History of Indigenous Education
"The lives of Indigenous Australian's today are affected by what has happened to us and our ancestors over the past 230 years since Europeans arrived".
Mick Dodson (Australian of the Year, 2009)
by
Fiona Boland
Preface
This book presents a history of Indigenous Education in Australia. It outlines the relevant government policies and key events over the last 230 years which have influenced the state of education today for Indigenous youth.
The Aboriginal people have a very proud and complex heritage, which has managed to survive despite suffering years of persecution and discrimination. This has been a direct result of various government policies and indirectly as a result of ignorance and racism which largely resulted from the policy of segregation.
One of the only ways Indigenous people have a hope of preserving their culture and overcoming their many life disadvantages is by receiving the same educational opportunities as non-Indigenous people. The Federal and State Governments are now actively trying to pursue this aim.
Contents
1. Before Europeans (pre 1788)
2. Settlement to Federation (1788- 1901)
3. Federation to Referendum (1901- 1967)
4. Referendum to Mabo (1967-1992)
5. Mabo to Present (1992-2009)
6. Impact of Educational Strategies
7. References
1. Before Europeans (pre 1788)
Aboriginal people are oldest surviving race in the world. They have lived on the Australian continent for at least 60,000 years.
Before European's arrived in 1788 the estimated population was between 500,000-1 million.
It is estimated that the Aboriginals had between 250-270 different tribal groups. Each group had subgroups or dialects, with a total of around 600 different languages spoken.
Education in aboriginal communities was community based, incorporated into daily life from birth to death. They had a very rich culture which was interconnected to the earth and family.
2. Settlement to Federation
(1788-1901)
January 26, 1788 marked the beginning of permanent European settlement in Australia. The original inhabitants of the land did not know what to make of Captain Phillip and the First Fleet when they landed on their shores.
During the 1800's 3 out of 4 Indigenous people did not survive. They were killed by either violent struggles, disease, or starvation. The Aboriginals demise was a direct result of the colonisation of their land.
The Europeans set out to 'civilise' the Aboriginal people. In 1815 the first school for Aboriginal children was opened as an experiment. It closed in 1823.
From 1823 missions were established by churches. The government agreed to these missions because the conversion of Aborigines to Christianity would benefit non-Aboriginal society. The missions saved the government money and ensured that the Aboriginal children received a minimal education that would socialise them into the non-Aboriginal culture.
These missions survived until the early 1900's when they were taken over by the Board for the Protection of Aborigines as reserves.
2.Settlement to Federation (Continued)
In 1838 the government introduced the Protectorate System to try and control the Aborigines. It involved removing aboriginal children from their families to educate them in 'white ways'. George Robinson (Chief Protector of Aboriginal) stated that "Our chief hope is now decidedly with the children: and the complete success as far as regards their education would be before us, if it were possible to remove them from the influence of their parents "(Board for the Protection of Aborigines).
The protectorates didn't work because Aboriginals did not want to 'settle' on non-traditional land.
Early attempts to educate Aboriginal children in 'European style' schools were unsuccessful because the Aboriginal people recognised the governments efforts to change their children. They did not want their children being exposed to a system that denigrated their culture and tried to take away their identity.
In 1859 the Central Board for the Protection of Aborigines was created. To try and stop conflict between Indigenous and non-indigenous people the government decided to isolate aboriginals from the white community by establishing Aboriginal reserves or missions. The Board's policy was that all Aborigines should live on the reserves. Reserve schools were established to ensure the continued socialisation of Aboriginal children into non-Aboriginal culture. In 1883 black children could be barred from attending schools if any white parents objected.
Most of the reserves were closed by 1910 after the 1886 Aboriginal Protection Act made it illegal for 'half-caste' Aboriginal children to remain on the reserves. As a result of this act families began to leave the reserves.
It is estimated that in 1889 only 15% of Aboriginal children in NSW received any education.
3. Federation to Referendum
(1901-1967)
In1901 the Federation of Australia was declared. In the new Constitution there was only two references made to Indigenous people.
Firstly in Section 51 (xxvi) it stated that individual states would retain power over Aboriginal affairs. The Commonwealth did not have any power in relation to making laws for Aboriginal people. Secondly, Section 127 stated that Aboriginal people would not be counted in the national census. Aboriginals were classified in the same category as flora and fauna.
The first act of Federal Parliament was The Immigration Restriction Act, also known as the 'White Australia Policy' . This policy forbid the immigration of non-white races into Australian. It's aim was to protect the working conditions of Australian workers. The act allowed the exclusion of any immigrant who fails a dictation test in any European language.This law was in place until the 1960's.
In 1905 the Western Australia Aborigines Act legalised the removal of Aboriginal children from their families and extended control over Aboriginal reserves. Most states followed with similar acts making the Chief Protector the legal guardian of every Aboriginal and 'half-caste' child. Any Aboriginal person could be forced onto a mission or reserve and children could be removed at will. The removal of children continued until the 1970's. Over one third of Aboriginal children were forcibly taken from their parents to provide household servants and stockmen for non-Aboriginal society.
These children were denied an education and could not develop a proper identity since they were torn between two cultures. They could not properly relate to either Aboriginal or European cultures.
3. Federation to Referendum (Continued)
During the 1920's the Aboriginal population is estimated to be at its lowest at between 60,000-70,000 people. The majority of Australians have no contact with Aboriginal people because of segregation and social conventions. In NSW Aboriginal only schools are established. An Aboriginal child would need permission from all European (white) parents for an Aboriginal child to attend a public school.
In 1934 under the Aborigines Act, Aboriginal people could apply to 'cease being Aboriginal and have access to the same rights as 'whites'. Three years later the National and State Governments officially adopted a policy of 'assimilation ' towards Aboriginals. This effectively lead to the destruction of Aboriginal identity and culture and justified removing them from their land and removing their children. Until the 1960's their continued to be segregation in schools, hospitals and hotels.
In 1938 on January 26, the first National Day of Mourning and Protest was held in Sydney. It was the first meeting of the Aboriginal Progressive Association and marked the 150th anniversary of Brittish arrival.
Jack Patten read the resolution at the Day of Mourning Conference:" We, representing the Aborigines of Australia...on hte 150th Anniversary of the whitemen's seizure of our country, hereby make protest against the callous treatment of our people...and we appeal to the Australian nation of today...for full citizen status and equality within the community."
3.Federation to Referendum (continued)
In 1949 Aboriginals were given the right to enrol and vote at Federal elections provided that they are authorised to vote in their own state. This excluded Aboriginals in Western Australia, Queensland and the Northern Territory.
In 1961 the National Welfare Conference recommended the removal of discriminatory legislation and restrictive practices towards Aboriginal people. This was a significant breakthrough for Indigenous people. It recognised that Aboriginal people need to be incorporated into the economy through welfare measures and education and training. It is also officially recognised that non-Aboriginal Australians need to be educated about Aboriginal culture and history.
In 1965 the 'Freedom Ride' led by Charles Perkins (the first Aboriginal university graduate) demonstrated the extent of discrimination against Aboriginal people all over Australia. Aboriginal people and students travelled to many towns in north-western NSW to support Aboriginal rights. The ride highlighted the extent of segregation that Aboriginal people were subject to in their everyday lives in regional Australia.
A great site commemorating the Freedom Ride and its significance to creating a general awareness as to the conditions sufferred by Aboriginal people is: www1.aiatsis.gov.au/.../freedomride/start.htm
3.Federation to Referendum(Continued)
In 1960 the first formal schooling for Aboriginal children in the Northern Territory began. The students were only allowed to stay at school until they turned10.
In 1962 the Commonwealth Electoral Act was amended to allow Aboriginal people to vote. However, it was not compulsory to register, so many Aboriginals would still not have voted.
The government was starting to realise that in order for Aboriginals to improve their life outcomes, an education similiar to non-Aboriginal people was essential. In1965 the Aboriginal Education Incentive Scholarship Fund was established to encourage Aboriginal primary school students to stay at school. This scheme finished in 1974.
Public sentiment was increasing regarding the injustices sufferred by our Indigenous people. In 1967 the Commonwealth Referendum was passed in which 90% of Australians agreed to giving Aboriginals full citizenship and gave the Federal Government the power to legislate on behalf of all Aborigines. This was a major breakthrough for Aboriginal equality.
4. Referendum to Mabo (1967-1992)
In 1970 The Aboriginal Secondary Grants scheme commenced. It was to encourage Aboriginal and Torres Strait Islander students to stay at secondary school. The 1970's saw a change in approach towards Indigenous education. Previously education schemes assumed that only European culture and skills should be taught to Aboriginal children.
In the 1970's the teaching of Aboriginal language and culture started being introduced in Aboriginal communities. Bilingual education became available. In these schools pride in Aboriginal identity was finally emphasised instead of the old emphasis on replacing Aboriginal culture with that of Europeans.
The National census in 1971 saw the Indigenous population counted for the first time. Another significant step towards the Indiginous people reclaiming their identity was the design of the Aboriginal flag by Harold Thomas.
In 1972 the Whitlam Labour Government establishes the Department of Aboriginal Affairs and commits to a policy of self-determination for Aboriginal people. Also in this year the first Aboriginal Teacher's Aids were employed. This is a significant step in achieving an inclusive policy in classrooms. School principles were no longer allowed to refuse enrolment of Aboriginal children in New South Wales schools.
The struggle for land rights and recognition was becoming a strong political issue during this time. From January to July the Aboriginal Tent Embassy was set up on the lawns of Parliament House demonstrating for Aborigianal land rights.
4. Referendum to Mabo (Continued)
In1975 the Commonwealth Racial Discrimination Act came into force. This was followed by the establishment of the National Aboriginal Education Committee in 1977.
More and more attention was being devoted to trying to improve educational outcomes for Indigenous youth. In 1988 the Report of the Aboriginal Education Policy Task Force was produced. This led to the National Aboriginal and Torres Strait Islander Education Policy which had long-term goals of making education access, participation and outcomes more equitable for Aboriginal people.
In 1989 The Aboriginal Mentor Program was established with the goal of promoting a pro-active approach to education for Aboriginals via social interaction and developing positive self-esteem.
In1990 The Aboriginal and Torres Strait Islander Commission (ATSIC) was established with the emphasis on self-determination and autonomhy. This was the first democratically elected indigenous organisation. The federal government delegated power to this body which had power over program design and expenditure in keeping with their goal of self-determination.
In 1991 The Royal Commission into Aboriginal Deaths in Custody presented its Report and Recommendations. The Royal Commission put pressure on government and educators to move rapidly to achieve in access, participation and outcomes for Indigenous people. The report clearly linked educational participation and achievement of Aboriginal people with their ability to exercise choice and shape their lives and communities according to their own visions and aspirations.
Partly in response to the findings of the Royal Commission, the federal Parliament established the Council for Aboriginal Reconciliation which had as its goal the 'transformation of Aboriginal and non-Aboriginal relations in this country.
5. Mabo - Present (1992-2009)
In 1992 The High Court of Australia ruled in the Mabo case that native title exists over particular kinds of lands and that Australia never was terra nullius or 'empty land'. This was a very significant ruling for all Aboriginal people, one that they had been fighting for for many years. http://www.youtube.com/watch?v=J5UWjqQRE40
From this time there was rapid progress for Indigenous people as far as recognition by federal and state governments are concerned.
More resources and energy was directed towards reducing the gap between Indigenous and non-Indigenous people. The government akcnowledged that alot of work had to be done to address the significant education, health and living standard shortfalls that Aboriginal people had endured for decades.
1993 was declared International Year of Indigenous People. This led onto the Going Home Conference held in Darwin in 1994. Aboriginals met to share experiences, and expose the history of the removal of Aboriginal children and their families and the effects that this policy had on Aboriginal people.
The 25 May, 1997 was declared National Sorry Day.This was a day for organisations to apologise for the Removal of Aboriginal children from their families. All Australians had a chance to recognise the pain thousands of Aboriginal people went through. All States and Territories offerred apologies to all indigenous people affected by past Government policies and practices. The Commonwealth Government however refused to apologise. This was very politically unpopular. The general feeling amongst the population of empathy towards Aboriginal people for their suffering was widespread.
On May 28 2000, the People's Walk for Reconciliation took place across the Sydney Harbour Bridge. An estimated 250,000 people took part outwardly showing their support for Aboriginal rights.
On February 13, 2008 the Federal parliament apologises to the stolen generations for the wrongs of the past. This was the most significant step in the path for recognition and reconciliation for Aboriginal people. Watch the youtube clip showing Kevin Rudd's 'Sorry Speach'.
5. Mabo to Present (continued)
The current government now has numerous policies and support programs in place to try and assist Aboriginal students by making education relevant to them and supporting their culture. The National Aboriginal and Torres Strait Islander Education Policy (AEP) forms the foundation fo all Indigenous education programmes. The policy is endorsed by the Federal Government and all State and Territory governments. The policy has 4 major long term goals:
- Involvement of Aboriginal and Torres Strait Islander people in educational decision-making
- Equality of access to education services
- Equity of educational participation
- Equitable and appropriate educational outcomes.
The AEP's release was important because it symbolises the Commonwealth and State Governments' unity in addressing the poor educational status of Indigenous Australians. It highlights the need for culturally appropriate forms of educational delivery.
In 2009 the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) was established. The primary responsiblitities of this council is primary and secondary education, youth affairs, early childhood, cross-sectional matters and international education. The Indigenous Education Working Group was established to discuss matters and provide policy advice relating to Indigenous education. This Working Party delivered a paper in 2005 to try and accelerate the pace of change by engaging Indigenous children and young people in learning. It was recognised that while educational outcomes have improved for Indigenous Australian over recent years and decades when looking at enrolment, participation and achievement, there are still areas of great inequality which limit life choices and perpetuate the cycle of social and economic disadvantage.
The report makes five recommendations which must be 'built in' to the educational agenda in order for the engagement to occur. The five areas are:
- early childhood education
- school and community educational partnerships- it recognises the importance of the contribution local Indigenous communities make to maximise the attendance, engagement and achievement of Indigenous youth.
- school leadership
- quality teaching
- pathways to training, employment and higher education.
5.Mabo to Present (Continued)
The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) was established. The primary responsiblitities of this council is primary and secondary education, youth affairs, early childhood, cross-sectional matters and international education. The Indigenous Education Working Group was established to discuss matters and provide policy advice relating to Indigenous education. This Working Party delivered a paper in 2005 to try and accelerate the pace of change by engaging Indigenous children and young people in learning. It was recognised that while educational outcomes have improved for Indigenous Australian over recent years and decades when looking at enrolment, participation and achievement, there are still areas of great inequality which limit life choices and perpetuate the cycle of social and economic disadvantage.
The report makes five recommendations which must be 'built in' to the educational agenda in order for the engagement to occur. The five areas are:
- early childhood education
- school and community educational partnerships- it recognises the importance of the contribution local Indigenous communities make to maximise the attendance, engagement and achievement of Indigenous youth.
- school leadership
- quality teaching
- pathways to training, employment and higher education.
6. Impact of Educational Strategies
The history of Indigenous education over the past 230 years is not a very proud one from the perspective of the colonists ,who felt the only way to learn was 'white man's way'. This attitude had devastating consequences for successive generations of Aboriginal families.
Fortunately the last 20 years has seen some massive improvements firstly in recognising the importance of education for Aboriginal people, and secondly in using education to help to restore and preserve Aboriginal heritage and pride. There is finally a recognition that Aboriginal people themselves need to have significant input in the educational process so that their own people will remain engaged and achieve better life outcomes.
The government is now promoting strong links between the wider Aboriginal communities and the schools which will support Aboriginal parents and caregivers to encourage improvements in academic achievement and attendance for Indigenous students.
It is now recognised that there must not only be strong leadership in Indigenous education to create a culture of learning that is inclusive to Indigenous people, but there must also be Indigenous leadership in education where Indigenous people are actively in the education process ensuring that Indigenous identity is acknowledged and affirmed in schools.
"For Indigenous peoples to participate in Australian society as equals requires that we be able to live our lives free from assumptions by others about what is best for us. It requires recognition of our values, culture and traditions so that they can co-exist with those of mainstream society. It requires respecting our difference and celebrating it within the diversity of the nation."
Dr William Jonas
(Australian Human Rights Commission, www.hreoc.gov.au)
References
Aboriginals and White Settlers: The Breaking Down of Aboriginal Society, www.janesoceania.com/australia_aboriginal_whitesettler.
Aesoc Senior Officials Working Party on Indigenous Education: Australian Directions in Indigenous Education 2005-2008, www.mceecdya.edu.au/verve/_resources/Australian_Diections_in_Indigenous_Education_2005-2008pdf
Ashman, A. and Elkins, J. (2009). Education for Inclusion and Diversity, Pearson Education, Australia.
Australian Human Rights Commission, www.hreoc.gov.au/about/index.html
First Australians, www.sbs.com.au/firstaustralians/
Human Rights and Commission, www.hreoc.gov.au
Huggins, J (2007) The gift of Identity, www.qsa.qld.edu.au/downloads/learning/indigenous_read002_0708.pdf
National Aboriginal and Torres Strait Islander Educational Website, www.natsiew.edu.au/;site/resources/education/teaching_and_learning_of_indigenous_learners.aspx
National Aboriginal and Torres Strait Islander Education Policy, www.dest.gov.au/archive/schools/indigenous/aep.htm
Ngankat-Kalo-Aboriginal Education 1901-2001, www.vaeai.org.au/timeline/1823.html
Racism-No Way, www.racismnoway.com.au
Share Our Pride, www.shareourpride.org.au
Summer, J (2000-2001). The Parliament of the Commonwealth of Australia and Indigenous Peoples 1901-1967, www.aph.gov.au/library/Pubs/rp/2000-01/01RP10_htm.referendum
What works: The work program, www.whatworks.com.au