Level the playing field and trust First Nations people

Queensland Teachers' Journal, Vol 131 No 2, 2 April 2026, page no 21.

In the current political climate. when National Close the Gap Day rolls around on the third Thursday in March, I am filled with a sense of trepidation. 

I am not alone in this feeling. Many of my First Nations brothers and sisters feel the same way, and many allies share this sentiment. The undercurrents that exist among broader society and the ensuing colonial load* continues to undermine meaningful progress.

First Nations people the world over are “objects of curiosity… and sources of data” (Tuhai-Smith, 2021), leading to First Nations peoples in Australia being among the most researched and exploited people in the world (Dew, McEntyre & Vaughan, 2019). Yet we continue to experience disadvantage and poverty at the highest rates on our sovereign lands. 

Despite being continually reminded of the gaps in our health and educational attainment compared to non-Indigenous people — gaps which contribute to lower life expectancy — we are not afforded the agency or the privilege of self-determination to address and overcome these barriers. We are also often reminded that our people are over-represented in the justice system, with one of the only schools in Queensland to have 100 per cent First Nations enrolment being a school in a youth detention centre. 

Despite years of programs and billions of dollars in funding (much of which has been shown not to reach the communities that need it most), there has been little meaningful improvement in First Nations outcomes. When interrogating the Productivity Commission dashboard that tracks the implementation of the Close the Gap initiative, it is extremely disappointing, but unsurprising, to find that for the first four priority areas there is no assessment available due to data not being collected. Of the 17 reportable areas, 11 are not on track for improvement, or are worsening.

As I reflect on these matters, I offer my perspective as a Wailwan man: racism and discrimination remain rife in Australia. In recent times, this has been fuelled not only by the referendum outcome, but also by the rise of hard-right political rhetoric. Sadly, these behaviours continue to perpetuate — and in some cases widen — the “gaps” that governments claim to be working to close. 

In Queensland, First Nations educators have been told by past governments that racism and discrimination do not exist in our schools. These claims have been made despite staff sharing experiences to the contrary, often dismissed due to a lack of formal data. 

For years, the employer has been urged to implement formal reporting systems to capture incidents of racism and discrimination, and to establish clear processes and frameworks to respond when they occur. Yet here we are, still recording these behaviours under the broader label of “harassment”. 

Frustratingly, for the first time in decades the Department of Education has erased the First Nations Division. They are now embarking on a repeat of history by segregating key units and requiring them to assimilate within the remaining divisions. This change will further disadvantage First Nations teachers and students, as there is no longer a clear line of sight of the programs and management of the subsequent implementation.

The Anti-Discrimination Act, while well intended, does not adequately protect First Nations people from experiencing racism and discrimination on the basis of our cultural identities.

If governments are serious about improving outcomes for First Nations people through policies that are too often grounded in deficit discourse, they must first level the playing field. This begins with acknowledging and addressing the racism and discrimination embedded in our society and workplaces, and ensuring these spaces are safe and welcoming for mob to engage and participate.

Governments and community must also trust First Nations people to be part of decision-making processes, so we can lead, take ownership, and shape programs and community education in ways that ensure success, from development through to implementation. This approach will ensure that deliberate review and purposeful decision-making inform the change that is required to build on the successes experienced and demonstrated by First Nations people in all facets of their lives, and to challenge the deficit discourse that government continues to thrust upon us.