Education and Aboriginal Education

Nelson Mandela, the world icon, has left behind a legacy of dismantling the policy of Apartheid (separate development of races) in South Africa. His message on education was crisp and clear.

‘Education is the most powerful weapon which you can use to change the world.’

It was the struggle for a relevant and equal education that resulted in The Soweto Uprising in 1976 when hundreds of Black school children were shot and killed as they protested against the language of Afrikaans (then seen as the language of the oppressive ruling class) being forced upon them as part of their curriculum.

They opposed political bias and cultural omissions in a curriculum that was designed to prepare Black people in South Africa for ‘menial, manual labour.’

They wanted the inclusion of their own languages and culture in their curriculum as well. They needed the truth about their history and to embrace their languages and culture as part of the curriculum. Above all, they wanted an education that prepared them to participate as global citizens where all people had equal chances of success.

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In 1990, Apartheid was dismantled with the release of Nelson Mandela who served 27 years in prison as a political prisoner. This started a process of dismantling and re-building education.

Transitions to new curriculums, new ways of assessments, and ways of accountability were in shambles as new ideas were worked and assembled.

Implementation had to be revised and re-revised and re-learnt and re-done. It was a painful process for all but it was inevitable and needed patience and nurturing for a fairer outcome.

This brings to mind current debates on self- determination of Aboriginal education.

There is a call for culturally relevant curriculums; curriculums that promulgate the culture, languages and beliefs of a proud and strong nation weakened by circumstances in history. Effects of self-determination of education will need patience and time by onlookers, people making the changes, and people affected by the changes. It will most likely stumble as a fledgling would before it even stands.

Even then, there would be unsteadiness and more stumbling. It may veer in directions not quite familiar before it finds its true direction and strength not just to walk, but also to fly.

In restructuring the Aboriginal education curriculum, there would be a re-learning that could come with poor outcomes initially, chaos, and lots of criticism from all ranks and files from both inside and outside the culture.

After a long and intense history, the question is, when is it time for self-determination of Aboriginal education?

If this call for self- determination is, as Mandela said, because, ‘there is no passion to be found playing small in settling for a life that is less than the one you are capable of living ‘, then why wait?

If it is to restore the self-confidence and self-esteem of a people ravaged by history, then why wait?

What needs to be accepted is that the change needs to be approached as one would approach a fledgling: gently, cautiously and patiently.

As Mandela said, ‘It always seems impossible until it is done.’