Redefining the gap – A rights-based approach for Indigenous education

Deficit-based models are typical within education systems that maintain a longstanding embedded colonial mindset. By comparing Indigenous students to non-Indigenous students, these models pose being Indigenous as a ‘problem’ that leads to students, at all levels, failing within education.

Professor Peter Anderson, from the Walpiri and Murinpatha peoples of the Northern Territory and Director of the Indigenous Research Unit, Griffith University, uses a rights-based approach to examine educational systems and settings. This has allowed him and his colleagues to develop data collection tools and pedagogical methodologies across primary, secondary, and higher education to drive positive outcomes in aspects such as school readiness, academic achievement, and retention.

For example, Professor Anderson and his colleagues worked with the Relational Insights Data Lab, Griffith University, to develop the NAPLAN Data Explorer that allows for data-led pedagogical decision-making. Rather than using a typical comparison of the Australian National Assessment Program – Literacy and Numeracy (NAPLAN) data of Indigenous and non-Indigenous students against each other, the Data Explorer compares Indigenous students’ test scores to the performance of their age-matched Indigenous peers around the country.

This innovative approach provides evidence-based patterns of performance among Indigenous students. It can be used to identify exemplar high-performing schools, and digging further, the initiatives and investments that helped them to succeed. In future this information could be used to better design pedagogical interventions to be used by other schools.

By collecting feedback from a wide range of stakeholders, including non-Indigenous teachers and university academics, Professor Anderson and his colleagues have also been able to identify the different issues they face and work towards real-life solutions.

“It can be challenging for teachers and university academics to navigate what is needed to support Indigenous students. Providing frameworks and guidance can, for example, help teachers hone in on teaching content not culture, the latter of which should be covered by local Indigenous Elders and community members. This in turn creates positive ecosystems encompassing the school and community,” said Professor Anderson. “As the majority of teachers and university academics are non-Indigenous, we need to equip them with the tools and confidence to support Indigenous students and become allies towards reconciliation.”

For example, in a project led by Professor Simone White, RMIT University, Australia, Professor Anderson worked alongside colleagues to create the yOUR Story website – a professional development resource helping teachers build effective partnerships with Indigenous parents and community members and contribute to improved outcomes for Indigenous students.

To influence policy and ensure best practice channels down to teacher professional development and classroom practice, Professor Anderson works with colleagues in decision making bodies such as the National Indigenous Australians Agency and the Australian Institute of Aboriginal and Torres Strait Islander Studies. He also does advisory work for the Australian Institute for Teaching and School Leadership and the Australian Education Research Organisation (AERO).

"As a First Nations Expert Reference Group member, Professor Anderson has provided critical feedback on resources designed by AERO that have the potential to change how education is delivered for First Nations students," Sally Cooper, Principal Advisor, Aboriginal and Torres Strait Islander Strategy and Engagement, AERO.

From informing decision makers to equipping researchers and school staff with tools, methodologies and skills, Professor Anderson’s work is an exemplar of driving change across Australia’s education system. In particular, by moving away from a deficit model to ‘close the gap’ between non-Indigenous and Indigenous students, Professor Anderson and his colleagues will continue to work towards actual change to the education and socio-economic outcomes of Australian Indigenous peoples.