Michael Gunner’s thoughts about Indigenous Education that could be included in a treaty worry me greatly. If a treaty were to eventuate, the Chief Minister suggests that schools in indigenous communities could be given the right to run themselves. “The Government (would provide) money for education and the community (would take) responsibility for how it is delivered locally. Locals could take control of the curriculum … control of children attending school, teachers employed and seeing even more locals becoming teachers.” (Gunner will sign treaty, Sunday Territorian, 3.6.2018) In her story, Judith Aisthorpe reported that several people in high places thought this to be a great idea.
To declare all remote area schools as ‘independent’ and being able to set their own curriculum priorities would be a step backward, not forward. If still working as an educator in remote areas, schools set up under such loose guidelines would be places where I would not want to work.
Some years ago, a Territory politican who represented remote communities, offered a counterpoint. He said that in a mainstream Australian society, English Literacy and Mathematical understanding were key skills. They were necessary for transactional purposes. They were also skills all Australians needed for communication and survival.
Mr Gunner’s suggestions run counter to advice given to me by Aboriginal people in communities where we worked. They wanted ‘proper’ education. A prominent Indigenous Leader at Angurugu in the early 1980’s put it this way. “We want our children to be educated in the same way as children in towns and cities.” That was the brief with which we were charged. There is a place for bilingualism and for education to be culturally relevant. But to deny the need for competence in literacy and numeracy would be totally wrong.
This can only happen if a curriculum emphasising key academic skills is supported by qualified teachers. It is absolutely essential that families play their part by ensuring regular school attendance.
One of the downsides for Indigenous Education (and indeed for education as a whole) is that it has become politically cluttered. Those with and those without qualification feel it necessary to add their opinion to educational debate.
People working in schools are busy reacting to what comes down as directives from on high. They have little opportunity to contribute meaningfully to sharing the realities of schools and programs. To uncouple education from an approved Australian curriculum supported by qualified teachers would further weaken remote area education which is already challenged.