This article focuses on a higher education pedagogy of reading the exemplary novel of Indigenous Australia, "Carpentaria" (2006) by Waanyi author, Alexis Wright. The multiply awarded and multiply translated novel gives an epic view of contemporary Aboriginal life. Its dramatization of listening relations is profoundly insightful for the…

This paper outlines the emergent findings and theoretical foundations of "Reading Climate: Indigenous literatures, English and Sustainable Futures," cross disciplinary research in Indigenous Studies, Education, and Literary Studies. Our team investigates epistemologies for the teaching of secondary subject English and tertiary courses…

This paper critically assesses the meaning of Indigenous Knowledge from a global context. Using content analysis of myriad descriptions of the concept and quasi-quantitative statistical techniques, this study examines the global elements that should be used to characterize Indigenous Knowledge. This is prompted by the fact that for decades,…

This paper presents the successes and challenges of creating an online Indigenous Peoples curriculum. The website is embedded in the education section of the Hibulb Cultural Center and Natural History Preserve in Washington state. This project promotes unity between educators and museums. Constructivism, Community of Inquiry, New Museum Theory,…

This study examines the preservation and educational applications of the Yi jaw harp in the Liangshan Yi Autonomous Prefecture of China, drawing on ethnomusicological fieldwork, instrument classification, and pedagogical analysis. Rooted in oral traditions, spiritual symbolism, and linguistic resonance, the Yi jaw harp functions as both a musical…

Teaching Aboriginal perspectives is a cross-curriculum priority aimed at supporting Aboriginal school students' beliefs about themselves and promoting mutual respect and understanding between Aboriginal and non-Aboriginal members of society. Many teachers feel they lack the efficacy to teach Aboriginal perspectives, and this may have implications…

This paper leans into alterlife (Murphy, 2017) and connectivity ontologies (Harrison, 2015) to consider the implications of more-than-witness(es/ing) (our term) on social studies education. Taking a narrative approach, we engage with three more-than-human bodies (e.g., Boulder, Forest, Document(s)) in an effort to expand how act(or/ion)s of…

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…

In this paper, I explore the transitional spaces of teaching and writing by restorying an anomalous event in my teaching of Canadian literature in a grade seven classroom and my efforts to decolonise that teaching. Thinking with Elizabeth Ellsworth's concept of pedagogy as it relates to knowledge in the making and the learning self, I take…

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…

Australian Indigenous education policies are formed in settler colonial systems that are structured by institutional racism. Gumbaynggirr academic Lilly Brown (2019) argues that Australian 'education was incorporated into Indigenous policy as a justification for dispossession' (p. 67) throughout the 20th century. In recent times, First Nations…

What does decolonising the curriculum (DtC) entail and is it possible in the current context? I distinguish between a thick and thin idea of DtC. Thick DtC acknowledges that alternative knowledge systems exist, other than our western view of knowledge as 'justified true belief'. Thick DtC calls for recognition of epistemic injustice to indigenous…

As two Chicana scholar-activists, we recognize the common approach to oral history research is often technical and pragmatic and that published teaching materials rooted in radical feminist of color and Indigenous intellectual traditions are limited. In this article, we trace an intellectual and scholarly genealogy that demonstrates there is no…

We are one Indigenous and three settler academics struggling with the question of what decolonizing means for us in our educational practices at three universities, located in different parts of the territory called Canada and Turtle Island. Drawn to the idea of Decoding the Disciplines as a process for this work, we found ourselves critiquing…

Our paper explores the experiences of three museum practitioners as they worked to address complex historical and contemporary intersections of gender and power at Fort Edmonton Park, a living history museum in Edmonton, Alberta, Canada. In our case study, we detail a narrative of changes to a Métis woman's (Emma McDonald) garden, arguing that the…