It’s exactly one year since the referendum on the Voice to Parliament. This is a call to action in a post-referendum Australia to advance Indigenous education rights.

In the wake of the unsuccessful Voice referendum, Australia finds itself at a critical juncture in its relationship with Aboriginal and Torres Strait Islander peoples. As an Indigenous academic who has long advocated for a rights-based approach to education, this moment calls for a renewed commitment. It also calls for action from all sectors of our education system, particularly non-Indigenous educators and leaders.

The United Nations Declaration on the Rights of Indigenous Peoples: A Foundation for Rights-Based Education

Before delving into specific actions, it’s crucial to understand the international framework that underpins our rights-based approach. The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), adopted by the General Assembly in 2007 and endorsed by Australia in 2009, provides a comprehensive framework for recognising, protecting, and promoting the rights of Indigenous peoples globally.

UNDRIP explicitly addresses education in several articles:

Article 14: asserts indigenous peoples’ right to establish and control their educational systems and institutions, providing education in their own languages and in a manner appropriate to their cultural methods of teaching and learning.

Article 15: emphasises the right of indigenous peoples to the dignity and diversity of their cultures, traditions, histories, and aspirations, which should be appropriately reflected in education and public information.

Article 21: states that indigenous peoples have the right to improvement in their economic and social conditions, including in the area of education.

These articles, among others, form the basis of our rights-based approach to education. They shift the paradigm from viewing education for Indigenous peoples as a matter of welfare or closing gaps to recognising it as a fundamental human right. This approach demands our education systems not only provide access to education for Indigenous peoples but also do so in a way that respects and promotes Indigenous cultures, languages, and ways of knowing.

The Imperative of Rights-Based Education

The referendum’s outcome doesn’t change the fundamental rights of Aboriginal and Torres Strait Islander people to quality education that respects our cultures, languages, and traditions. These rights, as outlined in UNDRIP, to which Australia is a signatory, remain intact and urgent. Our education systems, from early childhood through to higher education, have both an opportunity and a responsibility to embed these rights into their practices, policies, and curricula.

This isn’t just about “closing gaps” or hitting targets. It’s about recognising and upholding fundamental human rights and contributing to a more just and inclusive education system for all Australians.

Key Areas for Action

1. Curriculum Reform

We must move beyond tokenistic inclusion of Indigenous content. A rights-based approach calls for deep integration of Indigenous knowledges, histories, and perspectives across all subject areas. This isn’t just for the benefit of Indigenous students; it enriches the education of all Australians and promotes intercultural understanding.

2. Indigenous Leadership in Education

Increased Indigenous representation in educational leadership is crucial. This involves more than just hiring Indigenous teachers, educators, and academics (though that’s important). It means creating pathways for Indigenous education experts to shape policy, develop curricula, and lead institutions.

3. Community Partnerships

Education systems must forge meaningful, reciprocal partnerships with Indigenous communities. This goes beyond consultation to the co-design of educational programs and policies. Respecting Indigenous self-determination means recognising communities as experts and agents of their own educational needs and destinies.

 4. Safe Learning Environments

Creating safe learning environments is a key aspect of upholding Indigenous educational rights. This involves comprehensive cultural competency and anti-racism training for all staff, along with policies and practices that respect Indigenous cultural protocols and ways of learning.

 5. Language Revitalisation

Indigenous languages are not just communication tools; they are repositories of culture and knowledge. Education systems have a vital role to play in supporting language revitalisation efforts, offering bilingual education where appropriate and recognising the cognitive and cultural benefits of Indigenous language learning.

6. The Critical Role of Non-Indigenous Educators

Improving Indigenous educational outcomes is not solely the responsibility of Indigenous peoples. Non-Indigenous educators and leaders have a social and moral obligation to be at the forefront of this work alongside their Indigenous colleagues.

Here are key actions for non-Indigenous educators and leaders:

1. Educate Yourself: Commit to ongoing learning about Indigenous histories, cultures, and contemporary issues. Engage with Indigenous scholarship and participate in cultural competency training.

2. Amplify Indigenous Voices: Create platforms for Indigenous colleagues to share their expertise and advocate for increased Indigenous representation in decision-making bodies.

3. Critically examine curriculum and pedagogy: Review teaching materials for bias and incorporate Indigenous knowledges across all subject areas. Adopt culturally responsive teaching practices.

4. Build Genuine Partnerships: Reach out to local Indigenous communities to understand their educational priorities and involve them in curriculum development and decision-making processes.

5. Advocate for Systemic Change: Push for policy changes that support Indigenous rights and student success. Challenge practices that undermine Indigenous rights.

6. Support Indigenous Languages: Advocate for Indigenous language programs and support initiatives that integrate Indigenous languages into the broader curriculum..

7. Create Culturally Safe Spaces: Make your classroom or office welcoming for Indigenous students and colleagues. Be proactive in addressing racism and discrimination.

Overcoming Challenges

I recognise that this work comes with challenges. Non-Indigenous educators may feel discomfort or fear of making mistakes. Remember that discomfort is often a sign of growth. You may encounter resistance to change; use your position of privilege to advocate persistently for Indigenous rights. Strive for a balance of proactive engagement and respectful consultation with Indigenous colleagues and communities.

The path forward

The referendum may not have delivered constitutional change. But it has sparked crucial conversations. Now is the time to translate those conversations into meaningful action in our education systems. By embracing a rights-based approach, we can work towards an education system that truly serves all Australians and honours the unique rights, cultures, and contributions of Aboriginal and Torres Strait Islander peoples.

I call on all educators, policymakers, and community members to commit to concrete actions:

– Advocate for curriculum reform in your local schools and universities

– Support initiatives that amplify Indigenous voices in educational leadership

– Engage with local Indigenous communities to understand their educational priorities

– Push for robust cultural safety training in all educational institutions

– Support and participate in Indigenous language learning programs

The path to fully realising Aboriginal and Torres Strait Islander educational rights will be long. Yet every step matters. As we move forward, let’s remember that this work isn’t about charity—it’s about recognising and upholding fundamental human rights. Together, we can create an education system that not only respects Indigenous rights but also benefits from the rich knowledge and perspectives that Indigenous peoples bring to the table.

Peter Anderson is from the Walpiri and Murinpatha peoples of the Northern Territory and is Professor and Director Indigenous Research Unit at Griffith University. Professor Anderson’s research spans the area of Australian Indigenous education, educational systems, curriculum and pedagogical interventions and the intersecting relationships with indigenous peoples both globally and domestically.