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aboriginal’s social justice assignment on social welfare and justice among native communities


Task: How to utilize Aboriginal’s social justice assignment as a investigative tool for performing social justice research?


This aboriginal’s social justice assignment would focus on the individuals of the Aboriginal and Torres Strait Island community, who have different epistemological worldview compared to the non-indigenous Australian population. It has been seen that they suffer from many cultural and social factors as well as their history of colonial impact (Mazel, 2018).Due tothese epistemological and cultural differences that are present in this population, they exhibit a different approach in terms of their early childhood systems and their application towards academic curriculum as well as childhood care (Guenther et al., 2017). In this aboriginal’ssocial justice assignmentthe discussion would focus on historical context, which has a significant impact on the social justice such as early childhood system and academic curriculum in Aboriginal and Torres Strait Islander population will be done along with strategies which are relevant to develop cultural inclusion to address the social justice in diverse communities present in Australia and build respectful work relationship between individuals will be discussed. A thorough discussion would be done on the major social, cultural, political, philosophical as well ashistorical issues that has an impact on the education system in this population. The need of the government organization other institutions as well as educators to follow ananti-bias approach and children rights in applying these strategies in education system will also be scrutinized.

Resilience, can be defined as the power as well as strength of the indigenous population to cope up with the challenges as well as adversity in life of them.As Aboriginal people, having a clear, powerful, as well as positive self-concept makes them more robust to discrimination as well as stigmatization in White society. Resilient behaviours were assumed to be promoted by a strong feeling of cultural identity as well as a secure, stable, as well as supportive familial environment (Young et al., 2017). The aboriginal’ssocial justice assignment investigations show that The Australian government taken some initiatives to breach the gap between the aboriginal and Torres Strait islanders and non-indigenous Australians in terms of their access to childhood education and building resilience of the people in early childhood.

History and challenges among aboriginal people and students
There are several factors that has an impact on the contemporary early childhood systems found in Torres Strait Islanders and their marginalization in academic curriculum. These are–historical factors such as impact of the trauma, suffering grief and loss experienced in previous generations, cultural issues like deviation from their original culture and identity, social factors such as the discrimination experienced by them based on their culture or race, economic as well as social disadvantages,philosophical factors such as lack of trust and relationship political factors such as disparity in the society,etc. (Morseu-Diop et al., 2021).The aboriginal Torres Strait islander children has a significantly lower rates of early education than the non-indigenous Australians (Miller & Berger, 2020). There is a huge number of aboriginal’ssocial justice assignmentresearch papers which identifies the historical contexts that affect this disparity and promotion of mainstream education that adopts appropriate culture based curriculum for the indigenous Australians.

The Aboriginals and Torres Strait Islander children are very vulnerable to trauma and discrimination (Oates, 2020). School and community based intervention has provided them with assistance to overcome such incidents. Incorporation of culturally significant, and trauma centric curriculum design for Torres Straitislander implemented in schools has proven to be effective(Miller et al., 2019). Although there is a serious need of further research targeted towards identifying the issues related to the development of resilience in the children of tourist Islanders population and the methods of bridging this gap between the indigenous and non-indigenous population. The readiness of the mainstream education to be effectively delivered culturally competent education also needs to be scrutinized.

aboriginal’ssocial justice assignmentResources, materials and learning (social justice) Social justice can be defined as the term, in which each and every population irrespective of the social condition and cultural background get the equal opportunity to take part in the social interactions and activities. In education and academic sector, it is important that the educator, the workers associated with the education system as well as students all act together to establish the theory of cultural safety and cultural competency to reduce the discrimination and improve the social inclusion status of the people. The aboriginal’ssocial justice assignmentstrategies that could be used to enhance the learning and promoting the social justice is mentioned in the below section in brief.

aboriginal’ssocial justice assignmentStrategies
The Torres Strait Islander population is victim to discrimination based on their culture and belief which is highly prevalent their relationship in workplace and in community settings (Harrell, 2018).There are a range of strategies that needs to be applied in the diverse community present in Australia including the indigenous Torres Strait Islanders to improve the scenario of discrimination and promote am effective and respectful work relationship as well as help the indigenous students to fit in the schooling system.

Cultural inclusiveness and work relationship is developed when there is a strong understanding and acknowledgement of the cultural differences within a community. There is a considerable difference between the culture of indigenous and non-indigenous individuals in Australian community. So,the aboriginal’ssocial justice assignmentacademic sector must promote cultural and language inclusivenessto attract indigenous students to formal education system.

Implementation of training programs for the workforce present in a diverse community can bring about a change in understanding the cultural bias that is present within the population and to make them understand the importance of unbiasedness and cultural inclusion (Harrell, 2018). Bringing together all cultural groups within a community in any work, social programs, holidays and celebration thus engagement of all the people through common activities can bring about a change in their interpersonal relationship and can promote a strong bonding and inclusiveness at the workplace. Giving value to each other’s cultural and community traditions and being open to new ideas and perspectives can help the population in a diverse community to engage with different types of individuals belonging to different cultural background.

Educator’s role
An educator must keep in mind the cultural and language traditions of the indigenous students and must teach the curriculum in local language, apart from English language.
In case of any communication gap, an educator can use non-verbal mode of communication to help better understand the topic.
An educator must keep in mind the historical trauma and suffering those students experience and must provide an environment which would not trigger any such incidents at the academic arena.
Being an educator one should promote cultural inclusiveness and take strong action to prevent any sort of discrimination at school and other institution.

Understanding of varying cultural backgrounds and working in the diverse community following an anti-bias approach brings a positive value in the population and promote cultural integrity inclusiveness and build trust among the individuals in indigenous communities. The effect of anti-bias approach and following and maintaining the children rights can have a positive impact on the early childhood in Torres Strait Islander population and their affiliation towards education.

Strategies alignment with the contemporary western notions of social justice
There are a range of contemporary issuesthat affects thesocial justice such aseducation of indigenous population in Australia. These issues could be classified info large patterns and a proper strategic alignment is discussed in this section which are mentioned below:
Lack of proper resources and social respect creates gap in the indigenous tourist rate Islander people’s education. There is a considerable gap in understanding the cultural and social background of indigenous individuals. Show date are obtained victim to the social discrimination at their educational institutions (Moodie, Maxwell & Rudolph, 2019).
There is a lack of proper rights and facilities identified on this aboriginal’ssocial justice assignmentthat would promote the indigenous students towards achieving their educational goals.
The academic resources and curriculum are not properly molded call the indigenous population and there is a lack of proper purpose in developing the curriculum better particularly applicable to them.
socio economic issues like poverty lack of proper nutrition and other issues are another factor identified on this aboriginal’ssocial justice assignment that prevents the non-indigenous individuals from achieving their academic goals. Children of this community often it can be found that they suffer from poor performance and high dropout rates (Maxwell, Lowe & Salter, 2018).

Lack of understanding off the educational need in this population of children belonging to this community open find education as and irrelevant matter does lose the motivation and purpose to continue their education and they lack the skill to deal with the formal education system.
After the aboriginal’ssocial justice assignmentanalysis and inquiry in several research articles, it has been found that many social, cultural, andphilosophical issues prevalent in backward as well as minority groups such as tourist rate Islanders and their resistance in adopting traditional educational system (Stuart & Shay 2019). The colonial impact of racism and discrimination is still prevalent among indigenous population does the educators and organizations need to investigate the indigenous perspective while developing the curriculum and education system for this population.
Community engagement and participation is another issue in developing childhood care policies and program for Torres Strait Islanders population in Australia. To manage and improve the impact of they are past psychological issues and epistemology, embedding this population keeping in mind the epistemological racism and other factors is of great importance research methodologies must be developed in order to design strategies that would motivate those population in early childhood care and education and bring community engagement in programs which are culturallyappropriate for them (Harrison et al., 2019).
Creation of activities that engage people and celebrate their cultural integrity mom building curriculum that maintains the children rights and culturally appropriate for the indigenous people these are some of the activities that could provide anti-bias education in the community (Phillips, Ritchie & Adair, 2020). Promotinganti-bias education through the government and educators to support the formal education of the children from Torres Strait Islander population is an essential step which bridge the gap between the indigenous and non-indigenous education

Throughout this aboriginal’ssocial justice assignmentreport evolution of several histological perspective that impacts the contemporary early childhood system Interstate Islander population and in development of Academy curriculum in Australia were done. The impact of colonial history social discrimination, poor economic background were some of the issues that significantly impairs the childhood care and education in this indigenous population namely Torres Strait Islanders. A range of strategies that promotes the cultural inclusiveness and respectful relationship in workplaces in diverse communities present in Australia were highlighted. Several social cultural psychological economic issues that affects the quality of childhood care in the Torres Strait Islander group and their education were mentioned throughout the report. The lack of proper resources and appropriate curriculum, lack of motivation towards fundamental education system, cultural inclusion, discrimination at educational institution and adherence to further studies were some of the issues that the Torres Strait Islander population face in terms of their educational goals. The need for the government and other organizations as well as educators to abide by the children rights and anti-bias approach in providing culturally competent education was also highlighted on this aboriginal’ssocial justice assignment

Guenther, J., Osborne, S., Arnott, A., & McRae-Williams, E. (2017). Hearing the voice of remote Aboriginal and Torres Strait Islander training stakeholders using research methodologies and theoretical frames of reference. Race Ethnicity and Education, aboriginal’ssocial justice assignment20(2), 197-208.
Harrell, S. P. (2018). “Being human together”: Positive relationships in the context of diversity, culture, and collective well-being.
Harrison, N., Tennent, C., Vass, G., Guenther, J., Lowe, K., & Moodie, N. (2019). Curriculum and learning in Aboriginal and Torres Strait Islander education: A systematic review. The Australian Educational Researcher, 46(2), 233-251.
Maxwell, J., Lowe, K., & Salter, P. (2018). The re-creation and resolution of the ‘problem’of Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum priority. The Australian Educational Researcher, 45(2), 161-177.
Mazel O. (2018). Indigenous Health and Human Rights: A Reflection on Law and Culture. International journal of environmental research and public health, 15(4), 789.
Miller, J., & Berger, E. (2020). A review of school trauma-informed practice for Aboriginal and Torres Strait Islander children and youth. The Educational and Developmental Psychologist, 37(1), 39-46. Miller, M. G., Dawson-Sinclair, K., Eivers, A., & Thorpe, K. (2019). Cultural security in Australian classrooms: Entanglements with mainstream education as Aboriginal and Torres Strait Islander children transition to school. In Culture in Education and Education in Culture (pp. 57-77). Springer, Cham.aboriginal’ssocial justice assignment10.1007/978-3-030-28412-1_5

Moodie, N., Maxwell, J., & Rudolph, S. (2019). The impact of racism on the schooling experiences of Aboriginal and Torres Strait Islander students: A systematic review. The Australian Educational Researcher, 46(2), 273-295. Morseu-Diop, N., Sullivan, C., Cruickshank, S., Hutton, V., &Sisko, S. (2021). Post-Colonialism (Aboriginal and Torres Strait Islanders). In Multicultural Responsiveness in Counselling and Psychology (pp. 23-49). Palgrave Macmillan, Cham. 10.1007/978-3-030-55427-9_2

Oates, F. (2020). Racism as trauma: Experiences of Aboriginal and Torres Strait Islander Australian child protection practitioners. Child Abuse & Neglect, 110, 104262. Phillips, L. G., Ritchie, J., & Adair, J. K. (2020). Young children’s citizenship membership and participation: comparing discourses in early childhood curricula of Australia, New Zealand and the United States. Compare: A Journal of Comparative and International Education, 50(4), 592-614. Stuart, K., & Shay, M. (2019). Countering epistemological exclusion through critical-ethical research to support social justice: Methodological comparisons between Australia and the United Kingdom. In Educational Research in the Age of Anthropocene (pp. 188-210). IGI global. 10.4018/978-1-5225-5317-5.ch009

Young, C., Tong, A., Nixon, J., Fernando, P., Kalucy, D., Sherriff, S., Clapham, K., Craig, J. C., & Williamson, A. (2017). Perspectives on childhood resilience among the Aboriginal community: an interview study. Australian and New Zealand journal of public health, aboriginal’ssocial justice assignment41(4), 405–410.


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