The History of Advocating for Indigenous Knowledge within Australian Education

Indigenous leaders and educators have long campaigned for the inclusion of Aboriginal and Torres Strait Islander knowledge in Australian education and curriculum. It is essential that we remember and reflect on this important work of our Old People and elders.

NAIDOC Week’s 2024 theme of ‘Keep the fire burning! Blak, loud and proud’ is an opportunity to acknowledge this long campaign to ensure that Aboriginal and Torres Strait Islander histories, cultures and knowledge systems are taught within our schools, where Indigenous children see themselves within the curriculum, and educators are confident and capable in showcasing this Knowledge.

This week invites us to reflect on the history of activism of Indigenous Knowledge in Curriculum. Let’s amplify the voices and explore the activism and commitment to locating ourselves in education.

A timeline of key events in the history of advocating for Indigenous Knowledge within Australian Education designed by Emily Gittins.

A Timeline of Indigenous Knowledge within teaching and learning

1938: Day of Mourning and Protest

While there were instances of activism and speaking back to the provision [or lack thereof] of education for Indigenous peoples as early as the Parramatta Institution in the early 1800’s, in 1938 at the Day of Mourning and Protest. The Aboriginal Day of Mourning was organised by Uncle Jack Patten, a Yorta Yorta man, and Uncle William ‘Bill’ Ferguson, trade unionist and Aboriginal politician; inspired by Aboriginal leader, human rights advocate and Yorta Yorta man, Uncle William Cooper.

Uncle Jack Patten brought to the forefront the irony of the Australian psyche. That is, the stations failed to provide competent or trained teachers leading to poor educational provision and yet, Indigenous peoples were then criticized for not being self-empowered and made to feel inferior due to their lack of education. Uncle Jack called for change in the education and care of Indigenous peoples stating that it was “not a matter of race; [but] a matter of education and opportunity”.

1957: NADOC formed

Initially inspired by the Day of Mourning, the National Aborigines Day Observance Committee (NADOC) was formed. The committee lobbied and protested for Indigenous rights in Australia regularly boycotting Australia Day, protesting the unjust treatment of Indigenous peoples but also, celebrating the diversity of Indigenous culture. Originally named ‘Aboriginal Sunday’, held the Sunday before Australia Day, the day in 1957 moved to the first Sunday in July.

In 1975, the committee expanded the day to a whole week of celebration and in 1991, NADOC was renamed to NAIDOC to recognise Torres Strait Islander peoples as we know it today.

1974: The Karmel Report

Following the desegregation of education in the 1960s and the election of the Whitlam Government in the 70s, new developments in policy regarding Indigenous education emerged. The Schools Commission [Commission] enlisted a National Aboriginal Consultative Committee [Committee] to assess the state of Indigenous education, with the Group first meeting in December of 1967. The partnership between the Committee and the Commission resulted in the collaboration of the Karmel Report. This Report was a significant achievement as it was the first time Indigenous peoples were consulted regarding the education of their children.

The Karmel Report identified four key areas to improve Indigenous education. These outlined that there needed to be better training and inclusion of Indigenous people in administration and decision-making, an increased number of Indigenous teachers and teaching aides, and policy that addresses the direct needs of Indigenous students.

1977: The National Aboriginal Education Committee

The National Aboriginal Education Committee (NAEC) replaced the Aboriginal Consultative Committee in the late 70s. NAEC was instrumental in Indigenous education extending beyond secondary education into tertiary as their initiatives including the need for Aboriginal and Torres Strait Islander centres to be introduced within universities.

Led by Uncle Stephen ’Baamba’ Albert, NAEC was also the catalyst for the scheme and target of 1,000 Aboriginal and Torres Strait Islander teachers by 1990. NAEC became a key advisory group in education policy up until 1989 and much of their work led to the development of the Aboriginal Education Policy.

1989: National Aboriginal Education Policy

The Aboriginal Education Policy (AEP) was released in 1989 following a three-month inquiry conducted by the Aboriginal Education Policy Task Force led by Yunkunyatjatjara/Narunnga/Kaurna man, Uncle Paul Hughes. Within the Policy, there were 21 long-term goals to address the needs of Aboriginal and Torres Strait Islander students.

These 21 long-term goals outline the need for the increased involvement of Aboriginal and Torres Strait Islander peoples in educational decision making, Aboriginal and Torres Strait Islander students should be provided with equality of access to educational services, increased participation of Aboriginal and Torres Strait Islander students in education, and education that enables equitable and appropriate educational outcomes for Aboriginal and Torres Strait Islander children and young people. In 1995, the policy was reviewed and it was found that only a few of the goals had been put into action.

1999: Coolangatta Statement on Indigenous Peoples’ rights in education

The Coolangatta Statement on Indigenous People’s rights in education [Statement] was released at the World Indigenous Peoples Conference on Education in 1999. Key Indigenous educators globally led the process inclusive of giants such as Gamilaroi man, Uncle Bob Morgan, Tasmanian Aboriginal intellectual warrior, Uncle Errol West, Standing Rock Sioux Tribe member, Karen Swisher, Cree scholar, Freda Ahenakew, Aboriginal human rights and social justice activist, Nerida Blair and Maori, Hawaiian, Cook Islands and Samoan descent academic, Tania Ka’ai. The Statement advocated for Indigenous peoples rights to access education that “reflect, respect and embrace Indigenous cultural values, philosophies and ideologies” (1.3.2 of the Coolangatta Statement).

The Statement also express the importance of self-determination and that Indigenous peoples have the right to develop and implement culturally inclusive curricula; to utilise the essential wisdom of Indigenous elders in the education process; and to establish the criterion for educational evaluation and assessment.

2008: The National Indigenous Reform Agreement

Growing from the Close the Gap: Indigenous Health Equity Summit - Statement of Intent, the National Indigenous Reform Agreement (NIRA) brought forward six targets focused on life expectancy and health, education and employment. This Agreement was between federal, state and territory governments to address the “fundamental divide between the health outcomes and life expectancy of the Aboriginal and Torres Strait Islander peoples of Australia and non-Indigenous Australians”.

The education focused targets sought to address access to early childhood education, improving reading, writing and numeracy outcomes, and completion of Year 12 or equivalent. The addition of school attendance being addressed occurred in 2015. Critique of the aspirations of NIRA was led by the Productivity Commission that consistently called for politicians and government decision makers to recognise that such initiatives require the inclusion of Indigenous voices which continues to date.

2008: Melbourne Declaration on Educational Goals for Young Australians

The Melbourne Declaration on Educational Goals for Young Australians (Declaration) was released in 2008. Within the Declaration, there was a focus on two major goals – 1) Australian schooling promotes equity and excellence, and 2) all young Australians become successful learners, confident and creative individuals, active and informed citizens.

To achieve these goals, a range of strategies were provided, including the responsibility of education to promote reconciliation, “Australian governments must support all young Australians to achieve not only equality of opportunity but also more equitable outcomes” (MCEETYA, 2008, p. 15). This policy has since been superseded by the Alice Springs [Mparntwe] Education Declaration which is unpacked below.

2008: The Australian Curriculum

The Declaration led to the adoption of cross-curriculum priorities [CCP’s] in the three-dimensional Australian Curriculum. There are three CCP’s being: Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia's Engagement with Asia, and Sustainability. The Australia Curriculum does not dictate how the curriculum should be taught and the CCP’s are not organised by subject but instead categorised into organising ideas.

The Aboriginal and Torres Strait Islander Histories and Culture priority is intended to address two distinct needs within Indigenous education:

1. That Aboriginal and Torres Strait Islander students are able to see themselves, their identities and their cultures reflected in the curriculum of each of the learning areas, can fully participate in the curriculum and can build their self-esteem

2. That the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority is designed for all students to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures.

2009: Australian endorsement of the United Nations Declaration on the Rights of Indigenous peoples

Although the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) was created in 2007, it was only formally endorsed by the Australian Government in 2009. UNDRIP provides a framework of the “minimum standards for the survival, dignity and well-being of the Indigenous peoples of the world” and further applies to the existing human rights. The UNDRIP states the importance of education reflecting the cultures, traditions, histories and aspirations of Indigenous peoples.

2010: Introduction of Australian Professional Standards for Teachers

Following the Melbourne Declaration and the UNDRIP, the Australian Institute for Teaching and School Leadership finalised the standards for the Australian Professional Standards for Teachers. These call for teachers at all levels to know students and how they learn including strategies for teaching Aboriginal and Torres Strait Islander students inclusive of using knowledge of and support from community (Focus Area 1.4); and, know the content and how to teach it including understanding and respecting Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians through demonstrating their own broad knowledge as well as providing opportunities for students to develop their knowledge and understanding of Indigenous histories and cultures (Focus Area 2.4).

2011: Aboriginal and Torres Strait Islander Education Action Plan 2010-2014

The Aboriginal and Torres Strait Islander Education Action Plan (2010-2014) [Plan] was created to further assist the work of the AEP and the Melbourne Declaration, and further encourage non-Government education providers to join in the work of achieving six of the targets for closing the gap. The Plan was endorsed in 2011 and led to the National Aboriginal and Torres Strait Islander Education Strategy.

2015: National Aboriginal and Torres Strait Islander Education Strategy

The National Aboriginal and Torres Strait Islander Education Strategy [Strategy] was released in 2015. Unlike previous policies with similar aspirations to improve Indigenous education, the Strategy provided “the principles and priorities that act as a framework to guide jurisdictions in developing and implementing localised policies and actions to improve outcomes for Aboriginal and Torres Strait Islander people” (MCEECDYA, 2011, p. 2).

The Strategy had seven priorities: leadership, quality teaching and workforce development; culture and identity; partnerships; school and child readiness; literacy and numeracy; attendance; and transition points including pathways to post school options.

2017-2019: The Aboriginal and Torres Strait Islander Curricula Project

The National Aboriginal and Torres Strait Islander Curricula Project [Curricula Project] was introduced as an initiative of the Australian Government in collaboration with the University of Melbourne aimed to empower all teachers to integrate Aboriginal and Torres Strait Islander perspectives into their classroom practice.

The Curricula Project was a significant first step in bringing Indigenous Knowledges into our classrooms. Researchers on the project included Professor Marcia Langton, Dr Kristen Smith, Tahlia Eastman, Rebecca Cullen, Melinda Sawyer, A/Prof Duane Hamacher, and Anna Maddison. This Project was the precursor to Ngarrngga, which builds on the work of the Curricula Project.

2019: Alice Springs (Mparntwe) Education Declaration

In 2019, education leaders from across Australia gathered in Mparntwe (Alice Springs) to discuss the aspirations and strategy to improve educational outcomes over the next decade. At this meeting, the Alice Springs (Mparntwe) Education Declaration was released.

Education ministers “committed to ensuring that all students learn about the diversity of Aboriginal and Torres Strait Islander cultures, and to seeing all young Aboriginal and Torres Strait Islander peoples thrive in their education and all facets of life”. Central to this policy was the commitment by Australian Governments to empower Indigenous students to reach their full potential; acknowledging the need for strategic effort and investment.

2022: Ngarrngga

Building upon the work of the National Aboriginal and Torres Strait Islander Curricula Project, Ngarrngga is positioned as a signature project at the University of Melbourne. Ngarrngga builds on the foundations of the Curricula Project providing professional development for educators to establish more culturally safe teaching practices within educational spaces and curating educational resources to support educators to engage with Indigenous Knowledges. The policies and endeavours of the past inform the existing and future work of Ngarrngga.

Our aspirational goal is to ensure all Australian students gain a deeper understanding of the depth, wealth and diversity of Aboriginal and Torres Strait Islander knowledge systems, histories and cultures.

To do this, we are providing a practical and sustained approach to support educators to enhance and embed essential Aboriginal and Torres Strait Islander content in schooling and initial teacher education.

We operate with the understanding that education does not just impart information but shapes who we are and who we might be. The work of Ngarrngga moves beyond bricks and mortar and instead looks at the contributions we can make in civic, cultural and social institutions.