There is a growing body of evidence highlighting effective pedagogical approaches for educating First Nations students around the world. Despite this evidence, and a plethora of culturally-inclusive aligned policies and professional strategies, many Aboriginal students continue to receive inequitable and poor-quality schooling in Australian…

This paper provides a snapshot of Indigenous Early Career Researchers in Australia derived from demographic information collected in the first stage of the 'Developing Indigenous Early Career Researchers' project. Analysis of the data to date has evidenced much diversity across this cohort. However, one commonality across all Indigenous Early…

Acknowledging Australian Indigenous cultural diversity involves respecting local Indigenous knowledge and perspectives. This can be difficult for teachers who do not know about Indigenous people and their knowledge. The Differentiated Indigenous Pedagogies project evaluated digitally available information describing Indigenous in this paper,…

For tens of thousands of years, Indigenous Peoples in the country now known as Australia have had a very successful education system in place, from place. Currently, many Aboriginal and Torres Strait Islander students experience systemic harm in Australia's public and private schooling systems at unacceptable levels and are consistently positioned…

Educators around the world are increasingly considering and seeking ways to challenge their role in the colonial project. Some have turned to embodied pedagogies as a way to encourage holistic, relationships-based learning in academies which traditionally prioritise cognitive, objective knowing. This review analyses 27 studies, published between…

In national and state policy and curricula in Australia, Teacher Educators (TEs) are responsible to embed Aboriginal and Torres Strait Islander perspectives in Initial Teacher Education (ITE) courses. TEs in Australia are primarily non-Indigenous which raises important questions and challenges related to preparedness for meeting these…

For millennia, stories and oral histories have been a fundamental way of sharing knowledge in many Aboriginal cultures. Honouring the role of stories can address a continuing lack of Aboriginal voices in Australian educational research literature. In this paper, we describe the philosophical underpinnings and methodology of our research, which…

Since contact, there has been a foundation of inhospitable interactions between the original sovereign peoples of the Australian continent and Eurpoean arrivals. Despite government policies appearing to shift from assimilative practices to reconciliation processes in the latter half of the 20th Century, ongoing interactions continue to be…

This paper begins with a discussion of a program of work to map and embed Indigenous perspectives at RMIT University, outlines issues relating to the uptake of its guiding principles and actions, and then proposes a rethinking of the work. The authors argue that non-Indigenous educators are often ill equipped to undertake curriculum deconstruction…

This paper outlines the development of a new Indigenous research methodology: Indigenous Literature Re-view Methodology (ILRM). In the rejection of the idea that Western, dominant forms of research 'about' Indigenous peoples are most valid, ILRM was developed with aims to research in ways that give greater emphasis to Indigenous voices and…

In this paper, we present findings from the Culturally Nourishing Schooling (CNS) project data, collected during and after a series of experiential and immersive Learning from Country (LFC) activities with teachers working in New South Wales (NSW) schools in Australia. LFC is positioned as the critical first step in the CNS whole-school reform…

From its conception in Australia, subject 'English' has been considered central to the curriculum. The English literature strand in the curriculum does not stipulate specific texts but is more explicit regarding what should be considered as an appropriate 'literary text'. Curriculum documents emphasise the need for texts to have cultural and…

This paper introduces and provides comprehensive detail of a new theoretical framework termed 'Indigenous Institutional Theory'. In doing so, the paper discusses 'Western' and 'Indigenous' methodological practices and examines two existing theories that influence the newly developed framework; Indigenous Standpoint Theory (Nakata in Disciplining…

The areas of concern ('goals', 'domains' and 'priority areas'--whatever policymakers wish to call them) relating to Indigenous education have not changed since the first National Indigenous education policy in 1989. Deficit discourses, discursive trickery and the inability to report progress continues to demoralise and ensure Aboriginal and Torres…

Research studies continue to document the inequitable access to quality careers education and guidance for rural Australian youth, raising questions about these programs in rural schools. A significant proportion of the existing rural careers education and guidance literature focuses on factors of students' decision-making, with little attention…