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| CENTRE EDUCATION PROGRAMME: An Indigenous Focus |
Close to 50% of the Centre’s enrolments are comprised of Indigenous
students and six full-time staff members are also Indigenous. From
Grade 8 –10 the Indigenous portion of the student population is
deliberately separated from the rest of the school to form what is
referred to as the ‘Indigenous Unit’. This is purely to stimulate
learning and during meal times, meetings and extra curricular
activities the Indigenous and non-Indigenous students are again united.
The Indigenous unit is a direct response to
requests from the local Indigenous community about the needs of their
young people. Retention rates of Indigenous students in mainstream
schools was drastically low, and after much discussion with elders and
Indigenous members of the Logan community the unit was born.
Designed to provide culturally appropriate curriculum, the unit
recognises that incorporating Indigenous conventions into day-to-day
learning is a key component in igniting an Indigenous young person’s
passion for learning. Indigenous educators at the Centre attribute a
lack of culturally applicable learning to be the overarching
contributor to many young Indigenous students’ inability to thrive in
mainstream settings. The unit endeavours to integrate social factors
affecting young Indigenous people with fundamental learning in literacy
and numeracy, and make a concerted effort to give all lessons in an
Indigenous context. This is done to ‘inculturate’ them with culture. By
way of example, film studies focus on Indigenous features such the as
‘Rabbit-Proof Fence’ that explores the story of the ‘Stolen
Generation’, social science topics have included ‘MABO’ and local
Indigenous elders regularly come to the Centre to speak with students.
A recent piece of assessment in literary studies for the Grade 8
Indigenous group was to compile an essay highlighting the differences
between bush foods on the mainland and in the Torres Strait. Indigenous
educator at the Centre and former mainstream teacher, Will Davies,
reports that all students completed the assessment by submitting
800-word essays, but Will was also fast to mention “there is no reason
why they shouldn’t, just because general perception is that indigenous
people have learning difficulties has nothing to do with their ability,
but is a refection on the systemic approach to educating young
indigenous people”.
“You’ve gotta make it (the learning) as interesting and relevant as possible.”
- Will Davies, Indigenous Educator |
This educational approach that embraces Indigenous history, empowers
the young and generates a sense of belonging through a strong focus on
family and relationships is fundamental in the success of the
Indigenous unit. Will Davies says astounding results demonstrate the
impact of the unit. The group boats some Indigenous students who hadn’t
been engaged in learning for some six to seven years but now attending
the programme daily. The unit also has the highest rate of attendance
for Centre Ed.
“We have no community but the community that we create.”
- Will Davies, Indigenous Educator |
For the post-compulsory Years 11 and 12 the Indigenous and
non-Indigenous students are reunited into a combined group. This comes
at a time when culture and empowerment is well embedded in the
Indigenous group and movement toward a genuine and rewarding pathway
out of the Centre Education Programme can begin.
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