Page 3592 - Week 14 - Tuesday, 8 December 1992
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Is it true that many Aboriginal students in ACT government schools are often told that they would be better off elsewhere; that they are transferred, suspended or expelled at a higher per capita level than non-Aboriginal students? I think it is important for us to look at the statistics that apply here, especially considering the fact that there is no arm's-length appeal system available to any student who is expelled from a school in the ACT, other than an appeal system within the government schools system and an appeal system within the Catholic schools system.
The second question is this: Is it true that Aboriginal studies have ceased being taught at Narrabundah-Griffith primary schools and is there a resurgence of inequitable treatment appearing at these schools or in these campuses? Madam Speaker, in asking that question, I reiterate that these are broad questions. In raising them, it is not that I think that that is actually the case. I hear stories to that effect and I think it is worth raising these issues at this time.
As 1993 is the Internaional Year of the World's Indigenous Peoples, what is proposed for the ACT education system? Are there moves within the ACT education system to allow for the teaching of an Aboriginal language, for example, in our primary schools and our high schools? Perhaps the Ngunnawal language is an appropriate language to be taught in one of our schools or to be available in one of the colleges in the ACT. I have a story, Madam Speaker, from one Aboriginal mother whose name I shall not reveal. I would be happy to share it with the Minister later, should he ask me. The classroom teacher asked the mother to come to the school to discuss a specific problem with the student. On arrival, the mother found that she faced a panel consisting of a principal, a social welfare officer, a housing and community services officer and a teacher. This was in response to a behavioural problem of the student. One wonders how many people, other than Aboriginal people, have had such a response.
I indicated that I would give the Minister the name of the person, should he want to pursue that situation; but what I prefer to do here is to raise a series of questions. Are we doing enough in terms of positive measures in schools to combat racism, particularly in relation to the Koori people in the ACT? I am aware that other Aboriginal mothers have experienced a similar response to a behavioural problem, with suggestions being made that the child would be better off with someone else. That takes us back into a time, not so long ago, when a paternalistic and patronising approach was made and Aboriginal children were taken from their parents. I am not suggesting for one moment that that extreme exists now, but perhaps we have not yet lost the trappings of such an approach. The question is: How many non-Aboriginal people have been treated in the same sort of manner?
In summing up, Madam Speaker, I thought I might relate a little story. When I read the title of today's matter of public importance I went home. One of my sons, who is just about to start grade 1, was at home and was not well. I said to him, "What do you learn about racism at school? Do you learn anything?". He said, "No, we do not do anything about it". I said, "What is the name of the black girl in your class?". He said, "I think that is Milly". His mother said, "No, dear, Milly is of Asian origin". He said, "Is she?". She then said, "Is it Rachael?". He said, "Yes, I suppose she is black". I thought that was a quite positive response. I said to him, "Well, do you do anything on racism in school?". He said, "Well, why would we?".
Mr Connolly: A good school.
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