Indigenous Education in Australia: Beyond Basic Metrics

This research sought to better understand the impacts of current educational policy and its enactment on Indigenous school students in Australia. Drawing from experience as a teacher and researcher, the author identified frustrations with the crowded nature of work in schools and the relegation of learning behind other priorities. The investigation examined how Indigenous students are represented in Australian education policy and revealed important insights for educators. The study identified several key findings with direct implications for teaching practice and student outcomes.

The analysis uncovered seven distinct discourses shaping student experiences in Australian schools. While five of these affect all students, two additional discourses specifically impact Indigenous students: a cultural discourse and Indigenous strengths discourse. It addition, it identified two unique ways that Indigenous students are represented in policy – as a cultural student and as an empowered student – in addition to five ways that all students are represented.

A critical finding is that current policy approaches, which emphasize basic metrics like attendance, engagement, literacy, and numeracy standards, may actually be inadequate for addressing Indigenous students' learning needs. The research highlights a concerning "dislocation" where Indigenous students' learning opportunities can be limited by competing priorities and multiple discourses.

These findings also recommend prioritizing the measurement of actual learning indicators over engagement metrics, developing professional practices specifically focused on Indigenous students' learning growth, being mindful of how the term 'engagement' is used and understood in different contexts, and maintaining focus on learning outcomes when implementing cultural and strengths-based programs.

This research empowers educators to move beyond simplified metrics and engage with deeper understanding of Indigenous students' educational experiences. It provides a framework for teachers to critically examine their practice and make informed decisions about supporting Indigenous learners. By understanding the complex positioning of Indigenous students within the education system, educators can work more effectively to prioritize learning while respecting cultural and strengths-based approaches.
Carolyn Trott (PhD candidate, IERC Bebegu Yumba campus)

JUNE 2025