INDIGENOUS STUDIES

Assignment Two- Rationale and Teaching Episode

Assignment Two- Rationale and Teaching Episode

Rationale for Embedding

As everywhere else in the world, in New Zealand and Australia the variety of students within classes has turned out to be an important consideration for educators. It is vital that teacher education attends to the contested and complex needs nature of the negotiation of policy, practice and ideologies if one expects to prepare teachers for a role in setting off transformations in academic accomplishment, particularly the differences amid the nonindigenous and indigenous students (Hickling-Hudson, 2005).

The issue with the education in this part of the world is that since the culture is so diverse, the courses taught in educational institutions need to be designed in such a way that it covers every aspect of it is appropriate to be taught to every student. Since half of the students are Australians, they should also be taken into consideration while developing the course. The main issue however, is with indigenous people. Since these people have a completely different culture from normal Australians, it is important to maintain a balance.

The Australian Curriculum defines the core capabilities, skills, understanding, and knowledge essential for all Australian students. It describes the knowledge right of students as a base for their prospect growth, learning, and active contribution to the Australian population. The requirements expected from Australian students as they progress through their education are made clear. There is a dire need for good quality teaching to meet the requirements of all Australian students.

During the curriculum development stage, ACARA seeks contribution from important individuals, communities, and stakeholders. Outline papers and draft programs of study are published online for review. Stakeholders can present opinions by responding to questionnaires through printed or online submission.

In order to teach students to cooperate with each other despite the difference in cultures, they need to be taught at an early age. One way this is done is by teaching them to interact with the people in their neighbourhood. It is only by interaction that students learn how to respect each other's culture and live in harmony with everyone.

The matter of literacy and language education of the Australian indigenous people needs to be comprehended, on one hand, in the colonization context, and on the other hand, the preservation of the culture of Aboriginals and Torres Strait Islanders. For instance, the Aboriginal people emphasize that in spite of the western conquest they have maintained the Aboriginality's distinctive features, and that basic dissimilarities are present amid their cultural and social identities and those of the white-Australians (Christie, 1985). The spiritual links, which are prevalent, amid the land and language for indigenous people have propositions for educators (McKay, 1996). Dissimilar to the white culture, which links language with land due to the people that are living over there, Aboriginals link specific language with the landmass itself.

Aboriginals learn by moving from one place to another and observing animals and plants. Non-Aboriginals, on the other hand learn through conventional methods that include educational ...