Deficit discourses of Indigenous high school students in physical education and school sport and the benefit of a strengths based alternative

Abstract

This paper reports the positive aspects of participation in physical education (PE) and school sport by Indigenous students as part of the wider findings of a doctoral study carried out at three Australian Capital Territory (ACT) government secondary schools. Data was collected from Indigenous students using group interviews and figurational sociology was used to interpret the findings. Central to figurational sociology are long-term processes and power relationships and it is contended that deficit understandings are inextricably linked to these kinds of relationships between individuals and groups. In particular, the research drew upon the figurational concepts of established and outsider theory (Elias & Scotson, 1994). This study found that Indigenous students were predominantly portrayed according to deficit understandings in both PE and in school sport. This research is important because it connects with a key idea of the Australian Curriculum Health and Physical Education (AC HPE) (ACARA, 2015). This key idea being a 'strengths based approach'. The paper concludes by identifying opportunities for Indigenous perspectives to be included in the AC HPE according to a strengths based perspective and also highlights related topics for future research. This paper is particularly relevant to primary and high school educators.

Rhetoric vs reality: The disconnect between policy and practice for teachers implementing Aboriginal education in their schools

“…Given these contradictory and opaque messages, it is no wonder that teachers struggle to find the pedagogic means to engage meaningfully and ethically with Indigenous knowledges. This policy/practice disconnect can undermine teacher efforts to genuinely implement strategies to improve student learning in this area and in some cases, reinforce deficit discourses about Aboriginal students and their families (Williams & Bamblett, 2017) and the delegitimization of Indigenous knowledge (Rigney, 2011). This hinders attempts to address the structural incoherence of the Aboriginal and Torres Strait Islander Cross Curriculum Priority (CCP) in the Australian curriculum and by design, the pedagogic strategies to implement this.…”