The paper examines the influences on, and consequences of, low achievement defined
as scores within the lowest achievement quartile. Low achievement is moderately
associated with socioeconomic background and Indigenous status and the
relationships with gender, ethnicity, region, family type, state and region differ for
reading and mathematics. Low achievement substantially reduces the chances of
school completion and university entrance. It has much less impact on other forms of
post-secondary education and training.

According to a report by the Australian Council for Educational Research (ACER), Indigenous students remain overrepresented at the lower levels and underrepresented at the upper levels of proficiency. Performance of Indigenous students has not improved over time.

Full title: Being culturally competent or culturally indulgent: what is an effective pedagogical framework for working with Indigenous learners?

Abstract:

This article presents a discussion of ideas about whiteness behaviours that are present in curriculum delivery. While culturally appropriate curriculum purports to address both content and delivery considerations relevant to Indigenous learners, there are planes of engagement that encapsulate white subjectivities which are both visible and invisible, and represent just one chronology of whiteness.

Full title:The Epistemology that Maintains White Race Privilege, Power and Control of Indigenous Studies and Indigenous Peoples’ Participation in Universities

Abstract

This article represents my attempt to turn the gaze and demonstrate how Indigenous Studies is controlled in some Australian universities in ways that witness Indigenous peoples being further marginalised, denigrated and exploited. I have endeavoured to do this through sharing an experience as a case study.

The aim of this paper is to apply some of the insights of the human capital model to better understand the education outcomes of Indigenous Australians. Regional and individual data from the census is interpreted alongside a selection of key articles and reports in order to help understand why it is that so few Indigenous people are undertaking formal education in Australia today.

This paper discusses the historical context of the NSW AECG and the NSW Aboriginal Education Policy, and emphasises the need for culturally inclusive policies with relevant policy implementation strategies. It also highlights the relationship between Indigenous educational disadvantage and colonisation, demonstrating the need for dominant educational frameworks to be inclusive of Indigenous ways of knowing, being and doing.

In April 2002, the Council of Australian Governments commissioned the Steering Committee to produce a regular report against key indicators of Indigenous disadvantage. The report draws on extensive evidence to identify the areas where government policies will have the greatest impact. Over time, the report measures the effects of those policies - and reveals where more
effort is required.