Annotated bibliography Assessment Answer

Annotated Bibliography

British settlement in Australia led to the removal of natives (indigenous people) by cutting them from the food resources and engaging in genocidal massacres. The impact of colonisation on first nations is seen in variable terms that are in education, health issues and poverty. For this assessment, the effects of colonisation are taken on education.

Research question: How did colonisation affect the indigenous people's education?

It is seen that colonisation took away the opportunity for education from First Nation people as a cultural bias environment is formed in the institutional settings. The presented literature will be providing evidence in support of the research questions.

Lowe, K. (2017). Walanbaa warramildanha: The impact of authentic Aboriginal community and school engagement on teachers’ professional knowledge. The Australian Educational Researcher , 44 , 35-54.https://doi.org/10.1007/s13384-017-0229-8

The summary of the literature implies that Indigenous education in Australia holds multiple, highly contested and polarising narratives. It is originating the debate topic about the public and private policies on how to construct effective schooling for Aboriginal students. The debate centralises the issue of socio-cultural disconnect in the Aboriginal students, communities and teachers. The impact of disconnect will be seen in the capacity building due to which the lack of education is traced. To give education to Aboriginal communities pedagogic practices need to be designed in a manner that responsive teaching will be provided. The findings of the study suggest that colonial history has deeply affected the holistic need of Aboriginals and Aboriginal families. It is found that honouring the community's history, context and aspirational skills will lead to the enhancement of collaboration within the school community. Professional knowledge of teachers in the classroom makes the Aboriginals participative in the classroom. Second is a positive relationship with the community by which the collaboration can be enhanced that is allowing the student outcomes to be achieved.

The findings suggest that teachers need to honour, understand and be involved in the active reflection about the community's history and outcomes in developing the skills in the particular socio-cultural context and educational needs of the students in aboriginal. Therefore, the article suggests that authentic aboriginal community and school engagement is needed for the teacher's professional knowledge. The strength of the articles is the integration of the Aboriginal community and the role of the teacher's professional knowledge that is facilitating the student's outcomes. Limitations of the study suggest that there are no facts and insights reported on how teachers will develop professional knowledge and methods of integration. The findings of the study imply that aboriginal history holds great significance in education understanding the difference is important.

Burgess, C., Bishop, M., & Lowe, K. (2022). Decolonising Indigenous education: The case for cultural mentoring in supporting Indigenous knowledge reproduction. Discourse: Studies in the Cultural Politics of Education , 43 (1), 1-14.https://doi.org/10.1080/01596306.2020.1774513

The summary of the article suggests that decolonising indigenous education requires the mentoring of culture in terms of supporting indigenous knowledge reproduction. To provide the educational need important is to take the dissonance of sociocultural that is leading to overcoming the negative relational interaction. In terms of the education of Aboriginals and the effects of colonisation, there is very little evidence present. The colonisation of Aboriginals needs to be integrated into the indigenous-led professional learning that is improving the skills of developing culture. The study provides the findings that decolonizing race theory framework analysis is needed. It offers an understanding of the ongoing impact of colonisation on Aboriginal families that reveals an increment in confidence in relationships and developing the responsive curriculum. Findings suggest that it is important to implement decolonizing race theory that is allowing the teacher to see the impact of colonisation. Second is that it is focusing on culturally responsive teaching that is taking colonisation and its impacts into consideration while making students learn in the classroom. Lastly, it will be giving importance to outcomes in practice.

The strength of the literature is that it gives the relation between the impact of colonisation and how it affects the education of Aboriginals. In addition, it is taking the relation of colonisation with the support of theories that is missing in other literature. The three components of the research question are there in the paper that is shaping the knowledge of teachers and making them able to deliver the right practices. The limitation will be seen in terms of less content and consequences of the colonisation that might be improved. The contribution of the research will be seen in the context of theoretical perspective and practical points that help in the transition of real-world experiences.

Thorpe, K., Burgess, C., & Egan, S. (2021). Aboriginal community-led preservice teacher education: Learning from the country in the city. Australian Journal of Teacher Education (Online) , 46 (1), 55-73.https://search.informit.org/doi/abs/10.3316/informit.749250425424271

The summary of the literature implies that the Aboriginal community's preservice teacher education is a prerequisite for learning encouragement for Aboriginals. The literature shows that in Australia, teachers continue to struggle with the implementation of Aboriginal content, delivering pedagogies and engagement with Aboriginal communities. It is important to analyse the place-based learning where the Aboriginal community members' participation can be taken. In terms of making Aboriginal education to be part of the system and bringing the members into the institution. Crucial is to make the inclusion of an elective course that is focusing on "learning from country experiences". It leads to the implementation of learning by doing an approach that brings culture and learning together. Second is making the shift in understanding the diversity of aboriginal culture. Lastly, the presence of Aboriginal communities in urban settings is improving the pedagogical strategy by which teacher capacity in Aboriginal education can be implemented.

The strength of literature is seen in terms of the implementation of aboriginal content, delivering pedagogies and engagement that is facilitating the improvement in education. Second, it provides an important suggestion which is the placement of Aboriginals in urban settings and introducing elective courses by which the learning and to-do approach is promoted. The limitation of the study will be seen in terms of the description of urban settings but no relevant challenge is enlisted. The contribution in future studies will be seen in terms of making significant modifications in the course curriculum and bringing the change in the placement of education setting. Positive outcomes will be seen in terms of the transition of practices that are allowing the teacher and student educational practices to get reformed. It will be taking the approach to go beyond the rural settings that take the urban setting to be taken into consideration.

Synthesis of Facts

The selected article is giving the direction that what is there and what is happening and what is expected of first nation people. It is seen in the first article that there is a great impact of colonisation that is making Aboriginals not get enrolled in the classroom. The second article will be giving the facts with the sake of theories that are addressing the gap in the literature. Implementation of decolonizing race theory that is allowing the teacher to see the impact of colonisation. It gives an enclosure to the ethical-political standpoint that is giving recognition to indigenous sovereignty. By this, the practices of political acts in research can be practised and analysed that are directed toward the direction of making policies. The last articles provide the necessary changes that are improving one aspect of aboriginal life. The significant contribution of the articles will be seen in the context of understanding the impact of colonisation in education on Aboriginals, second is facts and theories and the last is a suggestion about the change in the classroom curriculum that is making Aboriginal education to be improved. It will make the student number get increase which is directly linked to the factors like employment, housing, income and access to healthcare services.

Education holds the immense potential to overcome traditional practices like the consumption of tobacco and alcohol that are resulting in chronic conditions. Having an education and awareness about the consequences will improve the quality of life for Aboriginals. Furthermore, education will make an Aboriginal able to get employed which is beneficial for income and survival (Andersen, 2019). It helps them to get access to healthcare services by which the epidemic condition that is there can be eradicated. The outcomes will positively influence the aspect of Aboriginals that is making them able to live a quality of life. Avenues for further inquiry will be what is the percentage of males and females in education. What is the percentage of disability seen in education and what are the challenges that need to be solved? Reporting the transformed scenario after education will lead to better opportunity formation and how to enhance schooling in youth and others (Burgess, 2019). The avenue will serve as a great chance for the collection of more facts and information. The gained knowledge will help the nurses to be aware of the conventional practices of Aboriginals. Education in future healthcare professionals about the impact of colonisation will be a boon that is serving for the better delivery of healthcare practices. As it is seen that there is a significant gap in terms of getting engaged with the Aboriginals (Jackson-Barrett & Lee-Hammond 2019). If the nurses already encompass that knowledge it would be easy to cater for the need and address the culture, values and beliefs. It will make the nurses able to deliver the culturally sensitive practices by which nursing standards and the needs of the aboriginal can be met. In conclusion, it is seen that education improvement in Aboriginals will be targeting more than one aspect by which the livelihood can be elevated.

References

Andersen, C. (2019). Exploring Aboriginal identity in Australia and building resilience. Indigenous, Aboriginal, Fugitive and Ethnic Groups Around the Globe , 111.https://books.google.co.in/books?hl=en&lr=&id=dqf8DwAAQBAJ&oi=fnd&pg=PA111&dq=impact+of+colonisation+on+education+in+aboriginals+&ots=wMDXlwKjoz&sig=A0vBTLq8CEx7hL1TIh2QKJt5iEg&redir_esc=y#v=onepage&q=impact%20of%20colonisation%20on%20education%20in%20aboriginals&f=false

Burgess, C. (2019). Beyond cultural competence: Transforming teacher professional learning through Aboriginal community-controlled cultural immersion. Critical studies in Education , 60 (4), 477-495.https://doi.org/10.1080/17508487.2017.1306576

Burgess, C., Bishop, M., & Lowe, K. (2022). Decolonising Indigenous education: The case for cultural mentoring in supporting Indigenous knowledge reproduction. Discourse: Studies in the Cultural Politics of Education , 43 (1), 1-14.https://doi.org/10.1080/01596306.2020.1774513

Jackson-Barrett, E., & Lee-Hammond, L. (2019). Education for assimilation: A brief history of aboriginal education in Western Australia. Sámi educational history in a comparative international perspective , 299-316.https://link.springer.com/chapter/10.1007/978-3-030-24112-4_17

Lowe, K. (2017). Walanbaa warramildanha: The impact of authentic Aboriginal community and school engagement on teachers’ professional knowledge. The Australian Educational Researcher , 44 , 35-54.https://doi.org/10.1007/s13384-017-0229-8

Thorpe, K., Burgess, C., & Egan, S. (2021). Aboriginal community-led preservice teacher education: Learning from country in the city. Australian Journal of Teacher Education (Online) , 46 (1), 55-73.https://search.informit.org/doi/abs/10.3316/informit.749250425424271

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