Embedding Indigenous Australian Perspectives into Year 7-8 Science Education

Embedding Indigenous Australian perspectives in the science curriculum is essential for fostering student understanding and respect for Aboriginal and Torres Strait Islander Peoples. This practice not only supports reconciliation but also aligns with Teaching Standard 2.4 of the Australian Professional Standards for Teachers (AITSL, 2024). In this article, it explores integrating Indigenous Australian perspectives in the year 7-8 science curriculum, specifically to teach the content area of “Students describe the scientific principles used in some traditional technologies used and developed by Aboriginal and Torres Strait Islander Peoples” (NESA, 2018, p.39). This means, this content aims to provide a more inclusive and culturally diverse science education experience for students to demonstrate the “Aboriginal and Torres Strait Islander Histories and Cultures” cross-curriculum priority mandated by the Australian curriculum (ACARA, 2022). An apt resource to teach this would be the book by Corey Tutt (who is a Kamilaroi man from New South Wales) called “The First Scientists: Deadly Inventions and Innovations from Australia's First Peoples”, which was published in 2021. This is because this resource offers invaluable insights into traditional Aboriginal and Torres Strait Islander technologies. Additionally, while delivering this material, educators should adopt culturally sensitive pedagogical practices so that cultural safety and inclusivity are promoted (Lowe et al., 2013), in alignment with teaching standard 2.4 (AITSL, 2024). Therefore, when this resource is used appropriately, it will support a teacher in creating authentic learning environments that honour and respect Aboriginal and Torres Strait Islander Peoples, which would contribute to a more equitable society (Madsen et al., 2021).

About the Resource

Tutt’s book is a valuable resource in building students’ understanding of scientific principles embedded in traditional technologies created by Indigenous Australian Peoples because it is detailed and clear, in which it offers high levels of yield, accessibility, relevance and novelty, based on the “YARN” methodology of evaluation (Madsen et al., 2021). Firstly, since this resource was published in 2021, it therefore avoids using offensive terminology against Indigenous Australian Peoples, which older books may have. This increases the yield or value of the resource because by avoiding racist terms, understanding and respect of all students can be strengthened towards Aboriginal and Torres Strait Islander Peoples, reinforcing teaching standard 2.4 (AITSL, 2024). Furthermore, the resource is highly accessible and accurate because it is written by an Indigenous Australian in Kamilaroi Country. Therefore, the resource offers an authentic perspective, which is relevant to the lesson because this authenticity adds reliability and credibility to the content. This makes the resource effective in ensuring the students are exposed to respectful representations of Indigenous Australian perspectives, which is crucial in promoting inclusivity and reconciliation in the classroom. To continue, the resource is definitely relevant to the lesson because it offers in-depth examples and case studies that are built upon Indigenous Australian knowledge systems for analysis, which directly addresses the syllabus outcome for the lesson. For example, the resource delves into Indigenous Australian technologies such as boomerangs and fish traps. These are supported by visuals and simple vocabulary, allowing for complex scientific ideas to be easily modelled for year 7-8 students, which effectively makes the resource novel and unique too because it can convey scientific jargon in an engaging manner.

Application in the Classroom

Therefore, this resource will build student knowledge because it will allow the teacher to explicitly model how a traditional Indigenous Australian technology operates, followed by it allowing for the opportunity for a class discussion in the lesson about the science behind a different Indigenous Australian technology, followed by the students being able to use the resource for independent note- taking on another traditional technology of their choice. That is, this resource is relevant because it will effectively allow for a gradual release of responsibility in the class, where through this process, students can have multiple exposures to develop a deeper appreciation for the scientific thinking of Aboriginal and Torres Strait Islander Peoples. Fundamentally, this resource presents a perspective which showcases the positive contributions of Indigenous Australians to the field of science, allowing it to be celebrated by all the students in the class. Such representations can effectively challenge deficit discourses against Indigenous Australians (Lowe et al., 2013). Studies have also shown that not only does this raise awareness about Indigenous Australian culture, but it also assists Aboriginal and Torres Strait Islander students’ well-being by their Peoples being valued (Perso, 2020). In essence, as Marcia Langton (1993) argues, most Australians “do not know and relate to Aboriginal people. They relate to stories told by former colonists…” (p.33), although, this resource challenges this notion because its stories are told through an Indigenous Australian voice. Therefore, it effectively incorporates the “Aboriginal and Torres Strait Islander Histories and Cultures” cross-curriculum priority through providing students genuine opportunities to gain a deeper understanding of Indigenous Australian ways of knowing, thinking and doing (ACARA, 2022).

Impact on Professional Practice

Fundamentally, by embedding Tutt’s book into the science classroom, research suggests it provides opportunities for teachers to challenge Eurocentric perspectives, which describes a mindset that centres White ways of knowing that is sole and superior to all others (Nakata, 2011). As someone who grew up in a largely Eurocentric curriculum, which influenced me to take a Eurocentric personal standpoint, this made me interculturally blind to the value that other cultures, including Indigenous Australian culture, brought to society. However, through my later experiences in life by working closely with Indigenous Australian Peoples and resources in Dharug Country, it made my identity shift to interculturally responsive because I genuinely found a passion to actively engage and learn with Indigenous Australian cultures (AITSL, 2022). Therefore, these experiences made me recognise that it is crucial we should all utilise Tutt’s book in science lessons because it provides a method for diversifying curriculum content to create a more inclusive learning environment for the students in class.

Personally, since my standpoint takes a strength-based approach towards Indigenous Australian communities nowadays, teaching this content would make me proud because it directly challenges negative stereotypes surrounding Indigenous Australian Peoples. This action assists in combating deficit discourses according to the “Turning Policy into Action” document (NSW Department of Education, 2023). Thus, the selected resource would effectively support your professional practice because it would allow for a lesson that is more reflective of our diverse society, which nurtures intercultural competence among all students in the class. This would not only enhance the quality of education but also align with broader educational goals of reconciliation and respect for Indigenous Australian cultures addressing teaching standard 2.4 (AITSL, 2024).

Moreover, literature highlights that to ensure the appropriate use of the resource in the classroom, teachers should adopt culturally sensitive pedagogical approaches, which are built upon addressing cultural safety and inclusivity (Lowe et al., 2013). Cultural safety emphasises creating environments where individuals feel safe and respected within their own cultural contexts, and therefore, in this lesson, language or imagery that may be culturally insensitive to both Indigenous and non-Indigenous Australian students should be avoided (Paris et al., 2017). Instead, prior to the lesson, consulting with Indigenous Australian Elders, where necessary, would be useful in offering additional advice. This is supported by the “Learning from Country” framework, which conveys the significance of developing Country-centred relationships through deep listening of community voice (Burgess et al., 2022).

Additionally, to ensure the inclusivity of all students, context should be provided about the cultural significance of Indigenous Australian technologies all throughout using the resource. This means, class discussions should be facilitated to not only validate Indigenous Australian knowledges but to also challenge the dominance of Western science. Therefore, this would foster a sense of belonging among Indigenous Australian students, affirming their cultural identities while simultaneously it would promote cultural competency among non-Indigenous Australian students, providing the opportunity to appreciate and respect diverse perspectives. Hence, this would accentuate empathy and reconciliation in the classroom, as per teaching standard 2.4 (AITSL, 2024), in which the “Australian Student Wellbeing Framework” (Education Services, 2023) reinforces having open discussions not only enhances student engagement but also promotes positive social interactions for all to feel included.

Conclusion

In conclusion, integrating Indigenous Australian perspectives into a year 7-8 science lesson, such as through Corey Tutt’s book called “The First Scientists: Deadly Inventions and Innovations from Australia's First Peoples”, is important. This is because it effectively fosters cultural inclusivity, respect for Aboriginal and Torres Strait Islander Peoples, and ultimately, it assists in promoting reconciliation in the science classroom. It does this by providing authentic insights into traditional Indigenous Australian technologies and scientific principles, allowing teachers to challenge deficit discourses and promote accurate representations of Indigenous Australian knowledges. When this is paired with culturally sensitive professional practice which seeks to promote cultural safety and inclusivity for all students, this enables all students to engage meaningfully with Aboriginal and Torres Strait Islander knowledge systems, promoting not only scientific understanding but also cultural empathy and national reconciliation.