NSW DET guideline protocols

Aboriginal teachers and education workers teaching in schools

• Be the person to consult with the community and especially older Aboriginal people on behalf of the school.

• Be responsible, in consultation with the community, for cultural knowledge and advise as to what information students are allowed to be taught

• Consult with the Aboriginal community and curriculum advisers as to what cultural knowledge Aboriginal children need to learn

• Develop, or assist in developing, teaching materials for lessons and be able to understand how best to use them with students

• Take the lead in discussing teaching ideas and methods of programming lessons that encourage involvement of the community and other Aboriginal teachers

• Be a resource person who knows what community resources are available for use in the community’s education program

• Be aware of certain things which would determine the best time, place and people for an activity and able to advise non-Aboriginal teachers of local examples which illustrate ideas being taught.


Non-Aboriginal teachers teaching in schools
Working with community and Aboriginal education workers:

• When seeking input from members of the community teachers should ensure that they approach the right community member. This is particularly important when taking students on visits to community land.

• When seeking advice from Aboriginal people, be prepared to listen rather than to ask questions.

• If you have an Aboriginal Education Assistant, involve him/her in the planning, programming and teaching.

• There will be situations where Western and Aboriginal aspects of the topic will be discussed in class. Work together with the Aboriginal education worker or community members in a classroom discussion and avoid making judgements either way.

• Understand that you have a cultural background that differs from the Aboriginal people of the community, and that culture is being shared both ways.

• Aboriginal students are willing to learn from you but may have different ways of learning one of which may be more independent.

• Remember Aboriginal communities are diverse.


Incorporating Aboriginal knowledge and western science in school curriculum:

• Promote understandings that Aboriginal peoples view the world in valid and different ways. Avoid making judgements when contrasting worldviews.

• Ensure that Aboriginal perspectives lead to an understanding of Aboriginal culture, without being superficial

• Remember that knowledge production is socially based, that there is no one true way of understanding and explaining the world; explanations arise from culture.