Mandatory Indigenous Studies

While the AEU's advocacy for three fundamental strands in teacher education programs above is inevitably general and provides scope for both flexibility and specialisation, we believe that Indigenous studies should be mandatory.  

As educators we have a responsibility for the development of the cultural and citizenship knowledge and values on which our society is founded. The lacunae in Australia's national identity and culture and the living injustice towards Indigenous people is in part due to the unresolved effects of European invasion and dispossession. Australian schools can assist in overcoming the deficiency.

Indigenous histories and cultures prior to invasion, teaching/learning practices and the needs of Indigenous students, including languages and ESL practices should be part of mandatory requirements. A 1999 survey of teachers on the National Priority Areas determined by the MCEETYA National Goals of Schooling observed in relation to Improving Indigenous Outcomes.

“Fourteen percent (13.7%) of respondents, the lowest response for any single priority, indicated that they had undertaken training in these aspects of this priority area.”  (Australian College of Education (2001) Teachers in Australian Schools – a report from the 1999 survey- Executive Summary Department of Education, Training and Youth Affairs, Canberra).

  Other Federal Government Reports, including the flagship report on Indigenous Strategic Results Projects (SRPs) What Works” Explorations in improving outcomes for Indigenous students (McRae, et al. 2000) have all concluded that effective teaching practice is essential to improve educational outcomes for Indigenous students.

Despite these reports, and AEU submissions to previous Teacher Education Reviews, the Deans of Education have reported to the AEU that the that contest within university faculties for funding has meant that Indigenous studies has been even further marginalised than it was five years ago.

Point 12
The failure to provide Indigenous Studies as part of teacher education courses is a particular indictment on the Federal Department of Education and the respective Ministers who have publicly championed their support for improved outcomes for Indigenous students when the link between training and outcomes has been established by Departmental research.