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Educating
Aboriginal and Torres Strait Islander kids: 'The Karama Way'
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Introduction
What is an Aboriginal person?
Generalisation: the scourge of Aboriginal
and Torres Strait Islander people
The role of the Principal
The Front Office
The role of the Aboriginal and Torres Strait
Islander staff
The Aboriginal and Torres Strait Islander
children
Introduction
The
purpose of this booklet is to outline for the benefit of the
Karama School staff, the major issues involving the Aboriginal
and Torres Strait Islander children at this school and how
we as a staff respond to these.
Rather
than being a blueprint for all schools, it is a statement
of our response, our reactions and our attitudes to the Indigenous
group at this school. It should be seen as an evolutionary
process with consequential change as issues change; as there
is a change of background of the children and as staff grow
more tolerant, more understanding and more compassionate.
As educators at this school, we cannot be judgmental. We need
to be proactive. Above all we need to be sensitive as well
as sensible in our approach.
Finally,
the will to succeed must drive us. We have had great success.
There are many more successes to be had. This booklet is in
response to many enquiries and comments about these successes.
It is also to be seen as a guide to build on what we've done,
with a view to doing better. It is with a great deal of pleasure
and satisfaction that I present it to you.
Bob
Hale
Principal, Karama School
26 May 2000. |
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What
is an Aboriginal person?
How often do we hear the statement: 'He/she is as white as
I am yet he/she claims to be an Aboriginal person'?
Such
a statement denies the basic right of any person to identify
with a particular group to which he/she sees himself/herself
as having some affiliation or kinship. In addition it is entirely
subjective on the part of the person making the statement
and betrays a personal appraisal of another's family situation.
Invariably there are connections which are real and are critically
important to the Aboriginal person. There will also be an
historical perspective which will support the person's decision.
Aboriginality
is not based on pigmentation of the skin. It is based on family
(in the broadest sense), and attitudes towards oneself and
others in the group.
Our response
How do we as teachers at Karama School determine who is and
who is not of Aboriginal background? The answer is simple.
We don't. It is not our business.
There
are many issues involving Aboriginality where we need to avoid
being judgemental. These include life style, attitudes to
education, punctuality, ASSPA Committees, Homework Centres
and schools in general. These will be covered in greater detail
elsewhere. Suffice it to say here that, as teachers, we need
to be careful that we give no pronouncements that may be construed
as judgemental by the receiver of the opinion.
Points
to ponder
- Family
life is a precious and private business. With Aboriginal
and Torres Strait Islander children it is just the same.
They feel, they hurt, they are sensitive. They are proud
of their heritage and we must value and appreciate this
as an enrichment to our school environment.
-
Praise works wonders for all people. Aboriginal or Torres
Strait Islander children respond well to praise and there
will be several times a day where praise will work positively
for you as staff.
-
There is a huge amount of love and affection in Aboriginal
and Torres Strait Islander families. Be aware of this. Sometimes
it may not show up in a form expected by non?Indigenous
people. However it is there and should be appreciated.
-
The ASSPA Committee at this school makes regular donations
of materials to the pre school and library. These are for
the use of the school as a whole. The Committee is very
supportive of our endeavour and is in regular contact with
the principal in both a formal and informal way. The Homework
Centre too enjoys a close relationship with the school.
-
At public functions at Karama School, the Traditional Owners
of the Land, the Larrakia Nation, are always recognised
as a mark of respect
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Generalisation:
the scourge of Aboriginal and Torres Strait Islander people
One aspect that really irritates Aboriginal and Torres Strait
Islander people is the tendency by non-Indigenous people to
generalise when dealing with people or issues.
Just
as in other groups, Aboriginal and Torres Strait Islander
persons are as diverse as their backgrounds can allow. Children
may come from one of the long-standing Darwin families. They
may live in an extended family arrangement with one or other
of the grandparents or a designated guardian. They may belong
to a family that has moved from elsewhere into the greater
Darwin area. They may be a community based family who is in
Darwin for a definite reason, not always apparent to others.
They may or may not identify with traditional roots. They
may use English as a first language or English may be a second
or other language. The family may see itself, or be seen by
others, as a traditional landowner. Other families may be
visitors to this area and be seen in this context by themselves
or other families. To lump them together as Aboriginal does
no justice to the individual, be it the person or the family.
Our
response
- We need to look at each Aboriginal and Torres Strait Islander
child as an individual person. We must avoid placing the
child in a compartment labelled Aborigine or Torres Strait
Islander. To do this, by itself, stereotypes the child and
can lead to false expectations,
- The idea that 'This child is Aboriginal so there he/she
will react in a set and pre-judged way" is wrong. It leads
to attitudes to attendance, retention, doing homework, etc
that do us little justice in dealing with the child or its
family.
Points
to ponder
- The overwhelming number of Aboriginal and Torres Strait
Islander children at this school use English as a first
and only language. They also use certain words or sentence
constructions that are Aboriginal English, for example,
'gammon'; 'too much people'; 'feeling shamed'. So too do
many of the non-Indigenous children and, in many cases,
so do their parents.
- If Aboriginal and Torres Strait Islander children at
Karama School do have learning problems it will probably
be for reasons other than that they use English as another
language. So we must explore more deeply.
- Their family circumstances vary greatly. Many of the
Karama families are related, often through a rather complicated
network. We need to establish this relationship in our own
minds. This is one of the areas where the Aboriginal and
Torres Strait Islander staff are extremely useful.
- As teachers, we must win trust and support. It does not
come automatically. However, when that trust is established,
it is real not imagined. If an Aboriginal or Torres Strait
Islander child chooses to call you "uncle" or "auntie" or
uses your whole name eg "John Smith", realise that this
is an honour. It is not disrespectful and it should be treasured.
It is equally true that teachers should not force a title
of "uncle" or "auntie" on to themselves. To do this would
be to expect a title that may not be appropriate in the
eyes of the child.
- There will be times when there are tensions between and
among Aboriginal and Islander families. These can be deep-seated,
going back to past generations. We need to accept these
tensions as a part of life and avoid trying to be judgemental.
Compassion and understanding will always win in the long
term.
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The
role of the Principal
To
a large extent Aboriginal and Torres Strait Islander parents
relate to a person rather than a position. It is therefore
critical for the principal to develop a relationship based
on personal qualities of trust, compassion, understanding
and tolerance, rather than those based on a position of class,
status and authority.
Like
quite a few others, many Aboriginal and Torres Strait Islander
parents have quite horrendous memories of principals, principal's
offices and schools in general. These are prejudices that
the principal must address if he/she are to have effective
relations with parents. Quite often, if parents feel they
need to see the principal, they go through quite a traumatic
experience before they even get to the school.
To them the issue that they may wish to discuss is critical
and the last thing they need is to be fobbed off. In their
minds 'fobbing off' occurs through:
— interviews made difficult to schedule and conducted
in an authoritarian manner
— use of education jargon which makes the parent feel
inferior
— little or no follow up on the issue which led to the
original concern, no change to the situation
— generalising or stereotyping Aboriginal and Torres
Strait Islander people on the part of the principal.
These
lead to resentment and negativity on the part of the parent.
Our
response
- If an interview is sought, the principal tailors his day
around the interview. He must make time from a busy schedule
for the interview to give the parent the feeling that the
issue is extremely important and in need of prompt attention.
- We avoid the use of the principal's office for interviews.
The use of an office, which is a symbol of authority, can
often be demoralising for the parent. Rather we use an interview
room, the staff room facilities, or simply take a stroll
around the grounds. Issues can be defused, parents' anger
and aggression made to abate and rational discussion can
ensue if the principal can be compassionate enough to place
himself in the place of the parent and realise the degree
of trauma involved and respond accordingly.
- At Karama we use everyday English in discussions. As individual
persons, principals would avoid doctors who use words of
'learned length and thund'ring sound', so the same applies
in the principal's dealing with parents.
- The Karama Principal must be a good listener. The issue
for the parent is critical. The solution, at least from
the principal's perspective may be quite simple, but let
the solution evolve, and hear the problem out. We allow
the parent the opportunity to terminate the interview when
he/she is satisfied, rather than when time runs out.
- It is critical that the interview is followed up with
a letter to show what action has been taken, or if no action
is taken, the reasons for such a decision
- Above all, it is important to be sincere and genuine.
Points
to ponder
- In the eyes of many parents, and, in particular many Aboriginal
and Torres Strait Islander parents, the role of the principal
is seen as remote, authoritarian, even all powerful. These
are life's realisms, based on previous personal experience
on the part of the parent. The principal at this school
needs to reach out and go to the parents. This can be done
in small ways ? the interview strategies, stopping and talking
about the good things kids do, making time to be approached
and being relaxed.
- The children are the parent's children. The staff, and,
in particular the principal are agents who from time to
time are replaced. The commonality is the child and the
family. The principal needs to be seen around the school
and in the classrooms. He needs to know the children and
convert the office of the principal to be a place of fun,
affection and compassion.
- Comments, assertions or statements made by the principal
are most often seen as gospel by many parents. Because of
this it's a bit like throwing a rock into a pool. You can
see where it enters the pool but you can't be sure where
the ripples end. If a comment causes a lot of ripples it's
virtually impossible to undo, be the consequences good or
bad.
- The current principal seeks to avoid the use of "my" eg.
my school, my staff, my teachers etc.
It infers an ownership that is not there. It also implies
an authority which defeats the warmth in relations when
dealing with people particularly Aboriginal and Torres Strait
Islander people. At Karama we replace "my" with "the".
- A lonely job can be kept lonely, or it can become rich
and warm by gathering around the individual, persons who
are friendly, appreciative and supportive. Only the principal
himself can choose which direction he takes.
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The
Front Office
The
first port of call for visitors, parents and supporters of
the school is invariably the front office. It is there that
lasting impressions are made. It is there that the tone, the
warmth, or indeed the coolness of the school is judged. It
is therefore of critical importance that the front office
is staffed by caring and sensitive persons.
Our
response
- Front office staff have the primary role of making persons
welcome, be they adults or children. They do not necessarily
have all the answers at their fingertips, nor is it expected
of them. What is expected, though, is an aura of friendship,
happiness and contentment. For enrolment of Aboriginal and
Torres Strait Islander children the AIEW is involved, right
from the beginning, as they are with all matters of dealing
with Aboriginal and Torres Strait Islander parents and children.
The adage of sending parents away happy, smiling and with
the information they seek is well practiced by the front
office staff.
- The front office is seen as a place of refuge and solace
by the children. Those who are sick, injured, need kindness
and sympathy, need a shoulder to cry on or somebody to talk
to come to the front office. Even children 'in trouble'
are dealt with in the interview room or the office of the
assistant principals. In this way matters can be discreetly
dealt with, with a minimum of fuss and bother.
- The office of the principal, though the smaller of the
two offices, has the advantage of having two doors, one
internal and one external. This allows those who may be
embarrassed to go through the usual protocols, to have access
to the principal, direct and in private. This fact has not
gone unnoticed by parents and many, and in particular Aboriginal
and Torres Strait Islander parents avail themselves of this
alternative. The other office with 'two door' facilities
is occupied by the AIEW for the same reasons.
- The Art work displayed in the front office has been specially
chosen. Though it is of Aboriginal flavour, it was done
at a school camp in I999 by groups of year 6/7 children.
That these children came from many diverse backgrounds is
important in the context of the completed paintings. They
are examples of our 'melting pot' approach to ethnicity,
language groups and clan structure.
Points to ponder
- If we believe, and we do, that the welfare of the children
is the supreme law, then it behoves us to make the front
office THE focal point of this welfare.
- Initial impressions are lasting ones. If visitors are
welcomed, made to feel appreciated and have their enquiries
dealt with promptly and with sensitivity, then chances are
they will be positive in their responses about the school.
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The
role of the Aboriginal and Torres Strait Islander staff
Most schools in the urban regions of the Northern Territory
boast a significant number of Indigenous children. It is true
that certain schools have a higher percentage than others.
This often occurs for reasons outside the control of the particular
school.
Karama
School has a population of some 140 Indigenous students out
of a total of just over 500. This group of Indigenous students
constitutes a significant part of the school. It is true that
we recognise the importance of this group. Therefore it is
only fair and just that the staffing establishment reflects
this distribution. It is much simpler for all concerned if
there is inbuilt to the staffing situation, persons of various
backgrounds. They are a very important source of information,
sensitivity and, above all, can be seen as successful role
models. In addition they can be the integral link between
the school and the home. In relation to Indigenous staff,
in many cases, they can give an insight, based on sensitivity,
respect and cultural awareness, into the complexity of relationships
between school and family.
Our
response
- Karama School has an establishment of around 35 staff.
This varies from time to time and includes part-time staff
as well. Given the percentage of Indigenous students at
around 25 percent, a staffing level of around 8 or 9 Indigenous
persons is appropriate.
- This school has developed an initiative based on the benefits
which accrue from placing Indigenous staff in critical areas.
The position of AIEW is specially 'earmarked' and is filled
by an Indigenous person. We have been successful in placing
an Indigenous pre-school aide, a janitor as well as teachers
(three in number). In addition three part-time Instructors
are of Indigenous background. The initiative of increasing
the teaching component to five or six is still being pursued.
- The importance of successful role models cannot be over
emphasised. This is important not only to the children,
but also the parents. At Karama the strategy has significantly
contributed to increased attendance, and a closer and more
harmonious relationship between the school and the Indigenous
parents. This involvement is more informal than formal and
it has been eminently successful. Tensions between school
and home have virtually evaporated.
- The emergence of the Aboriginal and Torres Strait Islander
Dance group over the past three years has had a very positive
effect. The group practises regularly and has been involved
in major public presentations. On each occasion, the parents
have taken the children to and from rehearsals and the main
performance. In addition parent participation in other Aboriginal
and Torres Strait Islander activities eg. ASSPA Committee
has increased.
- The blending of Indigenous and non-Indigenous staff has
afforded Karama School a unique opportunity to develop into
a multi?cultural, vibrant, tolerant and compassionate group.
In all, eleven ethnic groups are represented on the staff
- a reflection of the suburb's ethnic mix.
Points
to ponder
- There is a richness of cultural diversity there to be
tapped for the betterment and enrichment of the children
at the school. It allows us to practise cross-cultural awareness
on a daily basis. It allows us to practise the one statement
of duty for all at this school - 'the educational, social
and cultural enhancement of the children of the Karama School
community.'
- Much has been done to develop an appropriate cross cultural
awareness and ATTITUDE. More needs to be done. More can
be done if there is a will to make it work. The will,
not the awareness, is the critical component.
- In order to be understood, one needs to understand. The
issues start with the individual.
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The
Aboriginal and Torres Strait Islander children
One
of the enduring consequences of catering for the needs and
aspirations of children in a multi-cultural school environment
is the need to develop strategies to deal with the individual
person, the individual group, and the collective groups with
a view to having one socially homogeneous body.
Compartmentalising
the groups should be avoided as it can lead to making excuses,
generalisations, and prejudged assessments and assertions.
All children have a right to the best efforts that the staff
can give. All children are little boys and girls eager and
willing to learn if the opportunity is there.
The
critical issue in this regard is a feeling of belonging, a
feeling of being appreciated and a feeling of being wanted.
If all these components are filled, then children will learn
and be worthwhile citizens.
Our
response
- Karama's Aboriginal and Torres Strait Islander children
make up a significant number of the student body. They come
from the diverse backgrounds mentioned above. Some of our
families, for reasons often not apparent, are ill-equipped
to cope with the pressures they face. Some families have
financial means sufficient to cope in today's society. Some
children come from backgrounds where the family lives at
or below the poverty line. At Karama we do not generalise,
we do not prejudge and we do not make judgements.
- The AIEW and other Indigenous staff are a rich source
of advice and assistance to other staff. o Aboriginal or
Torres Strait Islander staff are strategically placed so
as to maximise contact with Aboriginal or Torres Strait
Islander parents (pre school, ECE, upper primary). Parents
are aware of these points of contact and respond positively
to them.
- Aboriginal and Torres Strait Islander children are treated
no differently from other students. Expectations in relation
to attendance and performance are high, and non-attendance
and/or non-performance are relentlessly followed up. The
AIEW is central to this process.
- Aboriginal and Torres Strait Islander children's attendance
is monitored and calculated by the AIEW on each collection
day and referred to the principal. He will explain particular
requirements for absence, such as grieving processes or
family arrangements, to individual staff members.
- Home visits are carried out as appropriate by AIEW and/or
principal. Please refer relevant concerns to either.
- When setting project-type work please bear in mind the
socio?economic background of all students. Research can
be done at school or at the Karama Public Library. Do not
expect support from some homes because of factors beyond
our control. Do not set projects which could result in causing
problems at home, especially on socio?economic or cultural
grounds.
- When dealing with grieving processes or family arrangements,
bear in mind that you should be culturally sensitive.
- Do not demand that children look at you when you are speaking
to them. Some will, but some won't because of their cultural
background. Those that won't are not being rude or offensive.
Let it slide.
- Some children may not answer a simple question if they
realise that you, as the teacher, know the answer already.
This will be particularly so with community-based children.
You may have to seek answers in a different way in order
to get an answer.
- Be sensitive to issues in Study of Society and the Environment
particularly where attitudes to land and the sea are concerned.
Some Aboriginal and Torres Strait Islander children will
have an attitude which will differ from the one usually
accepted by non-Indigenous persons. We need to respect this.
A similar sensitivity should be used when issues such as
'stolen generations' and traditional ownership of land are
involved.
- There will be times when some Aboriginal and Torres Strait
Islander children arrive late to school. We need to be mindful
that they may have had to get themselves ready for school,
and isn't it better for them to be a bit late than not to
get to school at all? Staff should report persistently late
children to either the principal or the AIEW.
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Conclusion
Karama
School has much to celebrate in its approach to the education
of Indigenous kids and its close relationship with their parents.
We have
- an enviable attendance record
- given the children a feeling of belonging, being part
of the school, being appreciated for what they are —
kids who want to succeed
- excellent advice and assistance coming from Indigenous
staff
- an improving literacy and numeracy rate and opportunities
via the extension classes for the children to excel.
In this regard, let us make sure that we remember that the
proportion of Aboriginal and Torres Strait Islander children
in the upper extension class (for high achievers and independent
workers) directly reflects the Indigenous composition of this
school. A similar pattern is emerging with the Early Childhood
extension class. In this regard the Aboriginal and Torres
Strait Islander children can stand tall.
Staff
can feel justly proud of their efforts. I hope that this handbook
will be used to give you a further insight into how things
are done here, why they are done in this way and why we have
been successful.
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