What+this+means+for+us

__What this means for us __ //"A teacher affects eternity; he can never tell where his influence stops."// //-Henry Brooks Adams// __ As Teachers __ //**Laura:**// I've always been interested in this topic, and greatly enjoyed delving in to it as part of this investigation, but I have never eally thought about it as much or as deeply as I have over the part few months. It seems that we sometimes get carried away with new ideas for education, including ICT, increasing the number of specialists students do, but we often forget the things that are truly important and should be valued. And we often forget that what we value is not necessarily the same as someone else. Indigenous communities have the right to be offered an education that is inclusive and caters for their needs and wants. Through this research we have discovered that there are many benefits to including Indigenous language education in school programs, especially for Indigenous students. It makes sense to makeschool relevant and engaging and meaningful for anyone across Australia, so of course we should be implementing these programs with more energy, and government support, across Australian schools. As a teacher I aim to strive to make my teaching engaging and relevant to all of my students. In a setting where there is an Indigenous population, I definitely believe it is their right as Australians and humans to be offered the greatest education possible and one that they will thrive in.

//**Erin:**// Having grown up and gone through school with many Aboriginal people, I felt before this investigation that I had a fairly good grounding in their history, culture, needs and wants as a people, as well issues that cloud their daily lives. Having now been through this investigation I realise whilst I may have had some understanding of these aspects, I certainly never comprehended the complete picture. An aim and perhaps hope of my teaching practice has always been to strive for an inclusive, considerate, informed, student centred and opporunity focussed classroom. This investigation I don't believe has shifted this opinion of what I would hope to strive for in a classroom, but rather in consideration of a better understanding of Aboriginal people and the challenges they face through a sheer ignorance and hatred on behalf of Education over time, has adapted the way I would approach it. Sensitivity is perhaps the key word here. Again something I hope is already a practice of mine, however in relation to the teaching of what we currently call "Australian history", "Australian culture" or the "language Australia speaks", I will now strive to offer my students many points of view and opinions. In doing so I would aim to encourage within my classroom and school a culture of awareness, and of questioning. Of not taking what is told to you for the truth, but rather seeking to find what the students themselves at heart believe is the truth. Perhaps only in developing their own beliefs and truly understanding what it means to value somehting with all their heart, could my students then become sensitive to the feelings, views and beliefs of each other and of Australia's Indigenous population...and perhaps one day be the change that is needed to rehabilitate Aboriginal history and culture, both in Australia's education system, and in its everyday world.

__As citizens __

//**Erin:**// As a citizen this investigation has perhaps boosted my already over sensitive passion for an equal and fair go for all. It has also seen my drive for doing what is true and right and being considerate of those you may affect, however slight or grand, come to life in full colour. I have been reminded that we are all active citizens in an ever changing and active world, but whether we choose to shift how we go about our lives to a pro-active manner, rests entirely on us as individuals. We can band together to strive for greater change, but the first step, the first question that is asked, the first thought that is seeded or barrier that is broken down, all begins within me and my actions.

In view of this I would hope to put my hand to any cause, movement or policy that might bring about change, equality or a greater understanding of and for all Australians. Furthermore I have been inspired to be the one to put such change into action, and hopefully one day may actively do so.

This investigation has also brought back to the fore a realisation of a need for greater awareness, consideration and sensitivity to all my fellow people. I do not know them by looking at them, I do not understand them because I have held a conversation with them or even because I have studied them. I may have some understanding of their race or background, but within that race are individual people. As though it were a Babushka doll neing broken down into its many pieces, they may be bound together by similar beliefs, ideals and histories, but that does not mean that they are bound together in separation from everyone else. We may not live side by side anymore, but we still walk on the same ground, breathe the same air and drink the same water...and everyone deserves the opportunity to do so.

As well as being more pro-active in creating the positive change I believe in, this investigation has meant for me an acknowledgement and perhaps eventually an understanding, that not everyone wants to be helped. I may seek change and I may make all the changes in the world to better accomodate people in my life and classroom, but if they are not willing to push as hard as they pull, then true significant and longlasting change may never come about.

__Our personal and professional identity __ **//Erin://** Perhaps a great teacher is one that is just themself in and out of the classroom, allowing students to experience a real person with real emotion, thoughts and feeling. As such this investigation has perhaps affected my personal and professional identity in a similar way to how it has affected me as a citizen. I strive to always be more considerate, understanding, empathetic and sensitive, and always mindful of the affect of what I do having immediately and undeterminably. As a professional this is something I would hope to extend to my colleagues and embrace when offered to me. The investigation has meant for me a renewed sense of hope in the profession that what we are doing, what we are saying, promoting and the experiences we are creating for our students are having a real and profound affect. As a teacher and as a person I want to educate to make a difference, not just to read and write.

__Education of our future students __ //**Laura:**// As a teacher, I hope to be able to give all my students a feeling of belonging and value, and promote them to feel act equally respectful not only to their peers and school mates, but to their community and communities all over the world, whether the same or different to themselves.

I highly value the story of Indigenous Australians, and aim to pass this understanding and respect on to my students. I want them to feel a sense of pride in their nation and form their own informed understandings and views of our cultural heritage. I believe that by including Indigenous language education in the classroom, the learning experience can be highly positive and beneficial.

Firstly and foremostly I would aim to offer my students a variety of opinions, beliefs and emotions towards topics, problems and solutions, allowing them to become well considered, empathetic and deep thinking individuals. In promoting this level of engagement and thought in their lifeworlds, perhaps students are then given the base by which to develop their own relevant and heartfelt opinions and stances, making them more meaningful and far more significant than if they were simply spieled from a teacher's mouth. Importantly I would also endeavour to encourage the further study of Aboriginal history. language and culture beyond my classroom, beyond their current school, and into further study and their own lives. Through this encouragement as well as creation and scaffolding of opportunities to do so, students are then perhaps given the tools to make significant and long lasting change in their immediate lives, as well as the lives of those around them. In view of such empowerment and in the hope of rejuvenating the flailing state of Aboriginal languages, history and culture, I would further aim to have an Aboriginal language included in the syllabus of whatever school I am teaching in. Perhaps more significantly so if teaching in areas that are highly populated by Indigenous people, as here it may also be easier to have an Aboriginal elder come and teach the lesson themself. This engagement with Indigenous people would hopefully help generate a greater interest in them and their plights, again leading to eventual action or at least understanding on the students behalf. It would also allow for greater community connections, and for local Indigenous people to have an influence on the education being received by their community.
 * //Erin://**

If ever I was met with the exciting challenge of teaching in an Indigenous community, this investigation has also encouraged me to not take what I know and try to make Indigenous communities fit it, but rather to immerse myself in the community, its culture, its people, tradition and beliefs. A practice that is perhaps applicable to any unfamiliar people or cultures. I would endlessly endeavour to get to know the students and the community, and to then work with who they are and what they believe in, to help educate them and offer them the best opportunities in life. Such a small per centage of teachers are Indigenous that so often Indigenous people are being taught through a "white perspective". We owe it to the poeple who are the sole of our great land to offer their children and communities the best, most understanding, honest, truthful, considerate, culturally sensitive and embracing education that we are able to put forward. It is perhaps time we learnt to speak our language, live our culture and embrace our history in full..perhaps its time we put efforts forward to save our nations oldest identity from dying.