CASE STUDY NO. 15

This case study does not refer to a single instance, but brings together a number of similar situations to form a case study for consideration by the course participants.

The Case

An Aboriginal student in Year 6 goes to the school's Aboriginal Education Assistant and reveals some difficulty in dealing with their teacher. The teacher who is trying to implement an Aboriginal perspective in the classroom constantly refers to the child's Aboriginality and uses the child as a 'sounding board' to test the viability of certain exercises.

These instances include:

Asking the child to describe 'bush tucker'.
Referring to the child's extended family.
Calling upon the child to talk about their family life.

 

The student goes to the Aboriginal Education Assistant to seek some help in coping with these matters. The child's remarks are prefaced with the statement: 'If they don't leave me alone I'm gone!'
Aboriginal Education Assistant goes to speak with the teacher. First of all addressing the need for the teacher to respect the child's privacy and not to place pressure on the student to prove their cultural knowledge.

The teacher becomes extremely disturbed pointing out that they are trying to be 'culturally inclusive'. The teacher then asserts they have the backing of the senior staff in implementing their program and the Aboriginal Education Assistant is trying to undermine their efforts because they are not Indigenous.

The Aboriginal Education Assistant tries to explain that it is the child who is the priority in the situation. The teacher then takes the matter to the Principal requesting some form of disciplinary action be taken against the AE.A. The Principal instructs the Aboriginal Education Assistant not to speak with the child until the matter is resolved and that the student should be referred on to the student counsellor.

The child goes back to the Aboriginal Education Assistant declaring that the teacher now refuses to acknowledge the student's presence in the classroom and that this is effecting their progress.

The child's aunt and uncle who are the student's guardians come to see the Aboriginal Education Assistant in the A.E.A.'s home asking for help as the child is refusing to attend school. They feel unable to go to the Principal because of their past experiences in dealing with education authorities. the Aboriginal Education Assistant proposes that the local ASSPA committee take on the case.

The ASSPA committee meets and discusses the matter. It is recommended that the teacher, Aboriginal Education Assistant, ASSPA representative and Principal meet to work out a solution to the problem.

The teacher believes they have been singled out when they were trying to bring an Aboriginal perspective into the curriculum.

The Aboriginal Education Assistant has been trying to ease the burden of the child.
The ASSPA representative is trying to bring the parents' needs into the picture.
The Principal is trying to smooth everyone so that the school's public profile is not compromised.
The child hates school and refuses to attend. Ultimately the child transfers to another school but no longer shows any motivation to learn.

The Koori Centre
Old Teachers College
University of Sydney
March 1996