Growing Our Own

http://www.abc.net.au/news/2013-05-10/indigenous-teachers-of-the-future/4683070

This program, ‘Growing Our Own’, sheds such a positive light on many aspects of culture and identity in education. Tackling the issues of social justice, oppression, and racism in schools, the program aims to provide a high standard of training and opportunity to Aboriginal people in remote communities, simultaneously assisting both geographical and cultural concerns surrounding Aboriginal people.

As was stated in the Australian Journal for Indigenous Education; ‘Specially targeted curriculum materials were needed, as was the widespread dissemination of Indigenous education literature and resources to schools in Indigenous communities. The attitudes of non-Indigenous teachers and their need for cultural awareness and pro-diversity training were highlighted and research into the analysis of discriminatory attitudes and behaviours and ways for changing these was recommended. The development of a literature on Aboriginal history was seen as necessary for both informing teachers and cementing Indigenous identity’ (Malin & Maidment, 2003)

Through working as teachers’ aids, these students can pass on important knowledge to their mentors about local languages and cultural paradigms. This helps in maintaining innate aspects of student life, making them feel comfortable in a school environment because it can become more a part of their life and not something that is so ‘western’ compared to their way of life. This will hopefully lead to, in time, better test results and meeting national standards because the students will be gaining a better start into their education.

Having these teachers will also also assists in equalising the national curriculum by eradicating oppressive and illegitimate teaching styles and subjects. One can only imagine what the effect would be if each school across the whole of Australia had Aboriginal teachers, what that could bring to the table in terms of awareness and knowledge. No longer would the history or Australia begin and end with white settlement. In regards to Young’s ‘five faces of oppression’, marginalisation, powerlessness, and cultural imperialism could completely subside through the increased presence of Aboriginal people in all educational communities. While giving back to local communities is a big part of this program and essential to the growth of Aboriginal students and the future, spreading these opportunities further could also help with lessening racism and promoting our national identity and culture.

So, by promoting higher levels of education through the program, these students can increase the prominence and positive identity of the Aboriginal community, becoming role models and increasing standards so that children in regional areas know that there is life and opportunities beyond what past generations have received. By meeting professional standards, these students gain feelings of self-worth and by investing their time and effort back into their communities; it will hopefully maintain the steady increase of social justice in giving quality education and opportunities to all Aboriginal people for a brighter and more integrated future.

•        Malin, M, Maidment, D. (2003). Education, Indigenous Survival and Wellbeing: Emerging Ideas and Programs. The Australian Journal of Indigenous Education. 32(1), 85-100.
•      Young, I. M. (1990). Justice and the Politics of Difference, New Jersey, Princeton University Press
•      Middleton, A. (2013). Indigenous Teachers of the Future [Video]. Retrieved from http://www.abc.net.au/news/2013-05-10/indigenous-teachers-of-the-future/4683070