Education is a fundamental right, a pathway to opportunities and empowerment for every individual. However, the education system in Australia is riddled with inequalities, and Indigenous children are disproportionately affected. The failure to implement Gonski funding reforms has led to a dire situation, especially in regions like the Northern Territory, where the lack of resources exacerbates the disadvantages faced by Indigenous students.
Funding disparities in the Northern territory
The Gonski review into the funding of Australia’s education system was meant to address inequalities and ensure that students received the support they needed, particularly those from disadvantaged backgrounds. However, state government funding to public schools in the Northern Territory, where 39% of the student population is Indigenous, has fallen by 7.75% in real terms. Similarly, Western Australia has experienced a 5.6% decrease in funding for public schools.
This lack of adequate funding disproportionately affects Indigenous students, who already face numerous challenges in accessing quality education. Standardised assessments like Naplan indicate that students in remote areas perform worse than their urban counterparts, highlighting the urgent need for targeted support and resources.
One glaring example of how funding divides schools along racial and class lines is visible in Alice Springs, a town in the Northern Territory. The public middle school enrols most Indigenous students from low socio-educational backgrounds, whereas the private school predominantly caters to non-Indigenous students with a higher socio-educational advantage.
Despite the Gonski report’s recommendations for additional funding for Indigenous students and efforts to prevent concentration in public schools, these measures have not been effectively implemented. This segregation perpetuates inequality and hampers educational opportunities for Indigenous children.
The need for culturally relevant engagement
A significant aspect often overlooked in discussions on Indigenous education is the importance of culturally relevant teaching and engagement. Many Indigenous students speak English as their third or fourth language, and the lack of representation of First Nations teachers further hinders meaningful engagement.
Efforts to improve attendance rates by forcing students to attend school without addressing the underlying cultural and emotional engagement issues are misguided. True engagement encompasses social, emotional, and intellectual aspects of learning, and it requires a tailored approach that respects Indigenous cultures and traditions.
The current apartheid-style division between public and private schools must be replaced with a system prioritising equity and inclusivity. This involves increased funding and recruiting Indigenous educators, adopting culturally relevant teaching methods, and valuing Indigenous communities’ unique perspectives and contributions.
Indigenous-led initiatives, like Saltwater Country, strive to bridge the education gap for First Nations children. To address these issues effectively, the Australian government must allocate substantial funding to Indigenous-owned and controlled organisations working to improve outcomes for Indigenous students.