The Relevance of the ‘Learning Styles Debate’ for Australian Indigenous Students in Mainstream Education

Abstract

While there has been much debate (Christie et al., 1987; Eckermann, 1988; Kleinfield and Nelson, 1991; Gibson, 1993; Ulstrup, 1994; Guild, 1994; Nicholls et al., 1995) on the in-appropriateness of applying culturally descriptive ‘learning styles’ in meeting the educational needs of Indigenous students, the reality of the existence of individual life experiences of Indigenous Australians has often been overlooked. That omission diminishes the dominant role which socio-cultural considerations have taken in past colonising practices with the effects of those practices often having become transgenerational among individuals today. This paper attempts to move on from that debate, questioning the validity of a canon that could be accused of merely perpetuating colonial paradigms and failing to acknowledge the integrity of the individual. The importance of determining and establishing effective communication is the key in understanding, and catering for, differing educational approaches, in the past labelled teaching and learning ‘styles’. Consequently, cultural awareness which is inclusive of the diversity of Indigenous Australians is still necessary in opening and maintaining that communication between educational stakeholders in the school community.