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Indigenous Education 1991–2000: Documents, Outcomes and Governments

Published online by Cambridge University Press:  22 January 2013

Andrew Gunstone
Andrew Gunstone*
Affiliation:
School of Applied Media and Social Sciences, Monash University
*
address for correspondence: Andrew Gunstone, School of Applied Media and Social Sciences, Monash University, Churchill VIC 3842, Australia. Email: [email protected]
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Abstract

There is often a disparity in Indigenous Affairs between many documents, such as policies, reports and legislation, and outcomes. This article explores this difference through analysing the policy area of Indigenous education during the period of 1991 to 2000. I examine three key documents relating to Indigenous education. These are the National Aboriginal and Torres Strait Islander Education Policy, the Council for Aboriginal Reconciliation Act (Cth) and the report of the Royal Commission into Aboriginal Deaths in Custody. I then analyse the abysmal outcomes of Indigenous education over this period, including educational access, educational attainment, school attendance and reading benchmarks. I argue that the substantial educational disadvantage experienced by Indigenous people is in stark contrast to the goals, policies and objectives contained in the numerous documents on Indigenous education. I then explore the role of governments in contributing to this disparity between documents and outcomes in Indigenous education, including their failure to acknowledge the history of Indigenous and non-Indigenous relations, their lack of commitment to address Indigenous educational disadvantage, their failure to recognise self-determination and the lack of cooperation between governments to address Indigenous educational disadvantage.

Keywords

Indigenous educationIndigenous Affairs
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 41 , Issue 2 , December 2012 , pp. 75 - 84
Copyright
Copyright © The Authors 2013

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