Reflection on Annotated Timeline
This assignment has provided me with an insight into the historical and contemporary perspectives on Indigenous education by creating the annotated timeline of policies and practices in Indigenous education. My knowledge and understanding of how Indigenous education has shaped from 1902 until now has increased and provided me with valuable insights into the history and current situation in Indigenous education.
Creation of timeline:
I would have liked to have used Tiki- Toki web based timeline software and Timeglider to create my timeline online by showing my creativity skills but unfortunately I was unable to only put the year of my chosen dates of policies and practices, these timeline software providers required me to put the day, month and year of my chosen dates and this was not possible for all significant dates as I do not know exactly what day and month these events occurred. Therefore, I chose to design a creative timeline with Timeline Maker by Softschools (2014) online and link this in with my Weebly (2014) website which includes the annotations and references for this assignment.
Conclusion
The eleven significant chosen dates of policies and practices which specifically examine the historical and contemporary perspectives on Indigenous Education are all equally important in Indigenous education. The first policy on the timeline, ‘Exclusion on Demand’ through to the last policy being National priorities for education of Indigenous Australians clearly demonstrates the links between each policy and practice and how they each result in a policy/practice from the previous annotation. According to Partington et al. (2012) it is important for teachers to gain an understanding into Aboriginal education so that they are better prepared for their admission into the education system and able to manage with the problems associated with disadvantage which many of these students bring with them to school.
“Educational policy makers, teachers and school communities have much to learn from the experiences of Aboriginal people with education” (Partington, Gower & Beresford, 2012, p.41).
This assignment has provided me with an insight into the historical and contemporary perspectives on Indigenous education by creating the annotated timeline of policies and practices in Indigenous education. My knowledge and understanding of how Indigenous education has shaped from 1902 until now has increased and provided me with valuable insights into the history and current situation in Indigenous education.
Creation of timeline:
I would have liked to have used Tiki- Toki web based timeline software and Timeglider to create my timeline online by showing my creativity skills but unfortunately I was unable to only put the year of my chosen dates of policies and practices, these timeline software providers required me to put the day, month and year of my chosen dates and this was not possible for all significant dates as I do not know exactly what day and month these events occurred. Therefore, I chose to design a creative timeline with Timeline Maker by Softschools (2014) online and link this in with my Weebly (2014) website which includes the annotations and references for this assignment.
Conclusion
The eleven significant chosen dates of policies and practices which specifically examine the historical and contemporary perspectives on Indigenous Education are all equally important in Indigenous education. The first policy on the timeline, ‘Exclusion on Demand’ through to the last policy being National priorities for education of Indigenous Australians clearly demonstrates the links between each policy and practice and how they each result in a policy/practice from the previous annotation. According to Partington et al. (2012) it is important for teachers to gain an understanding into Aboriginal education so that they are better prepared for their admission into the education system and able to manage with the problems associated with disadvantage which many of these students bring with them to school.
“Educational policy makers, teachers and school communities have much to learn from the experiences of Aboriginal people with education” (Partington, Gower & Beresford, 2012, p.41).