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Conference Proceedings
Contents
Forewordv
Keynote papers
Professor Jeannie Herbert 3
Educational Success: A sustainable outcome for all Indigenous students when teachers understand where
the learning journey begins
Professor Lester-Irabinna Rigney 6
Creating Indigenous Classrooms of Tomorrow Today: What children will need and know to create it?
Professor Jonathon Carapetis and Professor Sven Silburn 10
Key factors influencing educational outcomes for Indigenous students and their implications for planning
and practice in the NT
Professor Lorna Williams 14
Indigenous Education: Finding face, making space, having place
Concurrent papers
Ms Georgie Nutton 19
Success in the early years for remote Indigenous children
Mr Kevin Lowe 21
Aboriginal Languages Reclamation: Countering the neo-colonial onslaught
Ms Caty Morris and Dr Chris Matthews 29
Numeracy, Mathematics and Indigenous Learners: Not the same old thing
Mr Justin Brown and Ms Gina Milgate 34
Successful post school transitions for Indigenous youth
Professor Jill Milroy 38
Incorporating and understanding different ways of knowing in the education of Indigenous students
Professor John Lester 41
Indigenous curriculum is out there but lacking a quality teaching base
Ms Cath Pearn and Ms Margaret James 42
Research-based literacy and numeracy resource for young Indigenous students
Dr Kate Reid 43
Literacy and Numeracy Learning: What works for young Indigenous students? Lessons from
the Longitudinal Literacy and Numeracy Study for Indigenous Children
Associate Professor John Bradley 48
Fairy Stories or Images of Identity? Indigenous knowledge and the place of animation as a transformational tool
Dr Grace Sarra 52
Indigenous Mathematics: Creating an equitable learning environment
Ms Kate Connors 57
Reporting against the National Indigenous Reform Agreement: What have we learnt so far?
Dr Sarah Buckley and Ms Stephanie Armstrong 62
An Investigation into the Attendance and Retention of Aboriginal and Torres Strait Island Students:
Research and theory about what works
Poster presentations 67
Conference program 71
Darwin Convention Centre floorplan 75
Conference delegates 79
Research Conference 2011 Planning Committee
Professor Geoff Masters
Conference Convenor, CEO, ACER
Members of Conference Planning Committee (alphabetical order)
Ms Clair Andersen
Director Indigenous Higher Education, University of Tasmania
Professor Jeannie Herbert
Foundation Chair of Indigenous Studies, Charles Sturt University, NSW
Ms Kerry-Anne Hoad
Director ACER Institute, ACER
Professor John Lester
Inaugural Chair Aboriginal Studies, University of Newcastle, NSW
Dr Nola Purdie,
Principal Research Fellow, ACER
Ms Lynda Rosman
Manager Programs and Projects, ACER Institute, ACER
Copyright © 2011 Australian Council for Educational Research
19 Prospect Hill Road Camberwell VIC 3124 AUSTRALIA
www.acer.edu.au
ISBN 978-1-74286-047-3
Design and layout by Stacey Zass of Page 12 and ACER Project Publishing
Editing by Carolyn Glascodine and Kerry-Anne Hoad
Printed by Print Impressions
Research Conference 2011
ivForeword
Geoff Masters
Australian Council for Educational Research Conference 2011 is the sixteenth national Research Conference. Through
Research our research conferences, ACER provides significant opportunities at the national
level for reviewing current research-based knowledge in key areas of educational
Geoff Masters is Chief Executive Officer and a policy and practice. A primary goal of these conferences is to inform educational
member of the Board of the Australian Council policy and practice.
for Educational Research (ACER) – roles he has
held since 1998. Research Conference 2011 brings together key researchers, policy makers and
He has a PhD in educational measurement from teachers from a broad range of educational contexts from around Australia and
the University of Chicago and has published overseas. The conference will explore the important theme of Indigenous education.
widely in the fields of educational assessment and It will draw together research-based knowledge about the environmental conditions,
research.
pedagogical strategies and curriculum approaches that create pathways to success
Professor Masters has served on a range of for Indigenous students. The conference will explore our understanding of the
bodies, including terms as founding President of role of language and story telling in supporting access to the curriculum and it will
the Asia-Pacific Educational Research Association;
President of the Australian College of Educators; consider directions from research studies in the key areas of early-years education,
Chair of the Technical Advisory Committee for literacy and numeracy learning, attendance and retention of students and successful
the International Association for the Evaluation post school transitions.
of Educational Achievement (IEA); Chair of
the Technical Advisory Group for the OECD’s We are sure that the papers and discussions from this research conference will
Programme for International Student Assessment make a major contribution to the national and international literature and debate on
(PISA); member of the Business Council of
key issues related to Indigenous education.
Australia’s Education, Skills and Innovation
Taskforce; member of the Australian National We welcome you to Research Conference 2011, and encourage you to engage
Commission for UNESCO (and Chair of the
Commission’s Education Network); and member
in conversation with other participants, and to reflect on the research and its
of the International Baccalaureate Research connections to policy and practice.
Committee.
He has undertaken a number of reviews for
governments, including a review of examination
procedures in the New South Wales Higher
School Certificate (2002); an investigation of
options for the introduction of an Australian
Certificate of Education (2005); a national review
of options for reporting and comparing school
performances (2008); and a review of strategies
for improving literacy, numeracy and science
Professor Geoff N Masters
learning in Queensland primary schools (2009). Chief Executive Officer, ACER
Professor Masters was the recipient of the
Australian College of Educators’ 2009 College
Medal in recognition of his contributions to
education.
viiResearch Conference 2011 viii
Keynote papers
Educational Success: A sustainable
outcome for all Indigenous Australian
students when teachers understand
where the learning journey begins
Abstract conference participants to make the
connections between the realities of
The statistics for educational outcomes what has been delivered to Aboriginal
for Aboriginal and Torres Strait Islander and Torres Strait Islander students
students continually reinforce the in the name of education and the
notion of ‘failure’, of a specific cohort educational outcomes those students
of students who are ‘not coping’, of the have been able to acquire as a result of
majority of teachers at a loss concerning such education provision.
what to do. Overall, it is a picture of
doom and gloom, clearly demonstrating While this discussion will provide a
Jeannie Herbert that education in this country has failed reflective analysis of a wide range of
Charles Sturt University, NSW to live up to its promise for all students. qualitative research data, it will also
In this presentation, research outcomes include an extrapolation of relevant
Professor Jeannie Herbert is the Foundation will be used to construct a different statistical data, which is intended to
Chair of Indigenous Studies at Charles Sturt
picture, a paradigm for a better provide an additional frame through
University, New South Wales. During almost which to consider and focus upon
two decades in the university sector, she has future built on a strong foundation of
held various positions, including: Vice-Chancellor sustainable education outcomes for those factors which have had the
of the Bachelor Institute of Indigenous Tertiary the descendants of this nation’s First greatest impact upon the capacity of
Education, Northern Territory; Chair of
Peoples. The evidence presented will Aboriginal and Torres Strait Islander
Indigenous Australian Studies and Head of students to access and effectively
School of Indigenous Australian Studies at James highlight what can happen when the
Cook University, Queensland; and Director of learning environment is developed, participate in the educational programs
the Oorala Aboriginal Centre at the University nurtured, maintained and led by offered across all levels of learning
of New England, New South Wales. Her work
teachers who understand and value the within our education systems. Making
in the tertiary sector is the culmination of a these connections between qualitative
long career in education which has included importance of their role in providing
experience as a classroom teacher across all a range of opportunities that will and quantitative data at the beginning
sectors and P–12 Guidance Officer (20+ yrs); enable students to evolve into highly of this paper is a crucial element
educational administration and management
motivated, autonomous learners. in creating a starting point for the
across schooling and tertiary sectors (10+ yrs); discussion, a lens through which
education and training consultant in the private
and public sectors; and researcher, including her Introduction participants will be able to acquire a
PhD study that focused on Indigenous success in more in-depth insight into the issues.
education. In considering the theme for this
conference, ‘Indigenous Education: Hence, the introduction builds the
Pathways to Success’, this paper will framework through which the paper
begin with an introductory discussion will then pursue the question ‘Is
aimed at contextualising its focus within success a matter of choice?’ This
the overall conference theme. This is the key question that underlies
introduction will provide a brief outline the title of this paper, ‘Educational
of the critical issues that research has Success: A sustainable outcome for all
revealed to be the possible causes Indigenous Australian students when
underlying the way in which education teachers understand where the learning
for Aboriginal and Torres Strait Islander journey begins’. Similarly, it is a critical
peoples has been positioned within aspect of the notion that ‘Indigenous
Australian education. The presenter will Education’ can provide the ‘Pathways to
draw on her own research over the Success’ highlighted in the conference
past two decades to reveal these issues theme. It is the question that, ultimately,
and their impact upon the educational at the conclusion of this conference,
positioning of this nation’s First Peoples. participants should have acquired
This is an essential first step in enabling the knowledge and understanding to
Indigenous Education: Pathways to success
3be able to answer for themselves. It projects that have been undertaken in engagement; building on strengths;
is a question that, in its relevance in recent years, thus providing participants resourcing; quality of educational
enabling us to engage with all learners, with access to evidence that will inform programs; and commitment to building
is quintessential to our capacity to be them and enable them to: a better society for all Australians.
effective educators. These are issues that premise the
• reflect upon previous perceptions
capacity of this nation to deliver on the
about Aboriginal and Torres Strait
Examination of the issues Islander student achievement
theme for this conference, ‘Indigenous
Education: Pathways to Success’. And
A critical component of any
• recognise, understand and accept because of their vital connection to
examination of issues in Indigenous
the current reality as the essential our nation-building capacity, these
education in this country requires
platform upon which to build are also issues that ultimately depend
some consideration of the role
deeper insights into the reality of upon teachers to make them workable.
of government in developing,
Indigenous educational achievement Teachers need to know and understand
implementing and driving the overall
• develop a better understanding of these issues so that they are able to:
agenda that determines the direction
of Indigenous education. A brief what needs to happen to effect • relate to them
investigation of the major reviews and the much-needed change that
• recognise their importance in terms
reports that have been undertaken by will create more positive attitudes
of their capacity to do their job well
the Australian Government since the toward education for Aboriginal and
1990 implementation of the National Torres Strait Islander Australians • accept responsibility for making
Aboriginal and Torres Strait Island and realise that such attitudinal them work for them
Education Policy will be included in this change is critical to creating more
• value the reciprocal nature of their
presentation. The focus in this area will positive mind-sets in both teachers
role within and beyond educational
be a consideration of those strategies and learners
settings
that successive governments have • identify what, according to the
implemented as a means of improving • demonstrate respect not only for
research, it is that works for
Indigenous access, participation, the issues, but also for the people
Indigenous students across the
retention and achievement. This whose lives are so dependent upon
various levels of education
discussion will provide an additional lens their ability to address these issues
through which to analyse the research • determine why some strategies effectively.
outcomes. have been successful
Case studies demonstrating the value of
In examining the issues, the focus • consider the messages emerging using research outcomes as a tool for
will be on identifying those factors from the research and the change
that, according to research, have had implications such messages have for
In this section of the paper, case
the greatest impact upon the access, future education in Australi.
studies across various levels of
participation, retention and success of It needs to be stated that the focus in education, in a diversity of geographic
Aboriginal and Torres Strait Islander examining the issues is directly linked to locations, will be used to demonstrate
students. The implications of those research findings; hence, the discussion how education can be a tool of
issues will then be critically examined in about those issues will reflect the empowerment. Each case study will be
order to: individual studies being considered. outlined and considered individually to
• develop a comparative overview of Experience reveals, however, that some demonstrate the value of the research
past and present practices issues have a currency, and a degree of within both individual and collective
urgency, across a variety of educational contexts. It is these findings that will
• clarify effective practice within situations. The presenter will, therefore, then be discussed in relation to their
the context of what needs to be examine such issues prior to the more contribution in terms of enabling
done to overcome the long-term, in-depth consideration of individual effective change and the implications
compounding effects of what has case studies. The importance of the of this for individual students and the
been persistently perceived as following issues will be included in wider society, both now and in the
‘Indigenous failure’ in education. this discussion – relationships based future.
This section of the paper will draw upon an equality of regard; willingness
It is through this section of the paper
upon the findings of various research to develop a capacity for meaningful
that the presenter will utilise research
Research Conference 2011
4outcomes to construct a different enable students to evolve into highly including those who are descendants of
picture and demonstrate how some motivated, autonomous learners. our First Nations. This is the question
Indigenous students are making the that ultimately determines whether or
transition through the various levels The challenge of the future? not our educational providers have the
of education by traversing a range of capacity to meet the challenge of the
In summarising the value of research
pathways that have been designed to future.
as a means of enabling participants
cater for the specific learning needs of
to empower themselves for their
individual students. It will be through Conclusion
own futures, the presenter will use
the revelations of such successful
the evidence of her own research to Finally, this paper will provide a brief
educational practice that participants
respond to the question ‘Is success a snapshot in time of what is currently
will gain some valuable insights into
matter of choice?’ The research has happening in this nation in relation to
ways in which many Indigenous
demonstrated that, where success the nation’s capacity to deal with the
Australian students are transitioning into
has been a matter of personal choice, cultural diversity that is a feature of our
educational success that builds their
Aboriginal and Torres Strait Islander society. This discussion will be used
individual capacity to make those ‘life
students across various levels of to reflect upon the capacity of our
changes’ that are critical to effectively
education have taken control of their educational providers to accept the
engaging in the education process
lives and achieved the educational challenge of preparing the nation for its
that is central to all of our lives and
achievements that they wanted in order future as a culturally diverse nation. This
essential in equipping us to build better
to take them where they want to go. is a vital issue for Indigenous education,
futures for ourselves and our families.
Importantly, education providers need for unless this nation can transition its
A central focus of this picture will likely
to acknowledge the learner’s personal peoples into a harmonious, democratic
be the importance of relationships and
agency in defining ‘success’ within the society where all people are treated
the quality engagement, within both
parameters of their own values and with respect regardless of their cultural
individual and collective settings, that
beliefs systems. Effecting change in such values and beliefs, then Aboriginal and
identify strengths and provide valuable
decisions, is a matter for negotiation Torres Strait Islander students will
guidance to those with a genuine desire
between the learner and the person continue to struggle to achieve their
to know how to work with those
who would seek to influence such rights and ensure that their success is
strengths.
decision making. a matter of choice – their own choice.
The case studies will be used to This is a transition that has the power
While the case studies were used
demonstrate how a paradigm for a to change this nation’s history.
to explore individual achievement,
better future is possible. The firm
this summary will provide a broader The question is ‘Are our educational
foundations are already in place and
overview of the research outcomes providers up to the challenge?’ Can
it is through heeding the outcomes of
to demonstrate where Aboriginal they provide the education that all
research such as those discussed in this
and Torres Strait Islander students citizens will require if success is, in fact,
paper that we as a nation can achieve
are currently positioned within our going to be, a matter of choice.
sustainable education outcomes for
education systems. In reflecting upon
the descendants of this nation’s First
the changes that have occurred in
Peoples.
Indigenous education in recent years,
It must be realised, however, that this the discussion will be expanded into
is not simply going to happen without a a consideration of the implications of
concerted effort from all Australians – such change for the future of education
those who constitute the First Nations in this country. Within that context, the
of this land and those who followed question ‘Is success a matter of choice?’
later and who now call this country will be used to turn the lens back onto
theirs. The evidence presented will this nation’s educational providers –
highlight what can happen when the our institutions and the people who
learning environment is developed, develop and deliver the educational
nurtured, maintained and led by services – for a final consideration of
teachers who understand and value the their current positioning in relation to
importance of their role in providing their capacity to deliver on the promise
a range of opportunities that will of education for all Australian students,
Indigenous Education: Pathways to success
5Indigenous education:
Creating classrooms of tomorrow today
Abstract poor record in the education outcomes
of Aboriginal and Torres Strait Islander
Engagement or participation in children. Current education policy, with
education is a key factor affecting good cause, is firmly fixed on closing
the life chances of all Australians. education gaps between Indigenous
What will this look like in the future and non-Indigenous children. However,
for Indigenous children who have an the world is moving into cyberspace
overall lower level of participation through the growth of mobile devices
in education than non-Indigenous and the digital age that signals yet
Australians? 21st century schooling for more challenges for schools that are
Lester-Irabinna Rigney Indigenous students in the next decade already under pressure. What is the
Adelaide University, SA will look very different to today. This future of Indigenous education? Can
paper discusses the characteristics of 21st century learning revolutionise the
Professor Rigney has taught in secondary curriculum, policy and pedagogy for
schools and university teacher education courses
way we educate teachers and students?
across South Australia since 1991. Professor
future schooling of Indigenous children. What advantages can we gleam from
Lester-Irabinna Rigney is Dean of Aboriginal It uses national and international digital literacy through greater access
Education, Director of the Wilto Yerlo Centre literature to explore 21st century to technology? Indigenous education
at Adelaide University, and is one of the most learning that seeks to revolutionise the
influential Indigenous educationalists in Australia
and its future is a sizable issue and one
today. In 2009 he received an honorary United
way we educate teachers and students. worthy of further exploration.
Nations award from the Australian Chapter It highlights that Indigenous students
for his work on Indigenous Education. He is on live in a multi-tasking, multifaceted, 21st century schools the
several high-profile expert committees, including technology-driven, diverse, rapidly
the Australian Institute of Health and Welfare new challenge: are we
changing world which is far removed
COAG ‘Closing the Gap’ Scientific Reference ready?
Group, the National Aboriginal Reference from the world faced by most of their
Group 25 Year Indigenous Education Plan and teachers at the time they entered Schools have seen a recent influx of
Australian Curriculum and Assessment Reporting adulthood. 21st century learning new devices – such as the iPad, new
Authority, National Languages Curriculum
requires new spaces that are culturally T-Touch Tab, iPhones and Smart
Reference Group. In 2009 he completed a
review of the National Indigenous Education safe, coherent and consistent. They do phones, all of which can connect to the
document ‘Australian Directions’ for the Federal not override Indigenous cultures, but internet over 3G mobile networks. Can
Government. Interest in Professor Rigney’s draw upon them as a source of learning these technologies develop an entirely
work by national and international universities
foundation on which to build new new way of teaching and learning that
has seen him take up several prestigious Visiting
Research Fellowships, including at Cambridge digital learning structures. They connect is better, more successful and more
University, United Kingdom; at Fort Hare school, home, country and community affordable? Are schools ready for
University, South Africa; and at University of learning in successful ways. A key these new challenges? Some schools
British Columbia, Canada. Professor Rigney
purpose of the paper is to evaluate the are, but most are yet to fully grasp
is in constant demand as a commentator on
national and international Indigenous matters and quality of available evidence regarding the technological changes in the digital
has published widely on Education, Languages strategies for improving school revolution. Professor Martin Westall
and Knowledge transmission. His recent 2006 attendance, retention and outcomes. reminds us that ‘despite changes,
co-edited book, titled Sharing Spaces: Indigenous
schools still, by and large, look similar
and Non-Indigenous Responses to Story, Country and
Rights, is the most up-to-date Australian text on Introduction to the schools of the 20th and even
Indigenous and non-Indigenous race relations and 19th century, and that if schools are to
how they converge in the vulnerable, vital and Learning through a quality education
‘maintain relevance’, they must ‘bridge
contested space called ‘education’. has substantial positive social and
the gap between how students will live
economic effects for children, including:
as adults and how they learn’ (2008,
greater academic achievement;
p. 1–2).
increasing schooling interest and
attendance; easing school transition; and Westall of the Flinders University
raising the self-esteem of all children Centre for Science Education in the 21st
(Buckskin, Hughes, Price, Rigney, Sarra, century argues that ‘Young people in
Adams, Hayward, Teasdale, & Gregory, the 21st century will spend their adult
2009; Barnett, 1995, 1998; Buckley, lives in a multi-tasking, multifaceted,
1996). In Australia, schools maintain a technology-driven, diverse, rapidly
Research Conference 2011
6changing world which is far removed recognition and resolution if the crisis century capabilities in order to
from the world faced by most of their is to be addressed. There is a current participate in e-commerce and digital
teachers at the time they entered crisis in Indigenous Education (Rigney, economies. If Indigenous Australian
adulthood’ (Westalll, 2008). Others like Rigney, Hughes 1998). For example, societies are to move forward, then
Harvard educator Dr Tony Wagner the Productivity Commission reported schools have a responsibility not only
claim that despite the best efforts of nationally in 2008, 63.4 per cent of to close the gap, but also to develop
educators, schools are ‘dangerously year 5 Indigenous students achieved in students a deep understanding of
obsolete’ and he is puzzled why the national minimum standard for technologies. The analytical and policy
even the best schools do not teach reading compared with their non- issues that arise from this poses a
the new survival skills our children Indigenous counterparts of 92.6 per conundrum for current Indigenous
need for the future (Wagner, 2008). cent (SCRGSP, 2009, 4.41). The crisis is education policy whose evidence about
Wagner calls for the reinvention also emphasised in the latest research Indigenous populations are unreliable,
of schools for the 21st century for that indicates that Indigenous children not e-enabled but purely focused on
the sake of our children who need (Rigney, 2003; Rigney 2006; Worby & closing gaps. These policy tensions need
skills and knowledge to address the Rigney 2006; Butterworth & Candy, to be resolved.
successes and ills inherited from the 1998; SCRGSP, 2009; Fordham &
previous generation. New mobile Schwab 2007): 21st century policy and
devices and access to the internet evidence implications
• live in poverty
in schools is ‘becoming a magnet for
students’ with new scholarly debates • suffer higher rates of child abuse It is without question that 21st
about what ‘facilities are adequate to and neglect century Indigenous education requires
achieve educational equality and true 21st century evidence and policy.
• are less likely to receive an early However, recent research has called
opportunity’ (Wilhelm 2004, p. 31).
childhood education, especially into question the orthodox source of
The educational changes brought on
3–5-year-olds evidence centrally used over the past
by the technological revolution in the
last ten years are far greater than the • are well behind in literacy and two decades for Indigenous reform,
previous two hundred. Opportunities numeracy skills the Australian Census administered
abound for Indigenous education in by the Australian Bureau of Statistics.
• have poorer health Analysing the 2006 Census results,
the 21st century and the potential is
great for welfare reform, health care • have less access to secondary Taylor and Biddle (2008; 2010) found
and workforce growth. Indeed, these school large discrepancies in population figures
are the right goals for public policy in what are called ‘Indigenous Areas’.
• are less than half as likely to The results revealed that in many
to pursue. However, the challenge of proceed through to Year 12.
bringing schools with high Indigenous remote towns, and in many outstations,
populations into digital learning is made Because the crisis in education is the change in the census count of
complex when Australia is caught considerable, it could be argued Indigenous population between 2001
in a historical moment of trying to that technology is a luxury, a tool and 2006 was substantially deficient.
close basic educational gaps between inessential for basic living and survival. In contrast, in most regional towns, and
Indigenous and non-Indigenous In his book Digital Nation Wilhelm in particular suburbs of major cities,
students. (2004) counters this and argues that the change in the count was greater
in the 21st century the capacity to than expected after considering the
Current and future communicate will almost certainly be contribution to population change from
challenges in Indigenous a key human right where the right to net migration and natural increase’
telecommunicate will be as important (Taylor & Biddle, 2008, p. v). As a
education
as drinking water. This premise is consequence, they conclude, ‘in many
It is not a ‘natural’ phenomenon when predicated on the belief that ‘emerging remote locations we cannot use 2006
Indigenous students fail school, but information and communications Census counts at face value and in such
a combination of poor social policy, technologies are essential for individuals places, the census is more like a sample
unfair economic arrangements and and communities to fulfil their life survey of the Indigenous population
an ‘inclusive curricula’ wilderness pursuits in an e-enabled world that will need to be carefully adjusted
(Fordham & Schwab, 2007). Matters (Wilhelm, 2004, p. 30). Indigenous to assist informed policy-making’
beyond the school gate need students must possess these 21st (Taylor & Biddle, 2008, p. v).
Indigenous Education: Pathways to success
7One drawback according to Taylor are ill-prepared for life and work in for implementation to be applied
and Biddle is the fact that we have no our current world, let alone the next in Australia, Indigenous interests,
data on the characteristics of those ten years. In his book, The Global cultures, languages and literacy’s
not counted. Because of faulty census Achievement Gap, he outlines seven must be explicit and sustained in the
data informing Indigenous education, essential 21st century Survival Skills that curriculum core. Other priority areas
health and social service provision children will need for their future: include: community engagement;
Indigenous communities fiscal settings access and affordability to technology;
1 Critical thinking and problem solving
based on such estimates have been more inclusive and diverse public
‘commensurately undervalued over 2 Collaboration across networks policy; digital and health literacy;
the past 35 years’ so that ‘services and environmental literacy. Modern
3 Agility and adaptability
and programs provided to remote 21st century learning requires
communities on the basis of official 4 Initiative and entrepreneurialism new spaces that are culturally safe,
population estimates have been 5 Effective oral and written coherent and consistent. They do
chronically inadequate’ (2008, p p. v–vi). communication not override Indigenous cultures,
Such imprecision and substantial ‘under- but draw upon them as a source of
countering’ give rise to issues of public 6 Accessing and analysing information learning foundation on which to build
policy concern. Projections for 21st 7 Curiosity and imagination new digital learning structures. They
century Indigenous populations and their connect school, home, country and
digital needs require greater accuracy in Wagner informs us of the changing community learning in successful ways.
evidence for public policy to guide fiscal nature of students. Similarly, a leading The future of digital technologies
settings. US advocacy organisation Partnerships in Indigenous education is upon us.
for 21st Century Learning has written a However, it is important to remember
The current COAG ‘Closing the report titled Framework for 21st century that Indigenous perspectives
Gap’ campaign complements the Skills (PCS, 2009). The 21st century of Indigenous education in the
Draft Indigenous Education Action Plan interdisciplinary themes include: 21st century are under-theorised in
developed by the Ministerial Council
a) Global awareness Australia. We have little knowledge of
and embodies a welcomed new
what parents of Indigenous children
approach to Indigenous education. b) Learning and thinking skills think about digital education or their
Because of its infancy, it remains to
c) Financial, economic, business and needs and aspirations that an ICT
be seen if 21st century Indigenous
entrepreneurial literacy education can provide into the 21st
education will be assisted favourably
century. We have limited knowledge
by other recent campaigns, including d) Civic, health and environmental of how to integrate technology into
National Curriculum, the Digital Revolution literacy non-English speaking Aboriginal
and Building the Education Revolution.
e) Information and communication communities. We also remain unaware
Today’s Australian students represent
technology (ICT) of its cultural, ethical, moral and socio-
the first generations to grow up in
political consequences.
a world in which information and f) Life skills
communication technologies are
everywhere. While governments need g) Modern assessment of 21st century Conclusion
to be commended for their current skills
Without modernising Indigenous
attention to the crisis in Indigenous The report argues that to ensure education for the 21st century teachers
education, we still have much work to student mastery of 21st century face a class of students who: live in
do in preparing Indigenous children for skills, new 21st century standards, digital ghettos; are not e-enabled;
the 21st century. assessments, curriculum, instruction, whose age in web years is in single
professional development and learning digits; and who remain a generation
Indigenous knowledge, skills and
environments must be aligned divided. The desires of parents for
attributes for tomorrow
to support systems that produce 21st century Indigenous classrooms
Many views abound about what skills 21st century outcomes for today’s require teachers, governments and
are needed for tomorrow’s classrooms. students. These aspects are a good policy makers to re-think the state of
Wagner’s (2008) work examines starting point for discussions on Indigenous education toward bridging
why parents and educators alike are 21st century Indigenous education. any future digital divide. The time to act
concerned that the majority of students From an Indigenous perspective, is now.
Research Conference 2011
8References Secondary Assessment Board of South Science Education in the 21st century.
Australia (SSABSA), Yunggorendi, First Flinders Centre for Science Education
Barnett, W. S. (1995). Long-term effects
Nations Centre for Higher Education in the 21st century. Retrieved June 3,
of early childhood programs on
and Research, Flinders University. 2011, from http://www.flinders.edu.
cognitive and school outcomes. The
au/science_engineering/science21/
Future of Children, 5(3), 25–50. Rigney, Lester-Irabinna. (2006), Sharing
briefings/
the Australian Language Space:
Barnett, W. S. (1998). Long-term
Reforms for Linguistic Pluralism- Wilhelm, A. (2004), Digital Nation:
cognitive and academic effects of
Towards the Stabilisation of Toward and Inclusive Information Society.
early childhood education on children
Indigenous Languages. In G. Worby Cambridge: Massachusetts, MIT Press.
in poverty. Preventive Medicine, 27,
& Lester-Irabinna Rigney. (2006),
204–207. Worby, Gus, & Rigney, Lester-Irabinna.
Sharing Spaces: Indigenous and Non-
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Indigenous Education: Pathways to success
9Key factors influencing educational
outcomes for Indigenous students and
their implications for planning and practice
in the Northern Territory
Abstract
This presentation considers the
intrinsic link between health and
education and the benefits of
collaborative research for improving
the education and life outcomes of
Indigenous children. The Council of
Australian Governments’ Overcoming
Indigenous Disadvantage framework
Jonathan Carapetis Sven Silburn and the Closing the Gap generational
Menzies School of Health Research, Menzies School of Health Research, strategy have resulted in significant
Darwin Darwin new funding through a range of
national partnership agreements to
Professor Jonathon Carapetis is Director of the Professor Sven Silburn leads the Child improve Indigenous child health,
Menzies School of Health Research in Darwin. Development: Health, Education and Wellbeing
development and education. The focus
He is a pediatrician, infectious diseases and research group at the Menzies School of Health
public health physician, with particular interests in Research in Darwin. The multi-disciplinary of these reforms is consistent with the
rheumatic fever, vaccines and vaccine preventable research of this group seeks to inform evidence- human development paradigm now
diseases, and health of children in Indigenous based policy and practice in child and youth advocated by international agencies
communities and developing countries. Professor health, education and child protection services in
such as UNICEF, WHO and OECD.
Carapetis is Chairman of the World Heart the Northern Territory. He has played a leading
Federation Scientific Council on Rheumatic Fever role in a number of large-scale epidemiological They are also informed by recent
and Rheumatic Heart Disease and was a member studies, including the Western Australian Child advances in scientific knowledge
of the Territory 2030 Steering Committee, Health Survey, the Western Australian Aboriginal regarding the developmental origins
developing a 20-year strategic plan for the Child Health Survey, the Longitudinal Study of
of adult health and disease and new
Northern Territory. As Director of Australia’s Australian Children (LSAC) the Longitudinal
pre-eminent Indigenous health research institute, Study of Indigenous Children (LSIC) and the understandings of the importance of
he is leading new approaches to research and national implementation of the Australian Early early life environmental influences on
training to tackle some of the big problems Development Index (AEDI). Prior to taking up children’s success in school learning
in Indigenous health, including education and his current position in Darwin in 2009, he was
and their subsequent opportunities for
housing. co-Director of the Curtin University Centre for
Developmental Health at the Telethon Institute participation. The implementation of
for Child Health Research in Perth. these policy initiatives has highlighted
the need for a higher level of
collaboration between education,
health and other areas of research
relevant to development of Indigenous
children. It is in this context that the
research methodologies derived from
population health and evidence-based
medicine are proving useful in building
the evidence base for Indigenous
education. The presentation will
discuss the implications of these
developments for policy and practice
in Indigenous education and conclude
with a description of some recent
collaborative research supporting
the implementation of Indigenous
education and other service reforms in
the Northern Territory.
Research Conference 2011
10Summary international data on the median individuals and their social and physical
50 decline in infant mortality observed environments. They include living
There is no other more important
across 12 developing countries in Latin conditions, interpersonal relationships
determining factor which needs to
America over the 20-year period from within and between families and their
be addressed in breaking the inter-
1965 and 1985 showed that in all but communities, the social demographics
generational cycle of poor health and
one of these developing countries of the family, learning environments and
disadvantage of Indigenous Australians
improvements in maternal education opportunities for children, the quality
than improving the current poor levels
accounted for 202–20–35% of the of housing, community amenities,
of school participation and academic
national decline in infant mortality. neighbourhood safety, as well as the
achievement of Indigenous children.
broader socio-political context. Social
Advancing population level outcomes Increased educational levels are
determinants have a disproportionate
in education is a central feature of the associated with better health, social
influence on human development
Council of Australian Governments’ and economic outcomes across
in the earliest years of life. Some
(COAG) Overcoming Indigenous all populations. The ways in which
early life environmental factors have
Disadvantage framework and the Closing education contributes these gradients
immediate influences on the biological
the Gap national strategy to eliminate of population wellbeing have
development of the child, others have
the Indigenous disparity gap within a traditionally been attributed to the
an ongoing cumulative effect on health
generation. It is also a key element cascading benefits generally afforded by
and wellbeing, while others have a
of the human development paradigm education – such as better vocational
latent effect on adult health outcomes,
now advocated by international opportunity, improved income, health
for example in adult onset diseases
agencies such as the UN, the WHO literacy and health behaviours, and
such as type II diabetes.
and the OECD as one of the most greater empowerment (i. e. personal
effective means presently available to agency) in accessing and utilising health Epidemiological studies have been
governments for eradicating poverty care when needed. More recently, the valuable in advancing understanding of
and advancing societal wellbeing. burgeoning research discoveries in the the ways in which social determinants
Implementing a human development neurosciences and epigenetics have appear to account for a large
approach in the Australian Indigenous expanded scientific understandings of proportion of the explained variation
context entails significant long-term the importance of the nature of gene- in the rates of complex chronic
investments to support families and environment interaction in children’s diseases between different segments
communities in strengthening early years of maximum brain growth and of the population. These studies offer
child development, improving the development of skills. These findings insights into the mechanisms through
effectiveness of school education and highlight the significant effects of which social and other environmental
creating new training pathways into education on cognitive and emotional factors appear to become ‘embodied’
employment. It also requires better development, which in turn have or biologically embedded in health
coordination of strategies to address enduring effects for lifelong learning and and disease outcomes. Epidemiological
the known determinants of child adaptive functioning, such as problem studies have been vital to the
development and education, as well solving and emotional resilience development and implementation of
as addressing the social and health (The Royal Society, 2011). evidence-based policy and practice
problems associated with severe for the prevention and reduction of
It is well understood that much
disadvantage, such as parental substance such adverse health outcomes. In the
of the variation in the high rates
abuse, family violence, mental health Australian Indigenous context this
of chronic disease among adult
and child maltreatment. means that progress in reducing the
Indigenous Australians is attributable
life-expectancy gap and burden of
The direct and indirect links between to their social determinants. Social
chronic ill-health will be extremely
health and education have long been determinants are factors characterising
slow unless some of the most pressing
recognised in the international health, environments that individuals are
social determinants are more effectively
education and human development ‘exposed’ to and that can have a
addressed.
literatures. For example, almost all lifelong influence. They act at different
developing countries have shown a levels of influence, interact with one At the same time it is equally important
linear relationship between increasing another, and represent a broad array that education policy and practice is
levels of education of parents and of characteristics that are not of a informed by a proper understanding
rates of infant mortality. Cleland et al.’s biological or genetic basis, but rather of the social determinants which
1992 analysis of WHO and other are evident in the interactions between have greatest influence on children’s
Indigenous Education: Pathways to success
11education outcomes. This requires past 12 months (OR = 2.0); students in properly designed evaluations to
knowledge of how these determinants whose main language spoken in the be most effective’ (Cochrane, 1972).
are distributed, how they co-occur playground was Aboriginal English, Medicine has had a long history where
and interact, and how they might be Creole or an Aboriginal language practice was based on loose bodies of
avoided or their influences modified. (OR = 2.4, 2.9 and 1.3 respectively); knowledge, or simply lore that drew
One of the few existing sources of students whose parents reported upon the experiences of generations
epidemiological data regarding the they had trouble getting enough sleep of practitioners, with much of it having
population level determinants of the (OR = 1.5); students who had never little, or no, scientific evidence on
educational outcomes of Australian attended day care (OR = 1.5); students which to justify various practices. The
Indigenous children is the Western whose primary carer had needed rapid recent advances in medicine
Australian Aboriginal Child Health to see the school principal about a and health care are now generally
Survey (WAACHS). The WAACHS problem the student was having at accepted to be due to the widespread
involved a cross-sectional survey of school (OR = 1.5); and students in adoption of EBM. It has also been of
representative population sample of schools with a high proportion of value in protecting the public from
5600 Western Australian Aboriginal Aboriginal students, or in schools that the risks of unfounded ‘treatments’
children aged 0–17 years. The data had Aboriginal and Islander Education as well as identifying risks associated
were collected in households from Officers (OR = 1.4). with ‘established’ and unfounded
parents/carers and young people aged ‘treatments’. Put simply, it has shown
These determinants of school
12–17 years by trained Indigenous the value of identifying what actually
attendance highlight the need for
and non-Indigenous interviewers. With works so it can be improved and
current reform initiatives in Indigenous
family consent, data were also obtained promoted.
education being linked and developed
from school principals and the teachers
in synergy with the broader reform Evidence-based practice (EBP) has also
of 2739 of the survey children who
initiatives in Indigenous affairs. They become a major influence in education
were enrolled in school.
also suggest that strategies to improve in recent years. In a similar fashion it
Half of all the Aboriginal students in school attendance will be more has been suggested that the limited
the WAACHS had attended school effective if they can address certain progress in improving educational
for at least 87.5% of the school year. community and family factors which outcomes can, in part, be attributed to
In other words, the median number of are outside schools’ traditional areas instructional practices derived from the
days absent was 26 days. In contrast, of influence. Strengthening school– unconnected experience of thousands
the median days of school absence community partnerships and mobilising of individual teachers, each ‘re-inventing
of their non-Indigenous counterparts community action to support school the wheel’ and failing to adapt their
was 8 days. The large scale and attendance is clearly vital to the success practices in the light of the cumulative
comprehensive scope of the WAACHS of school and welfare reforms seeking scientific evidence regarding ‘what
enabled logistic regression modelling to improve student attendance. works’. Opponents the EBP model
to be used to investigate how a range suggest it is not an appropriate method
The greater emphasis on accountability
of child, family, school and community for knowing whether a particular
in professional practice in health,
factors operated singly and in concert teaching method works, as this will
education and other areas of public
to predict the likelihood of a student depend on a host of specific contextual
sector management has brought
having had more than 26 days of factors, not least of which are those to
with it the notion of ‘evidence-
school absence. No less than eight do with the style, personality and beliefs
based practice’ (EBP) as a means of
factors were found to be independently of the teacher and the specific needs of
ensuring the quality, efficiency and
associated with an increased likelihood the particular children in a class.
effectiveness of policy, programs
(i. e. odds ratio) of a child missing more
and services in achieving desired Modern evaluation theory stresses the
than the median (26) days absence in
individual and population outcomes. need to consider the various types
a school year. They included children
This has its origins in ‘evidence-based of evidence which are appropriate to
whose carers had Year 9 or fewer
medicine’ (EBM) first advocated by their intended purpose when evaluating
years of schooling (OR = 1.5); children
the UK epidemiologist Cochrane programs and practices with different
with clinically significant emotional or
who suggested that ‘… because populations and in differing practice
behavioural difficulties (OR = 2.0);
resources would always be limited, settings. Rather than reaching policy
children in families where 7 to 14 life
they should be used to provide forms conclusions and deciding actions on the
stress events had occurred in the
of health care which had been shown basis of the evaluation of single studies
Research Conference 2011
12or programs, evidence-based policy policy and practice as well as improving
and practice now generally assumes public accountability in the monitoring
that it is necessary to aggregate results and reporting of how these initiatives
from a range of different evaluations are tracking in achieving their intended
through systematic reviews in order to aims. The presentation will conclude
produce reliable and comprehensive with examples of collaborative health
evidence. This entails locating the and education research which is guiding
evidence, critically appraising its service reform in Indigenous education
relevance, consistency, quality and value, and helping to build partnerships
then synthesising and disseminating the between communities, schools and
conclusions with recommendations (or other service providers in tackling the
requirements) for improving practice. In root causes of Indigenous disadvantage.
appraising and ranking the value of the
available studies, a number of different
evidence hierarchies have [been] found
to be useful according their intended
purpose. One such evidence hierarchy
was recently proposed for Australian
policymakers by the Australian Treasury
(Leigh, 2010). This ranks the evidence
from different study methodologies in
the following order:
1 Systematic reviews (meta-analyses)
of multiple randomised trials
2 High-quality randomised trials
3 Systematic reviews (meta-analyses)
of natural experiments and before-
after studies
4 Natural experiments (quasi-
experiments) using techniques
such as differences-in differences,
regression discontinuity, matching,
or multiple regression
5 Before–after (pre-post) studies
6 Expert opinion and theoretical
conjecture
In the area of Australian Indigenous
education there are relatively few
published studies and systematic
evaluations of policies and programs
that would satisfy the higher levels
of this evidence hierarchy. Given the
unprecedented new investment now
being made to improve Indigenous
education outcomes, it seems more
important than ever to ensure this is
matched by high priority being given to
building the evidence base for effective
Indigenous Education: Pathways to success
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