Education delivery as we know it has failed the majority of Indigenous people in Australia. You only have to look at the Australian Bureau of Statistics reports over the last forty years to understand the undeniable outcomes of a system that has a historical background of exclusion, denial and misunderstanding of Indigenous youth. Indeed, as Noel Pearson writes, ‘If the student has not learned, the teacher has not taught’ (2011, pp. 47–73). Indigenous students are not fi nishing Year 12 in the same numbers of non-Indigenous students, nor are they participating in school or school activities in K–9, let alone Years 10–12 when drop-outs are at their highest. And they are not attending higher education at the same level as non-Indigenous students. Why is this the case? The following chapter aims to provide the reader with some historical background and classroom tools for educators of Indigenous students.
|Title of host publication||Education, Change and Society|
|Editors||Raewyn Connell, Anthony Welch, Margaret Vickers, Dennis Foley, Nigel Bagnall, Debra Hayes, Helen Proctor, Arathi Sriprakash, Craig Campbell|
|Place of Publication||Australia|
|Publisher||Oxford University Press Australia and New Zealand|
|Number of pages||29|
|Publication status||Published - 2013|
Foley, D. (2013). Indigenous Australia and the Education System. In R. Connell, A. Welch, M. Vickers, D. Foley, N. Bagnall, D. Hayes, H. Proctor, A. Sriprakash, & C. Campbell (Eds.), Education, Change and Society (3 ed., pp. 131-159). Oxford University Press Australia and New Zealand. https://pdfs.semanticscholar.org/6dcb/07ff9ff7158cad56ee16baa3924bd1e2d9e6.pdf