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As an Indigenous educator working in mainstream education, I found it disheartening to read that, in order for a child to 'succeed' in Australia, they need to enter the education system with specifically defined behaviour styles—such as asking questions when they don't know something and following a set routine (King & Boardman, 2006).
These styles of behaviour are emphasised as important in Western society, but they are different from those encouraged by Indigenous parents (Malin, Campbell & Aguis, 1996). From an Indigenous perspective they seem to be focused on making children dependent on others rather than learning to be self-sufficient.
I'm concerned about the consequences of placing such an emphasis on behaviours that are not the focus of common Indigenous child rearing. As prominent Indigenous leader Rose Kunoth-Monks recently wrote, ' … if we are to accept change then it must not be at the expense of identity' (2006).
Researchers who have studied differences in child rearing back up Kunoth-Monks; children should not have to sacrifice their cultural identity in order to succeed at school (Glover, 1994; Hughes, More & Williams, 2004).
If our education system requires children to enter the culture of school already 'pre-trained' isn't it asking families to give up a fundamental part of their culture? Child rearing is based around one's culture and, for Indigenous families, this culture is teaching children to be independent and to make their own decisions regarding their needs.
Changes to preschool
There was a time when children in Australia entered preschool in order to slowly adjust to the changes and expectations of formal education. If children in the Northern Territory didn't have this opportunity, then a transition class was designed to assist them.
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Now education systems across Australia appear to expect children to arrive at school with formal learning behaviours and skills pre-learnt. Just how much are educators dictating and enforcing a culturally biased style of child rearing and learning?
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King and Boardman (2006) state that 'learning is impeded by noncompliant and uncontrolled behaviour', but what exactly is considered 'noncompliant and uncontrollable'? How much is learning impeded, not by a child's home behaviour, but by his or her teacher's inability to understand, respect and work with it?
Finding a balance
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While it is important for Indigenous children to learn to 'fit in' to the culture of the majority, 'fitting in' should not mean totally disregarding the cultures of minorities.
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Having worked in various early childhood environments, I have found that allowing children to be independent and self-regulating is not an impossible task. A routine that offers flexibility allows children to make some of their own decisions while still meeting the requirements and restraints placed on an organisation.
Sharon Spencer
Lecturer
Education/Children's Services, Charles Darwin University
References and further reading
Glover, A. (1994). Moving into the system: Early childhood programs as a bridge to school for Aboriginal communities. The Aboriginal Child at School, 22(1), 12–21.
Hamilton, A. (1981). Nature and nurture: Aboriginal child-rearing in north-central Arnhem Land. Canberra: Australian Institute of Aboriginal Studies.
Hughes, P., More, A., & Williams, M. (2004), Aboriginal ways of learning. Adelaide: Paul Hughes.
King, P., & Boardman, M. (2006). What personal/social skills are important for young children commencing kindergarten?: Exploring teachers' and parents' insights. Australian Journal of Early Childhood, 31(3), 15–21.
Kunoth-Monks, R. (2006, 9 November). Quit the path to cultural suicide, being a victim. Alice Springs News, 1.
Malin, M., Campbell, K., & Aguis, L. (1996). Raising children in the Nunga Aboriginal way. Family Matters, 43, 43–47.
Every Child magazine – Building collaborative communities – vol. 13 no. 4, 2007, p. 16
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