With a thorough understanding of the difficulty Indigenous children face in terms of acquiring an education in a European-based education system, it is now possible to identify particular techniques which may be employed in an attempt to offset or minimise difficulties caused by feelings of discrimination amongst Indigenous children. These can be broken into six steps as according to Craven (1999): teaching the truth, beginning with the present, relating historical events to contemporary ones, standing on the shore rather than the ship, developing knowledge and appreciation of local Indigenous culture and incorporating Indigenous knowledge across the key learning areas. Telling the truth relates to acknowledging the events of the past in respect of Aboriginals, rather than continuing to cover it up. This, according to Craven, is best done by incorporating the learning of history into activities. Beginning with the present essentially involves teachers focusing on present-day societies when dealing with Aboriginal children, while relating historical events to present day ones means that children will learn better if information is made relevant by comparing it to modern day events. Craven suggests that this enables children to plan a better future. Standing on the shore rather than the ship simply refers to enabling children to view different events from many perspectives, while developing knowledge and appreciation of local Indigenous culture recognises the importance of teaching Aboriginal children about their culture from a local perspective as well as from a national one. Finally, incorporating Indigenous knowledge across the key learning areas refers to the use of Indigenous material in all subjects or components of the curriculum. Adhering to these steps is a good way of ensuring that Indigenous children feel comfortable and not isolated in their learning environment – thus allowing all of the approaches to Indigenous education discussed in this paper to effectively operate.

Some topics in this essay:
Education Training, Learning KLA’s, Australians Reynolds, English Bishop, Attwood Markus, Opportunity Commission, Australians Hughes, Aboriginal Australians, aboriginal children, craven 1999, indigenous children, , gledhill 1994, hughes 1987, Department Education, non-indigenous australians, craven 1999 suggests, education system, education training, national board, board employment education, 1999 suggests, employment education training, national board employment, education training 1992,