Education system must move away from its colonial world view

Nothing is more important for the future of society than our jarjums (children). Their interactions, conversations and observations will shape how they view the world, how they view others and how they view themselves. As a father of two, this is something I am consciously aware of.

There are many things that influence the development of our jarjums, in the early years this is fundamentally controlled by family and friends. As they start their schooling education, their interactions, conversations and observations are broadened.

Knowledge is power, there is no debating that. However, the values system that underpins knowledge will determine how individuals and communities view the power generated and then influence how they use this power. Generations of people have been presented with knowledge that reinforces the power of a privileged minority, based on a colonised view of the world.

If that is unpacked, it shouldn’t be surprising to a country with a history of genocide, stolen land and stolen generations. A history where people in power make decisions based on a values system of assimilation and economic growth being more important than cultural identity, social justice and community empowerment. This values system has, and still does, provide the foundations for learning.

As an educator, this lies at the heart of my passion for education. How do we work with families and those that develop curriculums to prioritise the knowledge that dismantles this underlying values system that impacts the decisions of people in power? The challenge to shift a system that fosters a society of hierarchy stemmed from assessments based on rankings and therefore competition is no easy feat. However, when I look at the experiences of my father, an Aboriginal man who grew up on the common just outside of Nanima Reserve (mission) on the outskirts of Wellington in New South Wales compared to my son’s experiences, it’s encouraging to see that some things have changed.

Access to schooling has improved. The policy landscape has shifted, limiting the impact of excluding Aboriginal and Torres Strait Islander people from schools based on cultural heritage. The inclusion of some Aboriginal and Torres Strait Islander history and culture is now evident in most schools – not ideal, but a vast improvement over two generations.

Over the Christmas holidays my family and I travelled home to Wellington. When we there I received a phone call from a teacher from my son’s school who was in our hometown on holidays. This resulted in my father taking this young teacher on a tour of the town, including the common and mission where my father grew up. He experienced first-hand the stories that shape our values system. In the first week of the new school year this teacher spoke to all staff about this experience and became quite emotional.

First Nations people from across the world must be part of the solution to shift the values system that underpins knowledge and power. In Canada the First People’s Principles of Learning have been developed to make clear that the foundational knowledge of learning is grounded in patience, respect and curiosity. The first principle outlines that “learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors”. If educators from across the globe based teaching and learning around this principle alone it could create generations of people who can help solve some of the world’s biggest problems. A focus on the health and well-being of our land and waterways and a focus on positive mental health. Ensuring historical knowledge forms the basis of future technologies that don’t lose sight of this principle. The other principle worth mentioning is that “learning involves patience and time”. In a world where everyone feels time-poor and where most people feel they must make sacrifices to balance their personal and professional lives, this value enforces the essence of patience and time.

The challenge for educators in a world of capitalism rests in the balancing act of impacting an individual’s values systems as much as presenting knowledge. Based on my own experiences as a teacher and principal, those whose values are grounded in those similar to Canada’s First People’s Principles of Learning reflect on knowledge in a unique way. They question, they challenge and they behave in a way that starts shifting where and with who power lies.