Improving the Representation of Indigenous Workers in the Mainstream Childcare Workplace (Report‪)‬

Introduction PROVIDING A SUCCESSFUL childcare program for Indigenous children and their families rests upon ensuring the availability of an appropriately skilled and willing workforce (the term Indigenous is used here to refer to those people who identify and are accepted as such by their community). It is widely recognised that a childcare policy that focuses upon the supply of places at the expense of addressing workforce issues is not sustainable (Department of Family and Community Services, 2003; Department of Families, Housing, Community Services and Indigenous Affairs, 2007; Whitebrook, Sakai, Gerber & Howes, 2001). Furthermore, despite the evidence that Indigenous children would benefit from formal child care, they are less likely to access mainstream childcare places than are other Australian children (Department of Family and Community Services, 2003; Productivity Commission, 2005). The reasons for this are complex, but include the inability of mainstream child care to develop culturally competent service systems that meet the needs and preferences of Indigenous childcare workers, and their children, families and communities. Bamblett and Lewis (2007) underline the importance of culturally competent service systems and argue that children and their families often fall victim to 'cultural abuse' in the form of agencies and practitioners intentionally and unintentionally ignoring, denigrating and even attacking their culture.