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Aboriginal and Torres Strait Islander children’s education
was staged so that information was given to a child when the child was ready to receive
it. Aboriginal and Torres Strait Islander people have always had their own education and
this education began as soon as the child moved in the womb, as soon as it was known
that there was a new responsibility. Each day the child was watched to see what their
contribution to the world was going to be.

Right from the beginning there was specialised education, and for each child there
was a teacher, a mentor and a peer with whom to learn.

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'Among the new settlers, a myth quickly developed that Aboriginal and Torres Strait Islander people were uneducable. For a long time it was seen by many that our children were only fit to learn to sew, launder, cook, clean, garden, build fences, tend livestock and generally participate in more menial tasks.'

This statement derived from the text further supports the stigmatising of the early British colonisers towards the Aboriginal natives. This impacted into a brink of collapse as issues of racism, abuse and belligerent authoritarianism formulated against the natives thus a lack in social justice principles; equity, supportive environment, and diversity.

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Seventy per cent of Indigenous students in Year 3 are below the national English literacy standard, compared to just thirty per cent for other Australians. On average,
Indigenous students miss out on one day of schooling every week, compared to just
three days every term for other Australian students. This means that Indigenous students are, on average, missing out on more than a year of primary school and more
than a year of secondary school.

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‘real education was personal and individual, and that children learned through ideas and experiences that interested them’

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Poor education leads to a poor lifestyle choices with reference to issues such as  low employment, high crime rates etc, for ATSI people.

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Aboriginal communities face a variety of problems, which often stem from trauma: a lack of services. Often, the community does not have medical or disability services, nor do they have Home or Community Care services. The lack of medical services.

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" very poor levels of education existing for Aboriginal and Torres Strait Islander people "

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Seventy per cent of Indigenous students in Year 3 are below the national English lit- eracy standard, compared to just thirty per cent for other Australians.

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The quote, "There was little to no education for Aboriginal and Torres Strait Islander People", is significant to me because it demonstrates the harsh criticism and racism they endured throughout these times. Also the myths stating they were 'uneducable' because they were seen to have very little value.

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The phrases “Stage learning” meaning the interaction of which knowledge is taught to a child and it relies on their interpretation , this is very common in Aboriginal upbringings. While “Regulated learning” refers to education that heavily depend on enforced participation, this is illustrated within western society.

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Aboriginal and Torres Strait Islander people were believed to be uneducable by those in power, though they were learning constantly even from a young age.

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Education was becoming more common for Aboriginal People

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Education was becoming more common for Aboriginal People

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With reference to the Constitution, "90.77% of individuals voted 'yes' for the removal of the statement ‘other than the aboriginal people in any State’".

This was significant to me as it demonstrated the exclusivity for the Aboriginal culture, which therefore is seen to be a positive step forward towards reconciliation.

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They did not take Aboriginal or Torres Strait Islander peoples into consideration

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The education system was dominate by European, namely Anglo-saxon values and beliefs. Failing to account for other minorities especially indigenous Australians as in the quote here.

Despite these advances in education, when the incursion into Australian lands began the majority of newcomers had little or no formal education, were ignor- ant of other cultures, languages and societies and were not attuned to different possibilities.

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Among settlers, the myth that ATSI people were ineducable → it was seen that the children were only fit for cooking, farming, and participating in generally more menial (unskilled) tasks
There was little or no formal education, and it was little of value → it only aimed for Indigenous children aimed only at the completion of their schooling, to attain the level achieved by a ten-year-old in the state education system, with an emphasis on preparing the children for a future as unskilled workers with the government or mission communities, or as cheap labour.

This emphasises how it was believed that ATSI peoples did not require an education, however, this was incorrect. This is partly due to the Industrial Revolution in Europe, which brought a system of schooling to Australia, with the overriding factor factor being instruction rather than true education → the primary goal was to provide a well-trained, skilled labour force.

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Aboriginal and Torres Strait Islander peoples' education was not considered important

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Education would further systematize and diminish the existence of Aboriginal and Torrest Strait Islander people.

Completely neglected what they knew and their education

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"With the advent of Western education, much Education for Indigenous children
aimed only, at the completion of their schooling, to attain the level achieved by a
ten-year-old child in the state education system, with an emphasis on preparing the
children for a future as unskilled workers within the government or mission communities or as cheap labour in the wider community."

Indigenous people were seen as 'uneducable' and their education was therefore not taken seriously, their abilities and capabilities being reduced to that of severely below average. This contributed to lower school retention rates for Indigenous children, and ignored the potential for Indigenous children and adults to thrive in an academic work environment.

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young people grew with a sense of purpose about how they would contribute to the group. This was not defined for them – young people were not told ‘you will be a hunter’, ‘you will be a teller of stories’ – rather, they were nurtured and mentored, their natural abilities honed throughout their lifetime.

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"Teaching became a focus in religion, which dictated the style and content of education"

"Myth developed that Aboriginal and Torres Strait Islander people were uneducated - seen by many only to fit to learn how to sew, cook, clean and garden"