Report of the Review of Aboriginal Education, New South Wales Aboriginal, education consultative group, New South Wales Department, training aboriginal education and training policy
The basis of effective education is a synergistic link between schools, families, and communities that is a unified web of support for students. Extensive studies do confirm that students excel in the academic sphere when the learning environments at home and school are integrated. This integration improves not only academic success but also builds holistic human development by cultivating the community of learning. Partnerships between the home and school provide the setting for Aboriginal students to excel intellectually, emotionally, and culturally. In that regard, building solid linkages among schools, families, and communities is imperative to promote the educational prosperity and general well-being of all students, particularly Aboriginal students.
[...] The capacity which cultural sensitive pedagogy provides teachers to convert their classrooms into welcoming sites where students are respected and cared for, is an essential aspect for attaining positive and enriching learning experience. By means of the integration of culture-based approaches to education, teachers can create an equal and just environment of learning, in which Aboriginal students are able to reach exceptional goals not only in academics but also in getting to know their own culture. Moreover, educators need to be very intentional and work hard to develop positive relationships with Indigenous students, parents, and elders; these relationships must be based on a spirit of mutual respect, trust, and understanding. [...]
[...] (2008). Aboriginal Education and Training Policy. NSW Government. https://education.nsw.gov.au/policy-library/policies/pd-2008-0385 Burgess, C. P., Johnston, F. H., Bowman, D. M. J. S., & Whitehead, P. J. [...]
[...] (2005). Healthy country: Healthy people? Exploring the health benefits of Indigenous natural resource management. Australian and New Zealand Journal of Public Health, 117-122. https://www.sciencedirect.com/science/article/pii/S1326020023048318?via%3Dihub Trudgett, M., Page, S., & Bodkin-Andrews, G. (2018). Engaging Indigenous students through culturally inclusive education. Australian Educational Researcher, 315-332. https://link.springer.com/article/10.1007/s13384-018-0270-2 Woodrow, L., & Ganesharajah, C. (2024). [...]
[...] In order to properly play this role, educators should have a profound knowledge of Aboriginal cultures, histories, and viewpoints so that they train accordingly with students, parents, and community members (Burgess, Johnston, Bowman, & Whitehead, 2005). Enhancing mutual trust and understanding helps teachers foster respect and rapport, which provides the base for successful cooperation for the good of learning outcomes for First Nations students. Teachers should acknowledge the diversity of the cultures among the Aboriginal students and create an environment for learning that respects cultural diversity and promotes cultural pride. The cornerstone of a great teacher is effectively implementing effective and context appropriate learning procedures. [...]
[...] It's about relationships: Indigenous students and their school leaders. Australian Educational Leader, 14-17. [...]
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