Assessment Piece 1: EATSIPS Reflective Journal

Course: Studies of Indigenous Australia

Course Code: 3030EDN

Please note the term ‘Indigenous’ has been used in place of ‘Aboriginal and Torres
Strait Islander’ to adhere to the restrictions of the word count.
MODULE 1:

SECTION 4: REFLECTION 1

Question:

Why do you think it is important for teachers to be aware of their hidden

biases?

Reflection:

I agree with Brookfield (1995, p.7) who states that as teachers, becoming
aware of our hidden biases “is often the first step in working more democratically and
co-operatively with students and colleagues”. Teachers who do not critically reflect
often miss these unexamined assumptions, this severely impedes on their efforts to
promote an inclusive learning environment for their students. When I am a teacher I
will be sure to engage with critical reflection in order to discover my hidden biases.
As a result I will create a democratic classroom where all students are respected,
valued and heard.

SECTION 6: REFLECTION

Question:

Return to your Journal and respond to these questions. How will you as a
teacher get to know the community? Refer to Community engagement on page 32 and
33 of EATSIPS Guide. Remember that valuing commitments is also something we
need to consider. Page 33 of the guide can assist you there.

Reflection:

The EATSIPS guide provides a number of strategies that help educators

promote engagement with the Indigenous community. These strategies include
knowing the community, managing demand and valuing commitments, the latter
being particularly important. Valuing commitments involves schools “developing
appropriate systems to engage Indigenous community members and non-profit
organisations with agreed pay scales” (Department of Education and Training, 2011).
I will endeavour to use these strategies in my future classroom in order to engage with
the Indigenous community. I will have Indigenous guest speakers come to the school
in order to gain their perspectives and I will ensure that they are give appropriate
remuneration according to their individual circumstance, role of engagement and
length of time.

SECTION 6: REFLECTION 3

Question:

Reflect and respond to the following question in your Journal. As a teacher

how and when will you engage community in curriculum planning activities? Refer to
page 36 Classroom ethos - Selective inclusion in the EATSIPS Guide.

Reflection:

Understanding why and how Indigenous perspectives are taught and studied is
a crucial tool teachers need in order to plan an inclusive curriculum (Department of
Education and Training, 2011). What Works (2012) believes that having an inclusive
methodology gives the school a higher status with the indigenous community, this
relationship with the community is the key to success for many students. Aligning
with the EATSIPS guide, I believe that embedding the approach of selective inclusion
will enable me as a teacher to include Indigenous perspectives in my teaching. I will
ensure that I ask the community for advice when teaching and assessing these
perspectives. Guest speakers from the community will also be a valuable resource
when teaching Indigenous perspectives and it will also help to engage the community
(Dept. of education and training, 2011).

MODULE 2:
SECTION 1: REFLECTION 4

Question:

Have you ever taught Aboriginal and/or Torres Strait Islander students? What
sorts of expectations did you have of your Indigenous students with regards to their
academic performance? High or low? Why?

Reflection:

I have not had any personal experience in teaching Indigenous students,

however I initially expected that they would have the same capability as any other
student to have a high academically. After reading Rose (2011) I understand that
factors such as coming from non-English speaking backgrounds, low attendance rates
and homogenous teaching styles all contribute to low academic performance. When I
am a teaching I will ensure that I have high expectations in regards to the academic
performance of Indigenous students. In order for the students to achieve this I will
need to use inclusive and varying teaching styles and I will need to create a learning
environment that encourages the students to attend class.

SECTION 2: REFLECTION 5

Question:

Think about any cultural events you have attended conducted by Aboriginal
peoples and Torres Strait Islander peoples. Do you feel that these experiences affect
you professionally and/or personally and do you think attending these influenced or
changed the way you will teach? Why? Use the following questions to guide your
responses. Did the cultural information you received influence the way in which you
will be planning and thinking in regards to embedding Indigenous perspectives into
your school's curriculum?

Reflection:
 Although I have not attended any Indigenous cultural events, I will endeavour
to ensure that the future students of mine will have this opportunity. Aligning with
Brida, Disegna and Scuderi (2014) I believe that attending Indigenous events allows
the individual to view energetic and different perspectives. In saying that, I think that
attending these events would impact the way I teach significantly because I am able to
see a primary event in a new light, this experience would likely reflect on my teaching
style and would in turn inspire the students. I would strive to embed these
perspectives gained from attending cultural events in the curriculum and I would
encourage my colleagues to do the same.

SECTION 2: REFLECTION 6

Question:

Return to the Main menu to record your responses to the following questions.
Read pp. 60-61 in the EATSIPS Guide. What guidelines do they give when selecting
resources. List a few resources suitable for your learning area reflect on how it could
be incorporated in your teaching.

Reflection:
My views mirror that of the Department of Education and Training’s (2011)
EATSIPS guide in saying that Indigenous resources will elevate my teaching. The
guide also elaborates on the selection of resources saying that they must be relevant,
appropriate and that all students should have access to them. Some of these resources
could include posters, artefacts, DVDs, and games. I will enhance the learning
experiences for my future students by using resources such as artefacts to introduce
topics as Booker (2010) suggests that students learn new concepts best when starting
from the concrete to the symbolic.

SECTION 3: REFLECTION 7

Question:
 Read the strategies listed in page 29 of the EATSIPS Guide. Are there any
strategies that you can use to immediately start the process of embedding Aboriginal
and Torres Strait Islander perspectives into your curriculum and classroom practices.

Reflection:

The EATSIPS guide has shown me what a valuable strategy journal keeping
is. I agree with Jarvis (2001) who believes that journal writing enables the self-
reflection process. The Department of Education and Training (2011) build upon
Jarvis’ work in saying this self reflection is a necessary precursor for challenging
attitudes, perceptions and beliefs. In order to embed Indigenous perspectives into my
curriculum and classroom practices I would have the students journal after each
history lesson. This practice will enable them to access their opinions so that they can
challenge and evaluate them during the unit.

MODULE 3

SECTION 2: REFLECTION 8

Question:

After reading about Community engagement on p.32 of the EATSIPS Guide.

You may be feeling a little differently about what processes are in place in schools
and classrooms. Reflect upon your last professional experience and respond to the
following. Write briefly about the processes that were in place at your school and how
did you feel about communicating with your local community.

Reflection:
After reading the EATSIPS guide I understand that partnerships are an
essential for the implementation of strategies (Department of Education and Training,
2011). I was placed at a Catholic school for my last professional experience, through
their parish this community frequently interacted with members of the local
community at their church. The school also communicated with parents through email
and newsletter and all members of the community were invited to attend assemblies. I
felt confident in engaging with the community through the parish, newsletter and
assemblies in order to introduce myself and inform them of any strategies I wished to
implement.

SECTION 3: REFLECTION 9

Question:

Take some time to reflect on your own situation based on a SWOT analysis
(Strengths, Weaknesses, Opportunities and Threats).
Think about how you can
change some of your weaknesses to strengths, or challenges 
into opportunities?

Reflection:
During my practicums I have discovered that my strengths include developing
rapport and getting to know the students and how they learn, these are important
because they are factors in the Australian Professional Standards for Teachers
(AITSL, 2011). Behaviour management has been a threat and weakness in my
experience, however I believe that if take into consideration how the students learn
and keep them engaged this can turn into an opportunity for me to develop in. By
evaluating my teaching through SWOT I can ensure that I utilise the opportunity to
learn behaviour management strategies through my strengths.

SECTION 3: REFLECTION 10

Question:

When considering the model, one of the factors which impact the success of
the EATSIPS process is the classroom ethos. The classroom ethos is something that is
within your immediate control. What will be your classroom ethos? What do you feel
will change now that you understand the EATSIPS process a little better?

Reflection:
 Now that I have an understanding of the EATSIPS model I will ensure that my
classroom ethos centres on respect for personal histories and beliefs and celebration
of differences (Department of Education and Training, 2011). I will also promote
inclusion of all students and celebration of differences (Foreman, 2011). I understand
that I will have the responsibility of creating this ethos in my classroom. One way to
facilitate this ethos would be to incorporate dialogue circles into my pedagogy. This
practice would be a great link to Indigenous culture and its purpose is to build
respectful relationships and this mirrors my class ethos (Queensland Government,
2013).
MODULE 4

SECTION 1: REFLECTION 11

Question:

Many of your Aboriginal and Torres Strait Islander students will speak
English as their second language. How might their thinking be different to other
students who only speak only one language in your classroom?

Reflection:
I agree with the Department of Education and Training (2011) who state that
native language of the students is an integral component of their identity. It is
important that we as teachers recognise that their first language is their primary means
of building, developing and maintaining relationships and this can have an impact of
their perception. Weiler (2015) has noted that by learning another language the
student often has a means of gaining a different perception. I think that this could
certainly be true and that many Indigenous students may be able to see multiple
viewpoints where as students speaking one language may only have access to one
insight. When I am teaching I will be sure to ask for these opinions and share them
with the class.

SECTION 1: REFLACTION 12

Question:
 Read, reflect, and write about aboriginal pedagogies. Follow the links below.
Read and reflect on what you have learnt at each website and how this new
knowledge will affect your classroom practice. Return to the Main menu and record
your reflections in your online journal. Read about ways of learning at the What
works website. How do children learn best?

Reflection:

I agree with What Works (2014) who state that there is no best learning style
for all students, all students are diverse and this reflects in the ways in which they
learn. I, along with the AITSL (2011), recognise that it is important to understand
each student and how they learn. It is important that we do not assume all Indigenous
students have the same strengths and challenges as they come from varying
backgrounds with different families, languages, beliefs and preferences. As a teacher I
will look for the patterns in assessment (both formative and summative) to grasp an
understanding of how my students learn best (What Works, 2014).

SECTION 2: REFLECTION 13

Question:

Reflect and write about the third cultural space. The third cultural space
recognises that Indigenous communities have distinct and deep cultural world views -
views that differ from those found in most Western education systems (EATSIPS
Guide. p.9). What does the black circle represent? What is the 'third cultural space'?
Reflection:

As seen in the EATSIPS guide (Department of Education and Training, 2011),

the third cultural space is a new way of educating students that incorporated the
merged views of Western and Indigenous systems. It is also important to note that
these systems are viewed and acknowledged equally when looking at this concept.
The black circle symbolises the Indigenous ways of knowing, being and doing. The
red circle represents that of the Western ways. The yellow circle in the middle is the
third cultural space. This diagram shows that the ‘third cultural space’ combines the
ways of both systems (Department of Education and Training, 2011).

SECTION 2: REFLACTION 14

Question:

Your professional development plan. What types of support will you need
from your future principal to successfully embed Indigenous perspectives into your
curriculum? In your answer consider areas such as: Indigenous languages in your
classroom, respecting and acknowledging Indigenous identities and heritages valuing
Indigenous cultures.

Reflection:

Although I have gained a range of ideas for my own professional development

plan from the EATSIPS guide, I understand that I will need the support of my
principal, colleagues and parents in order to implement it. One idea I have that I could
use in my future school would be that of respecting and acknowledging the original
custodians during assembly. This idea aims to spark discussion about the local
history, peoples and traditions with colleagues, parents and other members of the
community. This interest could be the starting point needed to embed other ideas into
the curriculum (Department of Education and Training, 2011).

MODULE 4

SECTION 2: REFLECTION 15

Question:

The space refers to a place where Indigenous and western systems are valued
equally. What might this look like?

Reflection:
 A place where all people have a respect for each others personal history,
language, culture, beliefs and values would be the central component to a place where
Indigenous and Western systems are valued equally (Department of Education and
Training, 2011). When acknowledging two systems equally it is important to
recognise, understand and consider both perspectives. When I have my own class I
will endeavour to create this space by respecting all differences in my students and
promoting this ideal to all students (Amrhein & Black-Hawkins, 2014).

MODULE 5

SECTION 2: REFLECTION 16

Question:

White privilege and Aboriginal and Torres Strait Islander perspectives in

schools. Return to your Journal. Now that you have read the paper. White privilege by
Peggy McIntosh spend some time reflecting on the 26 statements which document the
daily effects of white privilege. Do any or all of these statements reveal something
about your personal and professional approach to embedding Aboriginal and Torres
Strait Islander perspectives in your classroom? How does this relate to the historical
set up of schools, offices, dealing with parents etc. that you are aware of? Remember
this is not about attacking your personal views, nor is it about creating a 'victim'
attitude. This exercise provides you with an opportunity to examine and reflect on a
social phenomenon which has been studied for many years by both Indigenous and
Non-Indigenous academics.

Reflection:
Reading the paper ‘White Privilege” by Peggy McIntosh allowed me to see
how oppression can often be invisible to the people who are members of the dominant
culture (McIntosh, 1988). I understand that teachers may inadvertently engage in this
concept and make students fell excluded and devalued. This is detrimental as students
who do not feel included often become disengaged (Foreman, 2011). I know that I
will not be able to eradicate the presence of white privilege however I can be aware of
it and ensure that it does not negatively impact my teaching in my future classroom.

SECTION 2: REFLECTION 17

Question:

Discussion topic: White privilege. Discuss these challenging questions. It may

help to engage in a discussion with your peers. Were you challenged by reading
Peggy McIntosh's paper White privilege? Were you aware of the extent to which a
white worldview dominates our society?

Reflection:

My views were definitely challenged when reading Peggy McIntosh’s paper

‘white privilege’. I understood that people who are not part of the dominant culture
might feel ostracised however I did not realise how blind I, as a member of the
dominant culture, have become to the ways in which the media and even teaching
materials under-represented these people (McIntosh, 1988). Even though reading this
was challenging it opened my mind and gave me new insights. I, along with the
Department of Education and Training (2011), believe that it is important to consider
different perspectives and challenge your own opinions. When I am a teacher I will
encourage my colleagues to read this paper so that they have the opportunity to look
at difference perspectives.

SECTION 3: REFLECTION 18

Question:

Return to the Main menu and login to your Journal to respond to the question
below. In Appendix 3 of the EATSIPS Guide p.68 one of the strategies listed to
ensure that you value Indigenous peoples in your organisational environment is to
allocate rooms for Indigenous education workers and community members which are
decorated to include Aboriginal and Torres Strait Islander murals and public artworks.
What are some other ways that you can demonstrate that you value Indigenous
peoples in your classroom? What are some ways that you can demonstrate that you
value Indigenous peoples in the wider school environment? Write your responses in
your Journal.

Reflection:

I support the Department of Education and Training’s (2011) belief that

physically demonstrating Indigenous resources, artefacts, maps, paintings and
drawings is a great way to show that you value the Indigenous culture. If teachers do
not show that they celebrate the culture of their Indigenous students it is possible that
they will come disengaged and become disinterested in their education. As a teacher I
would sought help from the Indigenous community as it is responsibility of both the
school and the community to ‘close the gap’ between Indigenous and non-indigenous
students (Issum & Kerwin, 2011). One way in which both parties could become
involved would be to bring in resources, discuss their significance to the students and
help decorate the school appropriately.

SECTION 3: REFLECTION 19

Question:

How can your attitudes, perceptions and personal history impact the four
action areas of Professional and personal accountabilities, Organisational
environment, Curriculum and pedagogy and Community engagement?

Reflection:
It is imperative that teachers understand how their attitudes, perceptions and
personal histories (otherwise known as cultural baggage) impact the four action areas.
Sarra, 2008 explains that we as teachers need to be aware of our cultural baggage that
we bring to the classroom. Teachers unaware of this cultural baggage, inadvertently,
may become exclusive of Indigenous students by not engaging with their parents and
not incorporating Indigenous perspective into the curriculum. As a teacher I will make
it my mission to identify and cultural baggage I carry and to leave it out of my
classroom. I can do this by using strategies such as examining personal histories and
creating awareness (Department of Education and Training, 2011).

MODULE 6

SECTION 3: REFLECTION 20

Question:

Return to your Journals and list the number of ways that Oral traditions can be
demonstrated and valued within the classroom setting. Use the ideas from Philemon
Chigeza as a launching pad to provide you with some inspiration to implement
Indigenous knowledges into your curriculum and pedagogy.

Reflection:

I think that one way that oral traditions can be demonstrated and valued to
students would be to have an elder come in and talk to the class. In doing this it is
important to value commitments by giving the speaker an appropriate remuneration
(Department of Education and Training, 2011). Chigeza (n.d.) suggests that when
embedding these traditions into the curriculum it is important to find a connection for
the students to grasp. I will ensure that when I embed oral traditions into the
curriculum that I look for concrete connections in order to develop understanding and
engagement in the curriculum.
References

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Researching inclusively in inclusive education? International Journal of
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Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian
Professional Standards for Teachers. Retrieved March 2015, from
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teachers/standards/list

Booker, G. (2010). Teaching primary mathematics. Frenchs Forest, N.S.W: Pearson

Australia.

Brida, Disegna & Scuderi. (2014). Segmenting visitors of cultural events: The case of
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and Why It's Important. Retrieved from
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classrooms. Retrieved from James Cook University website:
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Chigeza_1-4-11.pdf

Department of Education & Training. (2011). Embedding Aboriginal and Torres

Strait Islander Perspectives in schools: A guide for school learning
communities. Queensland Government: Brisbane.
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Continuing Education, 2001(90), 79-86. doi:10.1002/ace.23

McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack.

http://www.nymbp.org/reference/WhitePrivilege.pdf

Queensland Government. (2013). Yarning Circles. Retrieved from

https://harlaxtonss.eq.edu.au/Supportandresources/Formsanddocuments/Docu
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Harrison (Ed.), Teaching and Learning in Aboriginal Education (pp. 87-115).
South Melbourne, Victoria: Oxford University Press.

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Aboriginal. Murdoch University (Unpublished).

Weiler, N. (2015). Science Magazine: Speaking a second language may change how
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language-may-change-how-you-see-world

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Schools2012.pdf
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