In the aftermath of the unsuccessful Voice referendum, Australia faces a pivotal moment in its relationship with Aboriginal and Torres Strait Islander peoples. As an Aboriginal academic advocating for a rights-based approach to education, I believe this juncture demands renewed commitment and decisive action, particularly from non-Indigenous educators and leaders within our education system.
The referendum’s outcome does not diminish Indigenous Australians’ fundamental rights to quality education that respects our cultures, languages, and traditions. These rights, enshrined in the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), remain intact and more pressing than ever. Recognising that the responsibility for upholding these rights and improving Indigenous educational outcomes is not solely on Indigenous shoulders is crucial. Non-Indigenous educators and leaders have a vital role to play in this work.
The imperative for non-Indigenous engagement
Non-Indigenous educators and leaders occupy positions of influence within our education system. They have the power to shape curricula, policies, and institutional cultures. With this power comes a profound responsibility to advocate for and implement changes that support Indigenous rights and student success.
The journey towards a truly inclusive and rights-respecting education system requires more than just the efforts of Indigenous educators and communities. It necessitates active ally-ship, commitment, and concrete actions from non-Indigenous educators at all levels—from classroom teachers to university chancellors.
Critical actions for non-Indigenous educators
Educate Yourself
The first step for any non-Indigenous educator is to commit to ongoing learning about Indigenous histories, cultures, and contemporary issues. This means engaging with Indigenous scholarship, participating in cultural competency training, and critically examining one’s biases and assumptions.
Amplify Indigenous voices
Non-Indigenous educators must create platforms for Indigenous colleagues to share their expertise. This involves advocating for increased Indigenous representation in decision-making bodies and supporting Indigenous-led initiatives within educational institutions.
Critically examine curriculum and pedagogy
Review teaching materials for bias and work to incorporate Indigenous knowledges across all subject areas. Adopt culturally responsive teaching practices that respect and value Indigenous ways of learning, being, and knowing.
Build genuine partnerships
Reach out to local Indigenous communities to understand their educational priorities. Involve them in curriculum development and decision-making processes. Remember that meaningful partnerships are reciprocal, built on trust and respect.
Advocate for systemic change
Use your position to push for policy changes that support Indigenous rights and student success. Challenge practices that undermine Indigenous rights, even when it’s uncomfortable or meets resistance.
Support Indigenous languages
Advocate for Indigenous language programs and support initiatives that integrate Indigenous languages into the broader curriculum. Recognise the crucial role language plays in cultural identity and knowledge transmission.
Create safe learning spaces
Make your classroom, learning environment, or office welcoming not only for Indigenous students and colleagues, but also a safe space for everyone to engage in conversations around Indigenous topics. Be proactive in addressing racism and discrimination and foster an environment where Indigenous perspectives are valued and respected.
Overcoming Challenges
This work has its challenges. Non-Indigenous educators may feel discomfort or fear making mistakes. It’s important to remember that this discomfort is often a sign of growth. The fear of making mistakes should not paralyse action; instead, it should encourage careful reflection and consultation.
You may encounter resistance to change from colleagues or institutions. Use your position of privilege to persistently advocate for Indigenous rights. Be prepared to have difficult conversations and challenge long-held assumptions about education.
Another challenge is maintaining momentum and commitment in the face of setbacks or slow progress. The referendum result might have been disappointing for many, but it should serve as a catalyst for renewed determination rather than resignation.
The Path Forward
The unsuccessful Voice referendum has sparked crucial conversations about Indigenous rights and recognition. Now is the time for non-Indigenous educators to translate these conversations into meaningful action within our education systems.
I encourage all non-Indigenous educators – from early childhood teachers to university professors – to commit to concrete actions:
- Advocate for curriculum reform in your institutions.
- Push for increased Indigenous representation in leadership roles.
- Engage with local Indigenous communities and integrate their perspectives into your teaching.
- Demand and participate in robust cultural safety training.
- Support and promote Indigenous language programs.
As we move forward, let’s remember that this work isn’t about charity or guilt – it’s about recognising and upholding fundamental human rights. It’s about creating an education system that truly serves all Australians and benefits from the rich knowledge and perspectives that Indigenous peoples bring.
The referendum may not have delivered constitutional change, but it has highlighted the ongoing need for meaningful action. Non-Indigenous educators have a unique opportunity and responsibility to lead the way in recognising, respecting, and realising the rights of Aboriginal and Torres Strait Islander peoples within our education system.
Your role is crucial. Your actions matter. The time for leadership is now. By embracing a rights-based approach and taking concrete steps to support Indigenous education rights, non-Indigenous educators can play a pivotal role in shaping a more just and inclusive future for all Australians.
Author
