successful transition to school. Ultimately, the main purpose of this literature review is to provide an overview about the factors that ensure an effective transition to school for Aboriginal children and the role that television can play in achieving it

Evaluation of the In2science Peer Mentoring Program: Final Report

Large-scale studies of 15-year-old school students show associations between students’ attitudes toward science learning and their levels of achievement (Ainley, Kos, & Nicholas, 2008). One model for improving students’ attitudes towards science and mathematics learning has been the provision of peer mentoring. The In2science program uses a peer mentoring approach to engage secondary school students in science and mathematics study. Working with the classroom teacher, university students serve as mentors and help students with their learning and build relationships in a small group or a whole class. Mentors talk to students about studying science (or another STEM area) at university and how science is used in everyday life and careers. In2science mentors act as role models to show school students what a future in science might look like. The Australian Council for Educational Research (ACER) was contracted to evaluate the In2science program during Semester 2, 2016. The evaluation used a mixed methods approach to focus on student outcomes as a result of the program

Early years transitions: supporting children and families at risk of experiencing vulnerability: rapid literature review

This rapid literature review on support for children and families at risk of experiencing vulnerability in early years transitions was commissioned by the Victorian Department of Education and Training. It sought to understand how Early Childhood Education and Care (ECEC) services, professionals and teachers could better support children at risk of vulnerability, and their families, during transitions. The transitions included are from home, out-of-home care (OOHC) and other programs/services to ECEC services and to school. In particular, this review focuses on the support needs of children who have experienced trauma, children living in out-of-home care, refugee children, and children who experience intergenerational poverty. A selection of programs and strategies were identified in the literature. These are described through the review to highlight the patterns and trends in evidence of what works to support children and families at risk of experiencing vulnerability in early years transitions. These programs are also collated against major themes and findings from the review