var bibbase_data = {"data":"<img src=\"//bibbase.org/img/ajax-loader.gif\" id=\"spinner\"\n  style=\"display: none;\" alt=\"Loading..\" />\n\n<div id=\"bibbase\">\n\n  <script type=\"text/javascript\">\n    var bibbase = {\n      params: {\"bib\":\"https://api.zotero.org/groups/2590809/items?key=0kXiLAaQ3msk93MkXMyCUlhU&format=bibtex&limit=100\",\"jsonp\":\"1\",\"[option]\":\"[value]\",\"host\":\"bibbase.org\"},\n      data: [{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry\",\"issn\":\"1440-7833\",\"shorttitle\":\"Will closing the achievement gap solve the problem?\",\"url\":\"https://doi.org/10.1177/1440783313498946\",\"doi\":\"https://doi.org/10.1177/1440783313498946\",\"abstract\":\"Effective intervention into educational inequalities is dependent on having an accurate understanding of the factors which predict it. Research on the educational attainment gap between Indigenous and non-Indigenous youth in Australia has typically focused on closing the academic achievement gap in the hope that this will resolve the issue. However, recent research is beginning to find that Indigenous youth also have significantly different choice behaviours and resources. Using the work of Boudon, the current research used a Bayesian logistic regression model to explore the extent to which differences in university entry rates are due to achievement differentials (primary effects) versus differences in choice behaviours and resources (secondary effects) for Indigenous and non-Indigenous youth in Australia. This was applied to 10,000 Australian youth, followed over eight years. Results suggest that primary effects were predominant, however, a moderate proportion of the Indigenous university entrance rate gap is due to secondary effects.\",\"urldate\":\"2020-11-02\",\"journal\":\"Journal of Sociology\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Parker\"],\"firstnames\":[\"P.\",\"D.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bodkin-Andrews\"],\"firstnames\":[\"G.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Marsh\"],\"firstnames\":[\"H.\",\"W.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Jerrim\"],\"firstnames\":[\"J.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Schoon\"],\"firstnames\":[\"I.\"],\"suffixes\":[]}],\"year\":\"2015\",\"keywords\":\"educational attainment, indigenous Australians, inequality, primary and secondary effects\",\"bibtex\":\"@article{parker_will_2015,\\n\\ttitle = {Will closing the achievement gap solve the problem? {An} analysis of primary and secondary effects for indigenous university entry},\\n\\tissn = {1440-7833},\\n\\tshorttitle = {Will closing the achievement gap solve the problem?},\\n\\turl = {https://doi.org/10.1177/1440783313498946},\\n\\tdoi = {https://doi.org/10.1177/1440783313498946},\\n\\tabstract = {Effective intervention into educational inequalities is dependent on having an accurate understanding of the factors which predict it. Research on the educational attainment gap between Indigenous and non-Indigenous youth in Australia has typically focused on closing the academic achievement gap in the hope that this will resolve the issue. However, recent research is beginning to find that Indigenous youth also have significantly different choice behaviours and resources. Using the work of Boudon, the current research used a Bayesian logistic regression model to explore the extent to which differences in university entry rates are due to achievement differentials (primary effects) versus differences in choice behaviours and resources (secondary effects) for Indigenous and non-Indigenous youth in Australia. This was applied to 10,000 Australian youth, followed over eight years. Results suggest that primary effects were predominant, however, a moderate proportion of the Indigenous university entrance rate gap is due to secondary effects.},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Journal of Sociology},\\n\\tauthor = {Parker, P. D. and Bodkin-Andrews, G. and Marsh, H. W. and Jerrim, J. and Schoon, I.},\\n\\tyear = {2015},\\n\\tkeywords = {educational attainment, indigenous Australians, inequality, primary and secondary effects},\\n}\\n\\n\",\"author_short\":[\"Parker, P. D.\",\"Bodkin-Andrews, G.\",\"Marsh, H. W.\",\"Jerrim, J.\",\"Schoon, I.\"],\"key\":\"parker_will_2015\",\"id\":\"parker_will_2015\",\"bibbaseid\":\"parker-bodkinandrews-marsh-jerrim-schoon-willclosingtheachievementgapsolvetheproblemananalysisofprimaryandsecondaryeffectsforindigenousuniversityentry-2015\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1177/1440783313498946\"},\"keyword\":[\"educational attainment\",\"indigenous Australians\",\"inequality\",\"primary and secondary effects\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"phdthesis\",\"type\":\"phd\",\"title\":\"Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy\",\"copyright\":\"free_to_read\",\"shorttitle\":\"Addressing the rights of Indigenous peoples in education\",\"url\":\"https://eprints.qut.edu.au/118573/\",\"abstract\":\"For far too long, Aboriginal and Torres Strait Islander peoples' voices have been silenced. This study critically analyses the National Aboriginal and Torres Strait Islander Education Strategy 2015 through the lens of the Coolangatta Statement on Indigenous peoples' rights in Education. Focus is placed on how the Strategy addresses the rights of Aboriginal and Torres Strait Islander peoples in education when seeking to improve the educational attainment of Indigenous primary and secondary students. In turn, the representations of Aboriginal and Torres Strait Islander students, parents and communities are explored and established.\",\"language\":\"en\",\"urldate\":\"2023-11-09\",\"school\":\"Queensland University of Technology\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Hogarth\"],\"firstnames\":[\"Melitta\",\"D.\"],\"suffixes\":[]}],\"year\":\"2018\",\"keywords\":\"Aboriginal and Torres Strait Islander education, Indigenous Critical Discourse Analysis, Indigenous education, Indigenous methodologies, Policy analysis, Representations in text, critical discourse analysis, indigenist research principles, indigenous standpoint theory, social justice\",\"bibtex\":\"@phdthesis{hogarth_addressing_2018,\\n\\ttype = {phd},\\n\\ttitle = {Addressing the rights of {Indigenous} peoples in education: {A} critical analysis of {Indigenous} education policy},\\n\\tcopyright = {free\\\\_to\\\\_read},\\n\\tshorttitle = {Addressing the rights of {Indigenous} peoples in education},\\n\\turl = {https://eprints.qut.edu.au/118573/},\\n\\tabstract = {For far too long, Aboriginal and Torres Strait Islander peoples' voices have been silenced. This study critically analyses the National Aboriginal and Torres Strait Islander Education Strategy 2015 through the lens of the Coolangatta Statement on Indigenous peoples' rights in Education. Focus is placed on how the Strategy addresses the rights of Aboriginal and Torres Strait Islander peoples in education when seeking to improve the educational attainment of Indigenous primary and secondary students. In turn, the representations of Aboriginal and Torres Strait Islander students, parents and communities are explored and established.},\\n\\tlanguage = {en},\\n\\turldate = {2023-11-09},\\n\\tschool = {Queensland University of Technology},\\n\\tauthor = {Hogarth, Melitta D.},\\n\\tyear = {2018},\\n\\tkeywords = {Aboriginal and Torres Strait Islander education, Indigenous Critical Discourse Analysis, Indigenous education, Indigenous methodologies, Policy analysis, Representations in text, critical discourse analysis, indigenist research principles, indigenous standpoint theory, social justice},\\n}\\n\\n\",\"author_short\":[\"Hogarth, M. D.\"],\"key\":\"hogarth_addressing_2018\",\"id\":\"hogarth_addressing_2018\",\"bibbaseid\":\"hogarth-addressingtherightsofindigenouspeoplesineducationacriticalanalysisofindigenouseducationpolicy-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://eprints.qut.edu.au/118573/\"},\"keyword\":[\"Aboriginal and Torres Strait Islander education\",\"Indigenous Critical Discourse Analysis\",\"Indigenous education\",\"Indigenous methodologies\",\"Policy analysis\",\"Representations in text\",\"critical discourse analysis\",\"indigenist research principles\",\"indigenous standpoint theory\",\"social justice\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":2,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Culture in education: A political strategy for us or for them?\",\"shorttitle\":\"Culture in education\",\"abstract\":\"In the Year of Indigenous Peoples, many writings around the Globe will celebrate and record events of significance. S o me will be content with reciting noble events, unpleasant events, or even events that condemn the invasion of their lands. Others may report more recent stories of continued disenfranchisement, powerlessness, or perhaps reconciliation with alien governments and their institutions. I suspect they will be gauged in terms of colonisers versus colonised, dominant versus minority, centre versus margins, or even society versus individual. This paper also considers historical data and transformations but it is not content with the recitation of notable events. This paper takes issue with theoretical themes that have become habitual in practice, and evident in educational writings both liberal and emancipatory in intents. Pertinent to the issue is the theme 'culture', here described in the context of the National Aboriginal and Torres Strait Islander Education Policy (1989) - a national policy that sets the educational agenda for the Islander and the Aborigine in the Australian States and Territories.\",\"language\":\"EN\",\"number\":\"11\",\"urldate\":\"2020-11-02\",\"journal\":\"Ngoonjook\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Nakata\"],\"firstnames\":[\"M.\"],\"suffixes\":[]}],\"year\":\"1995\",\"note\":\"Publisher: Educational Media Unit, Batchelor College\",\"keywords\":\"Aboriginal Australians–Education, Education and state, Educational equalization, Torres Strait Islanders–Education\",\"pages\":\"40–61\",\"bibtex\":\"@article{nakata_culture_1995,\\n\\ttitle = {Culture in education: {A} political strategy for us or for them?},\\n\\tshorttitle = {Culture in education},\\n\\tabstract = {In the Year of Indigenous Peoples, many writings around the Globe will celebrate and record events of significance. S o me will be content with reciting noble events, unpleasant events, or even events that condemn the invasion of their lands. Others may report more recent stories of continued disenfranchisement, powerlessness, or perhaps reconciliation with alien governments and their institutions. I suspect they will be gauged in terms of colonisers versus colonised, dominant versus minority, centre versus margins, or even society versus individual. This paper also considers historical data and transformations but it is not content with the recitation of notable events. This paper takes issue with theoretical themes that have become habitual in practice, and evident in educational writings both liberal and emancipatory in intents. Pertinent to the issue is the theme 'culture', here described in the context of the National Aboriginal and Torres Strait Islander Education Policy (1989) - a national policy that sets the educational agenda for the Islander and the Aborigine in the Australian States and Territories.},\\n\\tlanguage = {EN},\\n\\tnumber = {11},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Ngoonjook},\\n\\tauthor = {Nakata, M.},\\n\\tyear = {1995},\\n\\tnote = {Publisher: Educational Media Unit, Batchelor College},\\n\\tkeywords = {Aboriginal Australians--Education, Education and state, Educational equalization, Torres Strait Islanders--Education},\\n\\tpages = {40--61},\\n}\\n\\n\",\"author_short\":[\"Nakata, M.\"],\"key\":\"nakata_culture_1995\",\"id\":\"nakata_culture_1995\",\"bibbaseid\":\"nakata-cultureineducationapoliticalstrategyforusorforthem-1995\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal Australians–Education\",\"Education and state\",\"Educational equalization\",\"Torres Strait Islanders–Education\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Indigenous higher education: The role of universities in releasing the potential\",\"volume\":\"37\",\"issn\":\"1326-0111, 2049-7784\",\"shorttitle\":\"Indigenous higher education\",\"url\":\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/abs/indigenous-higher-education-the-role-of-universities-in-releasing-the-potential/376CB78C399BB978DE354C30FA4B8F06\",\"doi\":\"10.1017/S1326011100016033\",\"abstract\":\"The participation rate of Indigenous people in higher education is comparatively disparately low across all sectors. In this paper we examine the pivotal role of the university sector in addressing this inequity and releasing the potential for increased Indigenous enrolment, participation and completion in higher education. Indigenous higher education, we argue, is core university business, not an equity issue, and a unique opportunity currently exists for achieving significant progress. Using examples of best practice we show how universities can take positive practical steps to overcome the commonly identified barriers to Indigenous higher education success. We also propose four specific strategies for increasing Indigenous higher education success across all facets. We extend our analysis to the low Indigenous representation among university staff arguing that a greater presence and nurturing of Indigenous staff, academic and general is a vital facet of improving Indigenous higher education access and success. Finally, we argue that a longitudinal study of Indigenous higher education participation is needed to provide an evidence base to inform and increase the efficacy of policy in this area.\",\"language\":\"en\",\"number\":\"1\",\"urldate\":\"2023-09-27\",\"journal\":\"The Australian Journal of Indigenous Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Andersen\"],\"firstnames\":[\"Clair\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bunda\"],\"firstnames\":[\"Tracey\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Walter\"],\"firstnames\":[\"Maggie\"],\"suffixes\":[]}],\"year\":\"2008\",\"note\":\"Publisher: Cambridge University Press\",\"pages\":\"1–8\",\"bibtex\":\"@article{andersen_indigenous_2008,\\n\\ttitle = {Indigenous higher education: {The} role of universities in releasing the potential},\\n\\tvolume = {37},\\n\\tissn = {1326-0111, 2049-7784},\\n\\tshorttitle = {Indigenous higher education},\\n\\turl = {https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/abs/indigenous-higher-education-the-role-of-universities-in-releasing-the-potential/376CB78C399BB978DE354C30FA4B8F06},\\n\\tdoi = {10.1017/S1326011100016033},\\n\\tabstract = {The participation rate of Indigenous people in higher education is comparatively disparately low across all sectors. In this paper we examine the pivotal role of the university sector in addressing this inequity and releasing the potential for increased Indigenous enrolment, participation and completion in higher education. Indigenous higher education, we argue, is core university business, not an equity issue, and a unique opportunity currently exists for achieving significant progress. Using examples of best practice we show how universities can take positive practical steps to overcome the commonly identified barriers to Indigenous higher education success. We also propose four specific strategies for increasing Indigenous higher education success across all facets. We extend our analysis to the low Indigenous representation among university staff arguing that a greater presence and nurturing of Indigenous staff, academic and general is a vital facet of improving Indigenous higher education access and success. Finally, we argue that a longitudinal study of Indigenous higher education participation is needed to provide an evidence base to inform and increase the efficacy of policy in this area.},\\n\\tlanguage = {en},\\n\\tnumber = {1},\\n\\turldate = {2023-09-27},\\n\\tjournal = {The Australian Journal of Indigenous Education},\\n\\tauthor = {Andersen, Clair and Bunda, Tracey and Walter, Maggie},\\n\\tyear = {2008},\\n\\tnote = {Publisher: Cambridge University Press},\\n\\tpages = {1--8},\\n}\\n\\n\",\"author_short\":[\"Andersen, C.\",\"Bunda, T.\",\"Walter, M.\"],\"key\":\"andersen_indigenous_2008\",\"id\":\"andersen_indigenous_2008\",\"bibbaseid\":\"andersen-bunda-walter-indigenoushighereducationtheroleofuniversitiesinreleasingthepotential-2008\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/abs/indigenous-higher-education-the-role-of-universities-in-releasing-the-potential/376CB78C399BB978DE354C30FA4B8F06\"},\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"A First Nations perspective of written vs oral history\",\"volume\":\"58\",\"issn\":\"00446726\",\"abstract\":\"The article focuses on the First Nations perspective of written versus oral history, highlighting the outdated notion that written documents are more reliable. It explores the importance of oral histories in Australia, challenges the dominance of written history and suggests classroom activities to engage students with the strengths of oral traditions.\",\"number\":\"2\",\"urldate\":\"2023-10-23\",\"journal\":\"Agora\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Fricker\"],\"firstnames\":[\"Aleryk\"],\"suffixes\":[]}],\"year\":\"2023\",\"keywords\":\"Colonization, Cultural property, Oral historians, Reliability (Personality trait), Student participation\",\"pages\":\"14–17\",\"bibtex\":\"@article{fricker_first_2023,\\n\\ttitle = {A {First} {Nations} perspective of written vs oral history},\\n\\tvolume = {58},\\n\\tissn = {00446726},\\n\\tabstract = {The article focuses on the First Nations perspective of written versus oral history, highlighting the outdated notion that written documents are more reliable. It explores the importance of oral histories in Australia, challenges the dominance of written history and suggests classroom activities to engage students with the strengths of oral traditions.},\\n\\tnumber = {2},\\n\\turldate = {2023-10-23},\\n\\tjournal = {Agora},\\n\\tauthor = {Fricker, Aleryk},\\n\\tyear = {2023},\\n\\tkeywords = {Colonization, Cultural property, Oral historians, Reliability (Personality trait), Student participation},\\n\\tpages = {14--17},\\n}\\n\\n\",\"author_short\":[\"Fricker, A.\"],\"key\":\"fricker_first_2023\",\"id\":\"fricker_first_2023\",\"bibbaseid\":\"fricker-afirstnationsperspectiveofwrittenvsoralhistory-2023\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Colonization\",\"Cultural property\",\"Oral historians\",\"Reliability (Personality trait)\",\"Student participation\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"'Why can't we be smart?' Exploring school community partnerships through Decolonising Race Theory\",\"volume\":\"50\",\"issn\":\"03116999\",\"shorttitle\":\"'Why can't we be smart?\",\"doi\":\"10.1007/s13384-022-00590-9\",\"abstract\":\"For over a century, since Aboriginal children were permitted to access mainstream Australian schools, there has been a significant gap in academic achievement between Aboriginal and non-Aboriginal students. Community engagement by schools is recognised as a key factor in Aboriginal student success, but school approaches to community engagement remain inconsistent and driven by deficit thinking. As part of the Aboriginal Voices Project, this paper explores community engagement at six New South Wales (NSW) public school sites and applies Decolonising Race Theory (DRT) as a critical Indigenous lens to interpret and understand the challenges that students, families, and schools face within their relationships. While we find evidence of school–community partnerships that prioritise Indigenous healing, for the schools in this paper, there is a complexity within relationships with community that reflects the interaction between assimilationist positioning of Aboriginal students that often contains positive and negative elements simultaneously.\",\"journal\":\"Australian Educational Researcher\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Fricker\"],\"firstnames\":[\"Aleryk\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Moodie\"],\"firstnames\":[\"Nikki\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Burgess\"],\"firstnames\":[\"Cathie\"],\"suffixes\":[]}],\"month\":\"March\",\"year\":\"2023\",\"keywords\":\"Academic achievement, Achievement gap, Communities, Community schools, Decolonisation, Decolonising Race Theory, Decolonization, Engagement, Families, Indigenous, Indigenous children, Leadership, Reconciliation, Student engagement\",\"pages\":\"55–71\",\"bibtex\":\"@article{fricker_why_2023,\\n\\ttitle = {'{Why} can't we be smart?' {Exploring} school community partnerships through {Decolonising} {Race} {Theory}},\\n\\tvolume = {50},\\n\\tissn = {03116999},\\n\\tshorttitle = {'{Why} can't we be smart?},\\n\\tdoi = {10.1007/s13384-022-00590-9},\\n\\tabstract = {For over a century, since Aboriginal children were permitted to access mainstream Australian schools, there has been a significant gap in academic achievement between Aboriginal and non-Aboriginal students. Community engagement by schools is recognised as a key factor in Aboriginal student success, but school approaches to community engagement remain inconsistent and driven by deficit thinking. As part of the Aboriginal Voices Project, this paper explores community engagement at six New South Wales (NSW) public school sites and applies Decolonising Race Theory (DRT) as a critical Indigenous lens to interpret and understand the challenges that students, families, and schools face within their relationships. While we find evidence of school–community partnerships that prioritise Indigenous healing, for the schools in this paper, there is a complexity within relationships with community that reflects the interaction between assimilationist positioning of Aboriginal students that often contains positive and negative elements simultaneously.},\\n\\tjournal = {Australian Educational Researcher},\\n\\tauthor = {Fricker, Aleryk and Moodie, Nikki and Burgess, Cathie},\\n\\tmonth = mar,\\n\\tyear = {2023},\\n\\tkeywords = {Academic achievement, Achievement gap, Communities, Community schools, Decolonisation, Decolonising Race Theory, Decolonization, Engagement, Families, Indigenous, Indigenous children, Leadership, Reconciliation, Student engagement},\\n\\tpages = {55--71},\\n}\\n\\n\",\"author_short\":[\"Fricker, A.\",\"Moodie, N.\",\"Burgess, C.\"],\"key\":\"fricker_why_2023\",\"id\":\"fricker_why_2023\",\"bibbaseid\":\"fricker-moodie-burgess-whycantwebesmartexploringschoolcommunitypartnershipsthroughdecolonisingracetheory-2023\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Academic achievement\",\"Achievement gap\",\"Communities\",\"Community schools\",\"Decolonisation\",\"Decolonising Race Theory\",\"Decolonization\",\"Engagement\",\"Families\",\"Indigenous\",\"Indigenous children\",\"Leadership\",\"Reconciliation\",\"Student engagement\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"The intersections of education, sport and culture at Papunya: The need for field-based research in remote inland Australia\",\"volume\":\"21\",\"shorttitle\":\"The intersections of education, sport and culture at Papunya\",\"url\":\"https://search.informit.org/doi/abs/10.3316/informit.142672679550489\",\"abstract\":\"This paper explores the operation of Australian (Rules) Football in the remote Aboriginal community of Papunya in the Northern Territory (NT). The playing and organisation of football by and for the Anangu (i.e. Australian Aboriginal) peoples of Central Australia constitutes an important expression of Aboriginal sovereignty in the context of post-NT Intervention politics. Australian (Rules) Football, along with traditional 'men's ceremonial business' remains one of few areas of social life where Anangu exercise decision-making authority over their own lives and that of their community in ways that might be said to be self-determining and consistent with United Nations (UN) declaration definitions. Football is, therefore, an important realm in which young men (Wati) learn from male Elders (Tjilpi). This paper explores Australian Football as it is played on Luritja country as a realm of Anangu learning and asks why formal education systems fail to recognise football played On Country as a valid forum of learning.\",\"number\":\"1-2\",\"urldate\":\"2023-10-23\",\"journal\":\"Journal of Australian Indigenous Issues\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Fricker\"],\"firstnames\":[\"Al\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Judd\"],\"firstnames\":[\"Barry\"],\"suffixes\":[]}],\"year\":\"2018\",\"note\":\"Publisher: Federation University of Australia\",\"keywords\":\"Aboriginal Australians–Education, Aboriginal Australians–Government policy, Academic achievement, Australian football, Competency-based education, Northern Territory–Papunya Native Settlement, Pitjantjatjara (Australian people)\",\"pages\":\"2–22\",\"bibtex\":\"@article{fricker_intersections_2018,\\n\\ttitle = {The intersections of education, sport and culture at {Papunya}: {The} need for field-based research in remote inland {Australia}},\\n\\tvolume = {21},\\n\\tshorttitle = {The intersections of education, sport and culture at {Papunya}},\\n\\turl = {https://search.informit.org/doi/abs/10.3316/informit.142672679550489},\\n\\tabstract = {This paper explores the operation of Australian (Rules) Football in the remote Aboriginal community of Papunya in the Northern Territory (NT). The playing and organisation of football by and for the Anangu (i.e. Australian Aboriginal) peoples of Central Australia constitutes an important expression of Aboriginal sovereignty in the context of post-NT Intervention politics. Australian (Rules) Football, along with traditional 'men's ceremonial business' remains one of few areas of social life where Anangu exercise decision-making authority over their own lives and that of their community in ways that might be said to be self-determining and consistent with United Nations (UN) declaration definitions. Football is, therefore, an important realm in which young men (Wati) learn from male Elders (Tjilpi). This paper explores Australian Football as it is played on Luritja country as a realm of Anangu learning and asks why formal education systems fail to recognise football played On Country as a valid forum of learning.},\\n\\tnumber = {1-2},\\n\\turldate = {2023-10-23},\\n\\tjournal = {Journal of Australian Indigenous Issues},\\n\\tauthor = {Fricker, Al and Judd, Barry},\\n\\tyear = {2018},\\n\\tnote = {Publisher: Federation University of Australia},\\n\\tkeywords = {Aboriginal Australians--Education, Aboriginal Australians--Government policy, Academic achievement, Australian football, Competency-based education, Northern Territory--Papunya Native Settlement, Pitjantjatjara (Australian people)},\\n\\tpages = {2--22},\\n}\\n\\n\",\"author_short\":[\"Fricker, A.\",\"Judd, B.\"],\"key\":\"fricker_intersections_2018\",\"id\":\"fricker_intersections_2018\",\"bibbaseid\":\"fricker-judd-theintersectionsofeducationsportandcultureatpapunyatheneedforfieldbasedresearchinremoteinlandaustralia-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.informit.org/doi/abs/10.3316/informit.142672679550489\"},\"keyword\":[\"Aboriginal Australians–Education\",\"Aboriginal Australians–Government policy\",\"Academic achievement\",\"Australian football\",\"Competency-based education\",\"Northern Territory–Papunya Native Settlement\",\"Pitjantjatjara (Australian people)\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Lessons to learn, discourses to change, relationships to build: How Decolonising Race Theory can articulate the interface between school leadership and Aboriginal students' schooling experiences\",\"volume\":\"50\",\"issn\":\"03116999\",\"shorttitle\":\"Lessons to learn, discourses to change, relationships to build\",\"doi\":\"10.1007/s13384-022-00546-z\",\"abstract\":\"When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school–community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view these themes through a critical Indigenous lens to understand the Principals' discourses around Aboriginal student experiences at school and their role in improving outcomes. This revealed contradictory positionings within and between Principal comments, from blaming students and their families for their underachievement, to implementing cultural programmes to build confidence to become self-determining adults. This data provides new ways of thinking through discourses about Aboriginal students and their families, communities, schools, teachers and Principals, and challenges some of the 'regimes of truth' that position these groups in particular ways.\",\"number\":\"1\",\"journal\":\"Australian Educational Researcher\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Burgess\"],\"firstnames\":[\"Cathie\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Fricker\"],\"firstnames\":[\"Aleryk\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Weuffen\"],\"firstnames\":[\"Sara\"],\"suffixes\":[]}],\"year\":\"2023\",\"keywords\":\"Aboriginal community engagement, Aboriginal students, Communities, Community-school relationships, Decolonisation, Decolonising Race Theory, Decolonization, Educational leadership, Student engagement, Student leadership, Teacher development\",\"pages\":\"111–129\",\"bibtex\":\"@article{burgess_lessons_2023,\\n\\ttitle = {Lessons to learn, discourses to change, relationships to build: {How} {Decolonising} {Race} {Theory} can articulate the interface between school leadership and {Aboriginal} students' schooling experiences},\\n\\tvolume = {50},\\n\\tissn = {03116999},\\n\\tshorttitle = {Lessons to learn, discourses to change, relationships to build},\\n\\tdoi = {10.1007/s13384-022-00546-z},\\n\\tabstract = {When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school–community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view these themes through a critical Indigenous lens to understand the Principals' discourses around Aboriginal student experiences at school and their role in improving outcomes. This revealed contradictory positionings within and between Principal comments, from blaming students and their families for their underachievement, to implementing cultural programmes to build confidence to become self-determining adults. This data provides new ways of thinking through discourses about Aboriginal students and their families, communities, schools, teachers and Principals, and challenges some of the 'regimes of truth' that position these groups in particular ways.},\\n\\tnumber = {1},\\n\\tjournal = {Australian Educational Researcher},\\n\\tauthor = {Burgess, Cathie and Fricker, Aleryk and Weuffen, Sara},\\n\\tyear = {2023},\\n\\tkeywords = {Aboriginal community engagement, Aboriginal students, Communities, Community-school relationships, Decolonisation, Decolonising Race Theory, Decolonization, Educational leadership, Student engagement, Student leadership, Teacher development},\\n\\tpages = {111--129},\\n}\\n\\n\",\"author_short\":[\"Burgess, C.\",\"Fricker, A.\",\"Weuffen, S.\"],\"key\":\"burgess_lessons_2023\",\"id\":\"burgess_lessons_2023\",\"bibbaseid\":\"burgess-fricker-weuffen-lessonstolearndiscoursestochangerelationshipstobuildhowdecolonisingracetheorycanarticulatetheinterfacebetweenschoolleadershipandaboriginalstudentsschoolingexperiences-2023\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal community engagement\",\"Aboriginal students\",\"Communities\",\"Community-school relationships\",\"Decolonisation\",\"Decolonising Race Theory\",\"Decolonization\",\"Educational leadership\",\"Student engagement\",\"Student leadership\",\"Teacher development\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Indigenous perspectives: Controversy in the history classroom?\",\"volume\":\"52\",\"shorttitle\":\"Indigenous perspectives\",\"abstract\":\"This article discusses the 'browning' of the history classroom and the role of history teachers in challenging the 'Great Australian Silence.'\",\"number\":\"4\",\"urldate\":\"2023-09-27\",\"journal\":\"Agora\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Fricker\"],\"firstnames\":[\"Aleryk\"],\"suffixes\":[]}],\"year\":\"2017\",\"note\":\"Publisher: History Teachers’ Association of Victoria\",\"keywords\":\"Aboriginal Australians–Politics and government, Australia, Federal government, History teachers, Political correctness\",\"pages\":\"4–12\",\"bibtex\":\"@article{fricker_indigenous_2017,\\n\\ttitle = {Indigenous perspectives: {Controversy} in the history classroom?},\\n\\tvolume = {52},\\n\\tshorttitle = {Indigenous perspectives},\\n\\tabstract = {This article discusses the 'browning' of the history classroom and the role of history teachers in challenging the 'Great Australian Silence.'},\\n\\tnumber = {4},\\n\\turldate = {2023-09-27},\\n\\tjournal = {Agora},\\n\\tauthor = {Fricker, Aleryk},\\n\\tyear = {2017},\\n\\tnote = {Publisher: History Teachers’ Association of Victoria},\\n\\tkeywords = {Aboriginal Australians--Politics and government, Australia, Federal government, History teachers, Political correctness},\\n\\tpages = {4--12},\\n}\\n\\n\",\"author_short\":[\"Fricker, A.\"],\"key\":\"fricker_indigenous_2017\",\"id\":\"fricker_indigenous_2017\",\"bibbaseid\":\"fricker-indigenousperspectivescontroversyinthehistoryclassroom-2017\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal Australians–Politics and government\",\"Australia\",\"Federal government\",\"History teachers\",\"Political correctness\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Doing decolonisation: cultural reconnection as political resistance in schooling\",\"volume\":\"50\",\"issn\":\"03116999\",\"shorttitle\":\"Doing decolonisation\",\"doi\":\"10.1007/s13384-022-00603-7\",\"abstract\":\"As the final piece of scholarship in the special issue, this paper pulls together data from the Aboriginal Voices project to analyse how Aboriginal students in Australia today experience schooling, particularly in relation to the futurity of their identity as sovereign First Nations Peoples. Using Decolonising Race Theory as a key methodological framework in this special issue enabled an assessment of the purpose and effects of coloniality to acknowledge the survival and innovation of First Nations Peoples in resisting and imagining a future otherwise. In doing so, the empirical data, and provocations, presented throughout this collection, opens up possibilities for exploring how the centrality of sovereignty impacts young Aboriginal students' interactions with and experienced success within the Australian schooling system.\",\"number\":\"1\",\"journal\":\"Australian Educational Researcher\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Weuffen\"],\"firstnames\":[\"Sara\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Lowe\"],\"firstnames\":[\"Kevin\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Moodie\"],\"firstnames\":[\"Nikki\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Fricker\"],\"firstnames\":[\"Aleryk\"],\"suffixes\":[]}],\"month\":\"March\",\"year\":\"2023\",\"keywords\":\"Aboriginal voices, Australia, Decolonisation, Decolonising race theory, Decolonization, Indigeneity, Indigenous education, Indigenous methodologies, Sovereignty\",\"pages\":\"147–165\",\"bibtex\":\"@article{weuffen_doing_2023,\\n\\ttitle = {Doing decolonisation: cultural reconnection as political resistance in schooling},\\n\\tvolume = {50},\\n\\tissn = {03116999},\\n\\tshorttitle = {Doing decolonisation},\\n\\tdoi = {10.1007/s13384-022-00603-7},\\n\\tabstract = {As the final piece of scholarship in the special issue, this paper pulls together data from the Aboriginal Voices project to analyse how Aboriginal students in Australia today experience schooling, particularly in relation to the futurity of their identity as sovereign First Nations Peoples. Using Decolonising Race Theory as a key methodological framework in this special issue enabled an assessment of the purpose and effects of coloniality to acknowledge the survival and innovation of First Nations Peoples in resisting and imagining a future otherwise. In doing so, the empirical data, and provocations, presented throughout this collection, opens up possibilities for exploring how the centrality of sovereignty impacts young Aboriginal students' interactions with and experienced success within the Australian schooling system.},\\n\\tnumber = {1},\\n\\tjournal = {Australian Educational Researcher},\\n\\tauthor = {Weuffen, Sara and Lowe, Kevin and Moodie, Nikki and Fricker, Aleryk},\\n\\tmonth = mar,\\n\\tyear = {2023},\\n\\tkeywords = {Aboriginal voices, Australia, Decolonisation, Decolonising race theory, Decolonization, Indigeneity, Indigenous education, Indigenous methodologies, Sovereignty},\\n\\tpages = {147--165},\\n}\\n\\n\",\"author_short\":[\"Weuffen, S.\",\"Lowe, K.\",\"Moodie, N.\",\"Fricker, A.\"],\"key\":\"weuffen_doing_2023\",\"id\":\"weuffen_doing_2023\",\"bibbaseid\":\"weuffen-lowe-moodie-fricker-doingdecolonisationculturalreconnectionaspoliticalresistanceinschooling-2023\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal voices\",\"Australia\",\"Decolonisation\",\"Decolonising race theory\",\"Decolonization\",\"Indigeneity\",\"Indigenous education\",\"Indigenous methodologies\",\"Sovereignty\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Applying Decolonising Race Theory to the Aboriginal Voices project\",\"volume\":\"50\",\"issn\":\"03116999\",\"doi\":\"10.1007/s13384-022-00601-9\",\"abstract\":\"The Aboriginal Voices project has sought to understand how Aboriginal students and parents tackle pervasive discourses that largely characterise these students as failures, disinterested in education, or without aspiration. This paper presents the conceptual and methodological approach to a multi-site case study of six whole-school communities, adding to the 10 systematic reviews of literature provided in the first phase of this project. Working through Moodie's Decolonising Race Theory framework, we describe the methodology, research questions and methods adopted in this empirical extension of the project. This paper emphasises the perspectives of Aboriginal students and their communities on schooling structures, common pedagogical and curricula practices, as well as the importance of cultural activities and connection. Moodie's framework enables us to provide a holistic analysis of daily classroom discourses, how these discourses impact young people and their families, and contributes to the interruption of settler colonialism in Australian schooling systems.\",\"number\":\"1\",\"journal\":\"Australian Educational Researcher\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Moodie\"],\"firstnames\":[\"Nikki\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Fricker\"],\"firstnames\":[\"Aleryk\"],\"suffixes\":[]}],\"month\":\"March\",\"year\":\"2023\",\"keywords\":\"Communities, Decolonisation, Decolonising Race Theory, Decolonization, Indigenous children, Student attitudes, Young adults, indigenous education, schooling\",\"pages\":\"11–31\",\"bibtex\":\"@article{moodie_applying_2023,\\n\\ttitle = {Applying {Decolonising} {Race} {Theory} to the {Aboriginal} {Voices} project},\\n\\tvolume = {50},\\n\\tissn = {03116999},\\n\\tdoi = {10.1007/s13384-022-00601-9},\\n\\tabstract = {The Aboriginal Voices project has sought to understand how Aboriginal students and parents tackle pervasive discourses that largely characterise these students as failures, disinterested in education, or without aspiration. This paper presents the conceptual and methodological approach to a multi-site case study of six whole-school communities, adding to the 10 systematic reviews of literature provided in the first phase of this project. Working through Moodie's Decolonising Race Theory framework, we describe the methodology, research questions and methods adopted in this empirical extension of the project. This paper emphasises the perspectives of Aboriginal students and their communities on schooling structures, common pedagogical and curricula practices, as well as the importance of cultural activities and connection. Moodie's framework enables us to provide a holistic analysis of daily classroom discourses, how these discourses impact young people and their families, and contributes to the interruption of settler colonialism in Australian schooling systems.},\\n\\tnumber = {1},\\n\\tjournal = {Australian Educational Researcher},\\n\\tauthor = {Moodie, Nikki and Fricker, Aleryk},\\n\\tmonth = mar,\\n\\tyear = {2023},\\n\\tkeywords = {Communities, Decolonisation, Decolonising Race Theory, Decolonization, Indigenous children, Student attitudes, Young adults, indigenous education, schooling},\\n\\tpages = {11--31},\\n}\\n\\n\",\"author_short\":[\"Moodie, N.\",\"Fricker, A.\"],\"key\":\"moodie_applying_2023\",\"id\":\"moodie_applying_2023\",\"bibbaseid\":\"moodie-fricker-applyingdecolonisingracetheorytotheaboriginalvoicesproject-2023\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Communities\",\"Decolonisation\",\"Decolonising Race Theory\",\"Decolonization\",\"Indigenous children\",\"Student attitudes\",\"Young adults\",\"indigenous education\",\"schooling\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Upholding heightened expectations of Indigenous children? Parents do, teachers do not\",\"volume\":\"50\",\"issn\":\"1326-0111\",\"shorttitle\":\"Upholding heightened expectations of indigenous children?\",\"doi\":\"10.1017/jie.2020.28\",\"abstract\":\"This paper argues that a component of increasing the rate of Aboriginal and Torres Strait Islander children and youths completing their secondary education is having parents and teachers maintain heightened expectations of these children in achieving this goal. To understand this phenomenon, we investigate the importance of, and discrepancies between, primary caregiver and teacher outlooks regarding Indigenous youths completing year 12. For the purpose of this paper, we adopt the term 'primary caregiver' in place of parent. This is because the majority (87.7%) of P1s analysed are the biological mothers with the remainder being close female relatives. P2s analysed are all male, 93.3% are biological fathers; remainder are step-fathers or adoptive fathers. This paper uses quantitative data from the Longitudinal Study of Indigenous Children to measure expectations from parents and teachers of Indigenous children. Results suggest that parents maintain exceptionally high expectations of their children, while teachers' expectations significantly decline over the course of Indigenous children's primary and secondary schooling years. We suggest that relationships and communication between parents and teachers, regarding expectations of students, are important to establishing an equilibrium in expectations of children, and that teachers may benefit from further training to address any underlying biases towards Indigenous children.\",\"number\":\"2\",\"journal\":\"Australian Journal of Indigenous Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Peacock\"],\"firstnames\":[\"Huw\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Prehn\"],\"firstnames\":[\"Jacob\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Guerzoni\"],\"firstnames\":[\"Michael\",\"A.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Aitken\"],\"firstnames\":[\"Wendy\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Andersen\"],\"firstnames\":[\"Clair\"],\"suffixes\":[]}],\"month\":\"December\",\"year\":\"2020\",\"note\":\"Publisher: Australian Journal of Indigenous Education\",\"keywords\":\"Academic Achievement, Australia, Bias, Educational achievement, Foreign Countries, High School Graduates, Indigenous Populations, Indigenous education, Longitudinal Studies, Longitudinal Surveys of Australian Youth, Parent Aspiration, Secondary School Students, Surveys, Teacher Expectations of Students, primary and secondary schooling, quantitative, schooling completion\",\"pages\":\"331–339\",\"bibtex\":\"@article{peacock_upholding_2020,\\n\\ttitle = {Upholding heightened expectations of {Indigenous} children? {Parents} do, teachers do not},\\n\\tvolume = {50},\\n\\tissn = {1326-0111},\\n\\tshorttitle = {Upholding heightened expectations of indigenous children?},\\n\\tdoi = {10.1017/jie.2020.28},\\n\\tabstract = {This paper argues that a component of increasing the rate of Aboriginal and Torres Strait Islander children and youths completing their secondary education is having parents and teachers maintain heightened expectations of these children in achieving this goal. To understand this phenomenon, we investigate the importance of, and discrepancies between, primary caregiver and teacher outlooks regarding Indigenous youths completing year 12. For the purpose of this paper, we adopt the term 'primary caregiver' in place of parent. This is because the majority (87.7\\\\%) of P1s analysed are the biological mothers with the remainder being close female relatives. P2s analysed are all male, 93.3\\\\% are biological fathers; remainder are step-fathers or adoptive fathers. This paper uses quantitative data from the Longitudinal Study of Indigenous Children to measure expectations from parents and teachers of Indigenous children. Results suggest that parents maintain exceptionally high expectations of their children, while teachers' expectations significantly decline over the course of Indigenous children's primary and secondary schooling years. We suggest that relationships and communication between parents and teachers, regarding expectations of students, are important to establishing an equilibrium in expectations of children, and that teachers may benefit from further training to address any underlying biases towards Indigenous children.},\\n\\tnumber = {2},\\n\\tjournal = {Australian Journal of Indigenous Education},\\n\\tauthor = {Peacock, Huw and Prehn, Jacob and Guerzoni, Michael A. and Aitken, Wendy and Andersen, Clair},\\n\\tmonth = dec,\\n\\tyear = {2020},\\n\\tnote = {Publisher: Australian Journal of Indigenous Education},\\n\\tkeywords = {Academic Achievement, Australia, Bias, Educational achievement, Foreign Countries, High School Graduates, Indigenous Populations, Indigenous education, Longitudinal Studies, Longitudinal Surveys of Australian Youth, Parent Aspiration, Secondary School Students, Surveys, Teacher Expectations of Students, primary and secondary schooling, quantitative, schooling completion},\\n\\tpages = {331--339},\\n}\\n\\n\",\"author_short\":[\"Peacock, H.\",\"Prehn, J.\",\"Guerzoni, M. A.\",\"Aitken, W.\",\"Andersen, C.\"],\"key\":\"peacock_upholding_2020\",\"id\":\"peacock_upholding_2020\",\"bibbaseid\":\"peacock-prehn-guerzoni-aitken-andersen-upholdingheightenedexpectationsofindigenouschildrenparentsdoteachersdonot-2020\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Academic Achievement\",\"Australia\",\"Bias\",\"Educational achievement\",\"Foreign Countries\",\"High School Graduates\",\"Indigenous Populations\",\"Indigenous education\",\"Longitudinal Studies\",\"Longitudinal Surveys of Australian Youth\",\"Parent Aspiration\",\"Secondary School Students\",\"Surveys\",\"Teacher Expectations of Students\",\"primary and secondary schooling\",\"quantitative\",\"schooling completion\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"School house to big house\",\"volume\":\"49\",\"issn\":\"13260111\",\"doi\":\"10.1017/jie.2018.13\",\"abstract\":\"In 1991, the Australian Government released the Royal Commission into Aboriginal Deaths in Custody Report. Of the 339 recommendations, Recommendation 62 identified that there was an alarming over-representation of Indigenous youth in contact with the criminal justice system. The report called for immediate action by governments to develop strategies that would urgently reduce retention rates of Indigenous youth within the prison system. Analysis of the literature indicates that almost three decades after the release of this report, the high numbers of Indigenous youth who are incarcerated, or who have come into contact with the juvenile justice system remains the same. Although there is a good deal of literature investigating the criminological characteristics of this phenomena; there is a substantial gap in the literature surrounding the educational exclusion of young Indigenous males from the formal education system. This paper focusses specifically on the literature surrounding student exclusion from state schools and how this may provide some insight into the subsequent over-representation of young Indigenous males within the Queensland juvenile justice system.\",\"number\":\"1\",\"journal\":\"Australian Journal of Indigenous Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"O'Brien\"],\"firstnames\":[\"Grace\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Trudgett\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]}],\"month\":\"August\",\"year\":\"2020\",\"pages\":\"98–106\",\"bibtex\":\"@article{obrien_school_2020,\\n\\ttitle = {School house to big house},\\n\\tvolume = {49},\\n\\tissn = {13260111},\\n\\tdoi = {10.1017/jie.2018.13},\\n\\tabstract = {In 1991, the Australian Government released the Royal Commission into Aboriginal Deaths in Custody Report. Of the 339 recommendations, Recommendation 62 identified that there was an alarming over-representation of Indigenous youth in contact with the criminal justice system. The report called for immediate action by governments to develop strategies that would urgently reduce retention rates of Indigenous youth within the prison system. Analysis of the literature indicates that almost three decades after the release of this report, the high numbers of Indigenous youth who are incarcerated, or who have come into contact with the juvenile justice system remains the same. Although there is a good deal of literature investigating the criminological characteristics of this phenomena; there is a substantial gap in the literature surrounding the educational exclusion of young Indigenous males from the formal education system. This paper focusses specifically on the literature surrounding student exclusion from state schools and how this may provide some insight into the subsequent over-representation of young Indigenous males within the Queensland juvenile justice system.},\\n\\tnumber = {1},\\n\\tjournal = {Australian Journal of Indigenous Education},\\n\\tauthor = {O'Brien, Grace and Trudgett, Michelle},\\n\\tmonth = aug,\\n\\tyear = {2020},\\n\\tpages = {98--106},\\n}\\n\\n\",\"author_short\":[\"O'Brien, G.\",\"Trudgett, M.\"],\"key\":\"obrien_school_2020\",\"id\":\"obrien_school_2020\",\"bibbaseid\":\"obrien-trudgett-schoolhousetobighouse-2020\",\"role\":\"author\",\"urls\":{},\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"High-expectations relationships: A foundation for enacting high expectations in all Australian schools\",\"volume\":\"49\",\"issn\":\"13260111\",\"shorttitle\":\"High-expectations relationships\",\"doi\":\"10.1017/jie.2018.10\",\"abstract\":\"Enacting high expectations for all students in the classroom is a complex undertaking. Underlying, out-of-awareness assumptions may lead to actions, behaviours or pedagogic choices that do not support these high expectations beliefs and intentions. For Indigenous education, this is compounded by public and professional discourses around deficit positioning, and by historical conditioning, where many Indigenous students do not see achieving in school as part of their cultural identity. High expectations are usually considered as a performance agenda — in terms of effort, learning and achievement. In this paper, we introduce the concept of high-expectations relationships where viewing and enacting high expectations through a relational lens equips educators with strategies to support such performance outcomes. We describe this relational lens where fair, socially just relating establishes a relational space of trust, thus enabling both student motivation and the firm, critically reflective relating necessary for quality learning. Using the voices of educators, we describe how high-expectations relationships can promote collegiate staff environments, strong teacher–student relationships and trusting and supportive relationships with parents and carers. We show how these positive educational attributes of any school community, seeded through a focus on high-expectations relationships, work to support the performance outcomes of a high-expectations educational agenda.\",\"number\":\"1\",\"journal\":\"Australian Journal of Indigenous Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Sarra\"],\"firstnames\":[\"Chris\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Spillman\"],\"firstnames\":[\"David\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Jackson\"],\"firstnames\":[\"Cathy\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Davis\"],\"firstnames\":[\"John\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bray\"],\"firstnames\":[\"John\"],\"suffixes\":[]}],\"month\":\"August\",\"year\":\"2020\",\"pages\":\"32–45\",\"bibtex\":\"@article{sarra_high-expectations_2020,\\n\\ttitle = {High-expectations relationships: {A} foundation for enacting high expectations in all {Australian} schools},\\n\\tvolume = {49},\\n\\tissn = {13260111},\\n\\tshorttitle = {High-expectations relationships},\\n\\tdoi = {10.1017/jie.2018.10},\\n\\tabstract = {Enacting high expectations for all students in the classroom is a complex undertaking. Underlying, out-of-awareness assumptions may lead to actions, behaviours or pedagogic choices that do not support these high expectations beliefs and intentions. For Indigenous education, this is compounded by public and professional discourses around deficit positioning, and by historical conditioning, where many Indigenous students do not see achieving in school as part of their cultural identity. High expectations are usually considered as a performance agenda — in terms of effort, learning and achievement. In this paper, we introduce the concept of high-expectations relationships where viewing and enacting high expectations through a relational lens equips educators with strategies to support such performance outcomes. We describe this relational lens where fair, socially just relating establishes a relational space of trust, thus enabling both student motivation and the firm, critically reflective relating necessary for quality learning. Using the voices of educators, we describe how high-expectations relationships can promote collegiate staff environments, strong teacher–student relationships and trusting and supportive relationships with parents and carers. We show how these positive educational attributes of any school community, seeded through a focus on high-expectations relationships, work to support the performance outcomes of a high-expectations educational agenda.},\\n\\tnumber = {1},\\n\\tjournal = {Australian Journal of Indigenous Education},\\n\\tauthor = {Sarra, Chris and Spillman, David and Jackson, Cathy and Davis, John and Bray, John},\\n\\tmonth = aug,\\n\\tyear = {2020},\\n\\tpages = {32--45},\\n}\\n\\n\",\"author_short\":[\"Sarra, C.\",\"Spillman, D.\",\"Jackson, C.\",\"Davis, J.\",\"Bray, J.\"],\"key\":\"sarra_high-expectations_2020\",\"id\":\"sarra_high-expectations_2020\",\"bibbaseid\":\"sarra-spillman-jackson-davis-bray-highexpectationsrelationshipsafoundationforenactinghighexpectationsinallaustralianschools-2020\",\"role\":\"author\",\"urls\":{},\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"phdthesis\",\"type\":\"Masters of Education (Research)\",\"title\":\"A critical analysis of the Aboriginal and Torres Strait Islander Education Action Plan\",\"url\":\"https://eprints.qut.edu.au/89754/\",\"abstract\":\"This study involves the analysis of one of the most recent Indigenous Education policies, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, 2011). It examines how the language used within policy positions Aboriginal and Torres Strait Islander peoples. Articulating Rigney's (1999) Indigenist Research Principles with Fairclough's (2001) Critical Discourse Analysis provides a platform for critical dialogues about policy decision-making. In doing so, this articulation enables and emphasises the need for potential policy revision to contribute to the Aboriginal and Torres Strait Islander struggle for self-determination.\",\"language\":\"en\",\"urldate\":\"2020-12-08\",\"school\":\"Queensland University of Technology\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Hogarth\"],\"firstnames\":[\"Melitta\",\"Dorn\"],\"suffixes\":[]}],\"year\":\"2015\",\"keywords\":\"Attendance, Critical Discourse Analysis, Engagement and Connections, Indigenous education, Indigenous education policy, Thesis\",\"bibtex\":\"@phdthesis{hogarth_critical_2015,\\n\\ttype = {Masters of {Education} ({Research})},\\n\\ttitle = {A critical analysis of the {Aboriginal} and {Torres} {Strait} {Islander} {Education} {Action} {Plan}},\\n\\turl = {https://eprints.qut.edu.au/89754/},\\n\\tabstract = {This study involves the analysis of one of the most recent Indigenous Education policies, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, 2011). It examines how the language used within policy positions Aboriginal and Torres Strait Islander peoples. Articulating Rigney's (1999) Indigenist Research Principles with Fairclough's (2001) Critical Discourse Analysis provides a platform for critical dialogues about policy decision-making. In doing so, this articulation enables and emphasises the need for potential policy revision to contribute to the Aboriginal and Torres Strait Islander struggle for self-determination.},\\n\\tlanguage = {en},\\n\\turldate = {2020-12-08},\\n\\tschool = {Queensland University of Technology},\\n\\tauthor = {Hogarth, Melitta Dorn},\\n\\tyear = {2015},\\n\\tkeywords = {Attendance, Critical Discourse Analysis, Engagement and Connections, Indigenous education, Indigenous education policy, Thesis},\\n}\\n\\n\",\"author_short\":[\"Hogarth, M. D.\"],\"key\":\"hogarth_critical_2015\",\"id\":\"hogarth_critical_2015\",\"bibbaseid\":\"hogarth-acriticalanalysisoftheaboriginalandtorresstraitislandereducationactionplan-2015\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://eprints.qut.edu.au/89754/\"},\"keyword\":[\"Attendance\",\"Critical Discourse Analysis\",\"Engagement and Connections\",\"Indigenous education\",\"Indigenous education policy\",\"Thesis\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":1,\"html\":\"\"},{\"bibtype\":\"phdthesis\",\"type\":\"Master (Research) Thesis\",\"title\":\"Text choice: teaching Aboriginal and Torres Strait Islander perspectives in English\",\"shorttitle\":\"Text choice\",\"url\":\"http://hdl.handle.net/1959.14/1279764\",\"abstract\":\"The secondary subject of English offers a unique context to embed Aboriginal and Torres Strait Islander perspectives for the benefit of all students through the availability and variety of text choices. Currently, in New South Wales, teachers are mandated to select quality texts that are “widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia” (NESA, 2019a). There is currently limited understanding of what text choices English teachers make, and how they make these choices in order to teach about Aboriginal and Torres Strait Islander perspectives, cultures and histories. Without an understanding of the texts English teachers select and the nature of these choices, it is difficult to evaluate the inclusion of these perspectives. This study aims to address this gap through a qualitative study which will provide a glimpse into the current practice of NSW English teachers text selection choices and processes. This will be carried out through semi-structured interviews with NSW English teachers in Sydney secondary schools.\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Worrell\"],\"firstnames\":[\"Tamika\"],\"suffixes\":[]}],\"year\":\"2019\",\"keywords\":\"Aboriginal Education, Aboriginal Perspectives, English Teaching, Thesis\",\"bibtex\":\"@phdthesis{worrell_text_2019,\\n\\ttype = {Master ({Research}) {Thesis}},\\n\\ttitle = {Text choice: teaching {Aboriginal} and {Torres} {Strait} {Islander} perspectives in {English}},\\n\\tshorttitle = {Text choice},\\n\\turl = {http://hdl.handle.net/1959.14/1279764},\\n\\tabstract = {The secondary subject of English offers a unique context to embed Aboriginal and Torres Strait Islander perspectives for the benefit of all students through the availability and variety of text choices. Currently, in New South Wales, teachers are mandated to select quality texts that are “widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia” (NESA, 2019a). There is currently limited understanding of what text choices English teachers make, and how they make these choices in order to teach about Aboriginal and Torres Strait Islander perspectives, cultures and histories. Without an understanding of the texts English teachers select and the nature of these choices, it is difficult to evaluate the inclusion of these perspectives. This study aims to address this gap through a qualitative study which will provide a glimpse into the current practice of NSW English teachers text selection choices and processes. This will be carried out through semi-structured interviews with NSW English teachers in Sydney secondary schools.},\\n\\tauthor = {Worrell, Tamika},\\n\\tyear = {2019},\\n\\tkeywords = {Aboriginal Education, Aboriginal Perspectives, English Teaching, Thesis},\\n}\\n\\n\",\"author_short\":[\"Worrell, T.\"],\"key\":\"worrell_text_2019\",\"id\":\"worrell_text_2019\",\"bibbaseid\":\"worrell-textchoiceteachingaboriginalandtorresstraitislanderperspectivesinenglish-2019\",\"role\":\"author\",\"urls\":{\"Paper\":\"http://hdl.handle.net/1959.14/1279764\"},\"keyword\":[\"Aboriginal Education\",\"Aboriginal Perspectives\",\"English Teaching\",\"Thesis\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":6,\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Singapore\",\"title\":\"Durithunga Boul: A pattern of respectful relationships, reciprocity and socially just literacy education in one urban school\",\"copyright\":\"free_to_read\",\"isbn\":\"9789811386282\",\"shorttitle\":\"Durithunga Boul\",\"url\":\"https://link.springer.com/chapter/10.1007/978-981-13-8629-9_4\",\"abstract\":\"Systems and schools in Australia continue to be challenged to provide equitable, socially just literacy education for Aboriginal and Torres Strait Islander young people and children in schools. This task seems to continue to be more difficult than might be expected, and this suggests that the current policy approach which relies on a variety of isolated ‘programs’ and new – or old – approaches that layer on top of each other may not be the best way forward. This chapter provides insight into one locally developed, Indigenous led education community and describes the possibilities created when these educators brokered relationships with other systems, approaches and researchers to reform schooling in the best interests of Aboriginal and Torres Strait Islander students. Details of the variety of strategies taken at one urban school are provided to focus on the important elements of what a socially just literacy education could be when Aboriginal and Torres Strait Islander education perspectives are foregrounded in authentic ways.\",\"language\":\"en\",\"urldate\":\"2023-10-18\",\"booktitle\":\"Literacy education and Indigenous Australians: Theory, research and practice\",\"publisher\":\"Springer\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Davis\"],\"firstnames\":[\"John\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Woods\"],\"firstnames\":[\"Annette\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Rennie\"],\"firstnames\":[\"J.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Harper\"],\"firstnames\":[\"H.\"],\"suffixes\":[]}],\"year\":\"2019\",\"pages\":\"51–69\",\"bibtex\":\"@incollection{davis_durithunga_2019,\\n\\taddress = {Singapore},\\n\\ttitle = {Durithunga {Boul}: {A} pattern of respectful relationships, reciprocity and socially just literacy education in one urban school},\\n\\tcopyright = {free\\\\_to\\\\_read},\\n\\tisbn = {9789811386282},\\n\\tshorttitle = {Durithunga {Boul}},\\n\\turl = {https://link.springer.com/chapter/10.1007/978-981-13-8629-9_4},\\n\\tabstract = {Systems and schools in Australia continue to be challenged to provide equitable, socially just literacy education for Aboriginal and Torres Strait Islander young people and children in schools. This task seems to continue to be more difficult than might be expected, and this suggests that the current policy approach which relies on a variety of isolated ‘programs’ and new – or old – approaches that layer on top of each other may not be the best way forward. This chapter provides insight into one locally developed, Indigenous led education community and describes the possibilities created when these educators brokered relationships with other systems, approaches and researchers to reform schooling in the best interests of Aboriginal and Torres Strait Islander students. Details of the variety of strategies taken at one urban school are provided to focus on the important elements of what a socially just literacy education could be when Aboriginal and Torres Strait Islander education perspectives are foregrounded in authentic ways.},\\n\\tlanguage = {en},\\n\\turldate = {2023-10-18},\\n\\tbooktitle = {Literacy education and {Indigenous} {Australians}: {Theory}, research and practice},\\n\\tpublisher = {Springer},\\n\\tauthor = {Davis, John and Woods, Annette},\\n\\teditor = {Rennie, J. and Harper, H.},\\n\\tyear = {2019},\\n\\tpages = {51--69},\\n}\\n\\n\",\"author_short\":[\"Davis, J.\",\"Woods, A.\"],\"editor_short\":[\"Rennie, J.\",\"Harper, H.\"],\"key\":\"davis_durithunga_2019\",\"id\":\"davis_durithunga_2019\",\"bibbaseid\":\"davis-woods-durithungaboulapatternofrespectfulrelationshipsreciprocityandsociallyjustliteracyeducationinoneurbanschool-2019\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://link.springer.com/chapter/10.1007/978-981-13-8629-9_4\"},\"metadata\":{\"authorlinks\":{}},\"downloads\":4,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"The untold story of middle-class Indigenous Australian school students who aspire to university\",\"volume\":\"63\",\"issn\":\"17508487\",\"url\":\"https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345421&site=ehost-live&custid=s2775460\",\"doi\":\"10.1080/17508487.2019.1572022\",\"abstract\":\"While university participation rates among Indigenous Australians have been on the rise in recent years, parity targets remain elusive. In this context, surprisingly little attention has been paid to how aspirations for higher education are formed and nurtured. Studies tend to focus on barriers to access, often in ways that position Indigenous Australians as a homogeneous 'Otherised' group. This paper counter-balances hegemonic narratives of Indigeneity by analysing what Indigenous students from middle-class families say about their aspirations for university. Drawing on interview data collected in 2016 in government schools in New South Wales, Australia, it offers fresh understandings of school–to–university transitions, both empirically and conceptually. Using the lens of four–dimensional social space as conceived by Indigenous scholar Maggie Walter, we illustrate how race and class function in powerful but complex ways to shape the aspirations of two young Indigenous women. We argue that if we are to shift longstanding demographic patterns of university participation, then visible stories of Indigenous success, such as those told here, can help to redefine current discourses on Indigenous aspirations for higher education.\",\"number\":\"1\",\"urldate\":\"2023-10-17\",\"journal\":\"Critical Studies in Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Patfield\"],\"firstnames\":[\"Sally\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Gore\"],\"firstnames\":[\"Jennifer\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Fray\"],\"firstnames\":[\"Leanne\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Gruppetta\"],\"firstnames\":[\"Maree\"],\"suffixes\":[]}],\"month\":\"March\",\"year\":\"2022\",\"keywords\":\"Education of the middle class, Indigenous Australians, Universities & colleges\",\"pages\":\"80–95\",\"bibtex\":\"@article{patfield_untold_2022,\\n\\ttitle = {The untold story of middle-class {Indigenous} {Australian} school students who aspire to university},\\n\\tvolume = {63},\\n\\tissn = {17508487},\\n\\turl = {https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345421&site=ehost-live&custid=s2775460},\\n\\tdoi = {10.1080/17508487.2019.1572022},\\n\\tabstract = {While university participation rates among Indigenous Australians have been on the rise in recent years, parity targets remain elusive. In this context, surprisingly little attention has been paid to how aspirations for higher education are formed and nurtured. Studies tend to focus on barriers to access, often in ways that position Indigenous Australians as a homogeneous 'Otherised' group. This paper counter-balances hegemonic narratives of Indigeneity by analysing what Indigenous students from middle-class families say about their aspirations for university. Drawing on interview data collected in 2016 in government schools in New South Wales, Australia, it offers fresh understandings of school–to–university transitions, both empirically and conceptually. Using the lens of four–dimensional social space as conceived by Indigenous scholar Maggie Walter, we illustrate how race and class function in powerful but complex ways to shape the aspirations of two young Indigenous women. We argue that if we are to shift longstanding demographic patterns of university participation, then visible stories of Indigenous success, such as those told here, can help to redefine current discourses on Indigenous aspirations for higher education.},\\n\\tnumber = {1},\\n\\turldate = {2023-10-17},\\n\\tjournal = {Critical Studies in Education},\\n\\tauthor = {Patfield, Sally and Gore, Jennifer and Fray, Leanne and Gruppetta, Maree},\\n\\tmonth = mar,\\n\\tyear = {2022},\\n\\tkeywords = {Education of the middle class, Indigenous Australians, Universities \\\\& colleges},\\n\\tpages = {80--95},\\n}\\n\\n\",\"author_short\":[\"Patfield, S.\",\"Gore, J.\",\"Fray, L.\",\"Gruppetta, M.\"],\"key\":\"patfield_untold_2022\",\"id\":\"patfield_untold_2022\",\"bibbaseid\":\"patfield-gore-fray-gruppetta-theuntoldstoryofmiddleclassindigenousaustralianschoolstudentswhoaspiretouniversity-2022\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345421&site=ehost-live&custid=s2775460\"},\"keyword\":[\"Education of the middle class\",\"Indigenous Australians\",\"Universities & colleges\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":34,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Shaming the silences: Indigenous graduate attributes and the privileging of Aboriginal and Torres Strait Islander voices\",\"volume\":\"63\",\"issn\":\"17508487\",\"shorttitle\":\"Shaming the silences\",\"url\":\"https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345420&site=ehost-live&custid=s2775460\",\"doi\":\"10.1080/17508487.2018.1553795\",\"abstract\":\"An increasing number of Australian universities are committing to Indigenous Graduate Attributes across a wide range of academic disciplines. This paper critiques not only the slow up-take of Indigenous Graduate Attributes in the last 10 years, but also how such attributes may realistically contribute to university students graduating with increased 'awareness', 'knowledges' and 'abilities' to work with Aboriginal and Torres Strait Islander peoples and communities. It is reasoned that any commitment to Indigenous Graduate Attributes must be carefully and critically monitored for the silencing effects of colonial narratives that also are prevalent throughout Australian Indigenous Studies (which is arguably the foundation of realising Indigenous Graduate Attributes). Drawing from a diversity of Indigenous standpoint theories, critical studies and research methodologies, the paper offers a critical evaluative framework through which both Indigenous Graduate Attributes and the content within the teaching and learning of Australian Indigenous Studies may be evaluated. This includes an acute awareness of imposed colonial narratives, a critical awareness of one's own positioning, engagement with Indigenous voices, knowledge of Indigenous Research Methodologies, and more meaningful levels of Indigenous engagement through Indigenous ethics and protocols.\",\"number\":\"1\",\"urldate\":\"2023-10-17\",\"journal\":\"Critical Studies in Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Bodkin-Andrews\"],\"firstnames\":[\"Gawaian\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Page\"],\"firstnames\":[\"Susan\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Trudgett\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]}],\"month\":\"March\",\"year\":\"2022\",\"keywords\":\"College curriculum, Graduates, Universities & colleges\",\"pages\":\"96–113\",\"bibtex\":\"@article{bodkin-andrews_shaming_2022,\\n\\ttitle = {Shaming the silences: {Indigenous} graduate attributes and the privileging of {Aboriginal} and {Torres} {Strait} {Islander} voices},\\n\\tvolume = {63},\\n\\tissn = {17508487},\\n\\tshorttitle = {Shaming the silences},\\n\\turl = {https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345420&site=ehost-live&custid=s2775460},\\n\\tdoi = {10.1080/17508487.2018.1553795},\\n\\tabstract = {An increasing number of Australian universities are committing to Indigenous Graduate Attributes across a wide range of academic disciplines. This paper critiques not only the slow up-take of Indigenous Graduate Attributes in the last 10 years, but also how such attributes may realistically contribute to university students graduating with increased 'awareness', 'knowledges' and 'abilities' to work with Aboriginal and Torres Strait Islander peoples and communities. It is reasoned that any commitment to Indigenous Graduate Attributes must be carefully and critically monitored for the silencing effects of colonial narratives that also are prevalent throughout Australian Indigenous Studies (which is arguably the foundation of realising Indigenous Graduate Attributes). Drawing from a diversity of Indigenous standpoint theories, critical studies and research methodologies, the paper offers a critical evaluative framework through which both Indigenous Graduate Attributes and the content within the teaching and learning of Australian Indigenous Studies may be evaluated. This includes an acute awareness of imposed colonial narratives, a critical awareness of one's own positioning, engagement with Indigenous voices, knowledge of Indigenous Research Methodologies, and more meaningful levels of Indigenous engagement through Indigenous ethics and protocols.},\\n\\tnumber = {1},\\n\\turldate = {2023-10-17},\\n\\tjournal = {Critical Studies in Education},\\n\\tauthor = {Bodkin-Andrews, Gawaian and Page, Susan and Trudgett, Michelle},\\n\\tmonth = mar,\\n\\tyear = {2022},\\n\\tkeywords = {College curriculum, Graduates, Universities \\\\& colleges},\\n\\tpages = {96--113},\\n}\\n\\n\",\"author_short\":[\"Bodkin-Andrews, G.\",\"Page, S.\",\"Trudgett, M.\"],\"key\":\"bodkin-andrews_shaming_2022\",\"id\":\"bodkin-andrews_shaming_2022\",\"bibbaseid\":\"bodkinandrews-page-trudgett-shamingthesilencesindigenousgraduateattributesandtheprivilegingofaboriginalandtorresstraitislandervoices-2022\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345420&site=ehost-live&custid=s2775460\"},\"keyword\":[\"College curriculum\",\"Graduates\",\"Universities & colleges\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":4,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Indigenous education sovereignty: Another way of 'doing' education\",\"volume\":\"63\",\"issn\":\"17508487\",\"shorttitle\":\"Indigenous education sovereignty\",\"url\":\"https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345426&site=ehost-live&custid=s2775460\",\"doi\":\"10.1080/17508487.2020.1848895\",\"abstract\":\"With schools known to be sites of harm for many Indigenous peoples, both historically and currently, this paper re-considers 'doing' education another way. As a Gamilaroi woman, educator and researcher, I contemplate the ways Indigenous sovereignty is conceptualised and enacted by Aboriginal and Torres Strait Islander people in the country now known as Australia. This provides the foundations to apply broader understandings of sovereignty to the notion of education sovereignty. Using narrative and storytelling, I aim to show education sovereignty before considering potential elements involved in doing education sovereignty. I identify six interconnected elements that underpin education sovereignty, including: Pattern Thinking; Country; Time; Relationality; Intergenerational Reciprocity; and Agency. These elements provide a deeper understanding of what education sovereignty could look like, and therefore another way of 'doing' education for all students, grounded in Indigenous axiologies, ontologies and epistemologies.\",\"number\":\"1\",\"urldate\":\"2023-10-17\",\"journal\":\"Critical Studies in Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Bishop\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]}],\"month\":\"March\",\"year\":\"2022\",\"keywords\":\"Indigenous peoples, Sovereignty, Storytelling\",\"pages\":\"131–146\",\"bibtex\":\"@article{bishop_indigenous_2022,\\n\\ttitle = {Indigenous education sovereignty: {Another} way of 'doing' education},\\n\\tvolume = {63},\\n\\tissn = {17508487},\\n\\tshorttitle = {Indigenous education sovereignty},\\n\\turl = {https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345426&site=ehost-live&custid=s2775460},\\n\\tdoi = {10.1080/17508487.2020.1848895},\\n\\tabstract = {With schools known to be sites of harm for many Indigenous peoples, both historically and currently, this paper re-considers 'doing' education another way. As a Gamilaroi woman, educator and researcher, I contemplate the ways Indigenous sovereignty is conceptualised and enacted by Aboriginal and Torres Strait Islander people in the country now known as Australia. This provides the foundations to apply broader understandings of sovereignty to the notion of education sovereignty. Using narrative and storytelling, I aim to show education sovereignty before considering potential elements involved in doing education sovereignty. I identify six interconnected elements that underpin education sovereignty, including: Pattern Thinking; Country; Time; Relationality; Intergenerational Reciprocity; and Agency. These elements provide a deeper understanding of what education sovereignty could look like, and therefore another way of 'doing' education for all students, grounded in Indigenous axiologies, ontologies and epistemologies.},\\n\\tnumber = {1},\\n\\turldate = {2023-10-17},\\n\\tjournal = {Critical Studies in Education},\\n\\tauthor = {Bishop, Michelle},\\n\\tmonth = mar,\\n\\tyear = {2022},\\n\\tkeywords = {Indigenous peoples, Sovereignty, Storytelling},\\n\\tpages = {131--146},\\n}\\n\\n\",\"author_short\":[\"Bishop, M.\"],\"key\":\"bishop_indigenous_2022\",\"id\":\"bishop_indigenous_2022\",\"bibbaseid\":\"bishop-indigenouseducationsovereigntyanotherwayofdoingeducation-2022\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345426&site=ehost-live&custid=s2775460\"},\"keyword\":[\"Indigenous peoples\",\"Sovereignty\",\"Storytelling\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":16,\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Carlton, Vic\",\"title\":\"The schools of human experience\",\"isbn\":\"978-0-522-85315-5\",\"language\":\"EN\",\"urldate\":\"2020-10-21\",\"booktitle\":\"First Australians: An illustrated history\",\"publisher\":\"Miegunyah Press\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Atkinson\"],\"firstnames\":[\"Wayne\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Perkins\"],\"firstnames\":[\"Rachel\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Langton\"],\"firstnames\":[\"Marcia\"],\"suffixes\":[]}],\"year\":\"2008\",\"keywords\":\"Aboriginal history, Aboriginal land rights, Australian Aboriginal Progressive Association, Cooper, William, Historiography, Identifier: Yorta Yorta people (Aboriginal people), New South Wales: History, Victoria: History\",\"pages\":\"(286)–329, 383–384\",\"bibtex\":\"@incollection{atkinson_schools_2008,\\n\\taddress = {Carlton, Vic},\\n\\ttitle = {The schools of human experience},\\n\\tisbn = {978-0-522-85315-5},\\n\\tlanguage = {EN},\\n\\turldate = {2020-10-21},\\n\\tbooktitle = {First {Australians}: {An} illustrated history},\\n\\tpublisher = {Miegunyah Press},\\n\\tauthor = {Atkinson, Wayne},\\n\\teditor = {Perkins, Rachel and Langton, Marcia},\\n\\tyear = {2008},\\n\\tkeywords = {Aboriginal history, Aboriginal land rights, Australian Aboriginal Progressive Association, Cooper, William, Historiography, Identifier: Yorta Yorta people (Aboriginal people), New South Wales: History, Victoria: History},\\n\\tpages = {(286)--329, 383--384},\\n}\\n\\n\",\"author_short\":[\"Atkinson, W.\"],\"editor_short\":[\"Perkins, R.\",\"Langton, M.\"],\"key\":\"atkinson_schools_2008\",\"id\":\"atkinson_schools_2008\",\"bibbaseid\":\"atkinson-theschoolsofhumanexperience-2008\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal history\",\"Aboriginal land rights\",\"Australian Aboriginal Progressive Association\",\"Cooper\",\"William\",\"Historiography\",\"Identifier: Yorta Yorta people (Aboriginal people)\",\"New South Wales: History\",\"Victoria: History\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Interrogating social justice in early years education: How effectively do contemporary policies and practices create equitable learning environments for Indigenous Australian children?\",\"volume\":\"14\",\"issn\":\"1463-9491\",\"shorttitle\":\"Interrogating Social Justice in Early Years Education\",\"url\":\"https://doi.org/10.2304/ciec.2013.14.4.300\",\"doi\":\"10.2304/ciec.2013.14.4.300\",\"abstract\":\"This article examines some of the contemporary policies and practices in Australian early years education to provide an insight into why social justice is such a critical element in preparing Australia's Indigenous children to engage in learning experiences in ways that will enable them to establish sound foundations for their future learning journeys. In order to understand why social justice and equity are central to delivering quality early years education to Indigenous children, it is vital that the modern educator has some knowledge of educational history, in particular the role of education in promoting and maintaining the status quo, thus ensuring the continuing dominance of those who occupied positions of power. Viewing the expectations of contemporary early years education against the backdrop of past realities serves to highlight the way in which education sets the scene for the cultural destruction and dispossession that has, in too many parts of the world, been the long-term outcome of education for Indigenous peoples. Examining the themes and forms of discourse that have informed the theorising and practice underpinning the development of concepts around social justice demonstrates the importance of addressing diversity in early years education contexts.\",\"language\":\"en\",\"number\":\"4\",\"urldate\":\"2020-10-30\",\"journal\":\"Contemporary Issues in Early Childhood\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Herbert\"],\"firstnames\":[\"Jeannie\"],\"suffixes\":[]}],\"year\":\"2013\",\"keywords\":\"Cultural Differences, Early Childhood Education, Educational History, Educational Policy, Equal Education, Indigenous Populations, Minority Group Students, Power Structure, Social Bias, Social Influences, Social Justice, Student Diversity\",\"pages\":\"300–310\",\"bibtex\":\"@article{herbert_interrogating_2013,\\n\\ttitle = {Interrogating social justice in early years education: {How} effectively do contemporary policies and practices create equitable learning environments for {Indigenous} {Australian} children?},\\n\\tvolume = {14},\\n\\tissn = {1463-9491},\\n\\tshorttitle = {Interrogating {Social} {Justice} in {Early} {Years} {Education}},\\n\\turl = {https://doi.org/10.2304/ciec.2013.14.4.300},\\n\\tdoi = {10.2304/ciec.2013.14.4.300},\\n\\tabstract = {This article examines some of the contemporary policies and practices in Australian early years education to provide an insight into why social justice is such a critical element in preparing Australia's Indigenous children to engage in learning experiences in ways that will enable them to establish sound foundations for their future learning journeys. In order to understand why social justice and equity are central to delivering quality early years education to Indigenous children, it is vital that the modern educator has some knowledge of educational history, in particular the role of education in promoting and maintaining the status quo, thus ensuring the continuing dominance of those who occupied positions of power. Viewing the expectations of contemporary early years education against the backdrop of past realities serves to highlight the way in which education sets the scene for the cultural destruction and dispossession that has, in too many parts of the world, been the long-term outcome of education for Indigenous peoples. Examining the themes and forms of discourse that have informed the theorising and practice underpinning the development of concepts around social justice demonstrates the importance of addressing diversity in early years education contexts.},\\n\\tlanguage = {en},\\n\\tnumber = {4},\\n\\turldate = {2020-10-30},\\n\\tjournal = {Contemporary Issues in Early Childhood},\\n\\tauthor = {Herbert, Jeannie},\\n\\tyear = {2013},\\n\\tkeywords = {Cultural Differences, Early Childhood Education, Educational History, Educational Policy, Equal Education, Indigenous Populations, Minority Group Students, Power Structure, Social Bias, Social Influences, Social Justice, Student Diversity},\\n\\tpages = {300--310},\\n}\\n\\n\",\"author_short\":[\"Herbert, J.\"],\"key\":\"herbert_interrogating_2013\",\"id\":\"herbert_interrogating_2013\",\"bibbaseid\":\"herbert-interrogatingsocialjusticeinearlyyearseducationhoweffectivelydocontemporarypoliciesandpracticescreateequitablelearningenvironmentsforindigenousaustralianchildren-2013\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.2304/ciec.2013.14.4.300\"},\"keyword\":[\"Cultural Differences\",\"Early Childhood Education\",\"Educational History\",\"Educational Policy\",\"Equal Education\",\"Indigenous Populations\",\"Minority Group Students\",\"Power Structure\",\"Social Bias\",\"Social Influences\",\"Social Justice\",\"Student Diversity\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":2,\"html\":\"\"},{\"bibtype\":\"techreport\",\"type\":\"techreport\",\"address\":\"Newcastle, Australia\",\"title\":\"Yarning the way: the role of Indigenous paraprofessionals in guiding the post-school educational pathways of Aboriginal and Torres Strait Islander youth\",\"shorttitle\":\"Yarning the way\",\"url\":\"https://researchers.mq.edu.au/files/94778595/94758516.pdf\",\"abstract\":\"This project examined the role of Indigenous education paraprofessionals in facilitating post-school education options and access for Indigenous young people, and sought insight into barriers to, and enablers of, post-school education for this cohort. Literature review, yarning circles and interviews informed a set of culturally appropriate principles, applicable to policy and practice strategies, to increase Indigenous student access to, and participation in, higher education.\",\"language\":\"English\",\"urldate\":\"2020-12-08\",\"institution\":\"University of Newcastle\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Gruppetta\"],\"firstnames\":[\"Maree\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Southgate\"],\"firstnames\":[\"Erica\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Ober\"],\"firstnames\":[\"Robyn\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Cameron\"],\"firstnames\":[\"Liz\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"John\"],\"firstnames\":[\"Fischetti\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Thunig\"],\"firstnames\":[\"Amy\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Heath\"],\"firstnames\":[\"Treesa\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Burns\"],\"firstnames\":[\"Karinda\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Clifton\"],\"firstnames\":[\"Shirley\"],\"suffixes\":[]}],\"year\":\"2018\",\"bibtex\":\"@techreport{gruppetta_yarning_2018,\\n\\taddress = {Newcastle, Australia},\\n\\ttitle = {Yarning the way: the role of {Indigenous} paraprofessionals in guiding the post-school educational pathways of {Aboriginal} and {Torres} {Strait} {Islander} youth},\\n\\tshorttitle = {Yarning the way},\\n\\turl = {https://researchers.mq.edu.au/files/94778595/94758516.pdf},\\n\\tabstract = {This project examined the role of Indigenous education paraprofessionals in facilitating post-school education options and access for Indigenous young people, and sought insight into barriers to, and enablers of, post-school education for this cohort. Literature review, yarning circles and interviews informed a set of culturally appropriate principles, applicable to policy and practice strategies, to increase Indigenous student access to, and participation in, higher education.},\\n\\tlanguage = {English},\\n\\turldate = {2020-12-08},\\n\\tinstitution = {University of Newcastle},\\n\\tauthor = {Gruppetta, Maree and Southgate, Erica and Ober, Robyn and Cameron, Liz and John, Fischetti and Thunig, Amy and Heath, Treesa and Burns, Karinda and Clifton, Shirley},\\n\\tyear = {2018},\\n}\\n\\n\",\"author_short\":[\"Gruppetta, M.\",\"Southgate, E.\",\"Ober, R.\",\"Cameron, L.\",\"John, F.\",\"Thunig, A.\",\"Heath, T.\",\"Burns, K.\",\"Clifton, S.\"],\"key\":\"gruppetta_yarning_2018\",\"id\":\"gruppetta_yarning_2018\",\"bibbaseid\":\"gruppetta-southgate-ober-cameron-john-thunig-heath-burns-etal-yarningthewaytheroleofindigenousparaprofessionalsinguidingthepostschooleducationalpathwaysofaboriginalandtorresstraitislanderyouth-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://researchers.mq.edu.au/files/94778595/94758516.pdf\"},\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"The emu sky knowledge of the Kamilaroi and Euahlayi peoples\",\"volume\":\"17\",\"url\":\"https://arxiv.org/ftp/arxiv/papers/1403/1403.0304.pdf\",\"abstract\":\"This paper presents a detailed study of the knowledge of the Kamilaroi and Euahlayi peoples about the Emu in the Sky. This study was done with ethnographic data that was not previously reported in detail. We surveyed the literature to find that there are widespread reports of an Emu in the Sky across Australian Aboriginal language groups, but little detailed knowledge available in the literature. This paper reports and describes a comprehensive Kamilaroi and Euahlayi knowledge of the Emu in the Sky and its cultural context.\",\"number\":\"2\",\"journal\":\"Journal of Astronomical History and Heritage\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Fuller\"],\"firstnames\":[\"Robert\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Anderson\"],\"firstnames\":[\"Michael\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Norris\"],\"firstnames\":[\"Ray\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Trudgett\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]}],\"year\":\"2014\",\"keywords\":\"Australian ethnoastronomy, Emu in the Sky, Euahlayi people, Kamilaroi people, Physics - History and Philosophy of Physics\",\"pages\":\"171–179\",\"bibtex\":\"@article{fuller_emu_2014,\\n\\ttitle = {The emu sky knowledge of the {Kamilaroi} and {Euahlayi} peoples},\\n\\tvolume = {17},\\n\\turl = {https://arxiv.org/ftp/arxiv/papers/1403/1403.0304.pdf},\\n\\tabstract = {This paper presents a detailed study of the knowledge of the Kamilaroi and Euahlayi peoples\\nabout the Emu in the Sky. This study was done with ethnographic data that was not\\npreviously reported in detail. We surveyed the literature to find that there are widespread\\nreports of an Emu in the Sky across Australian Aboriginal language groups, but little detailed\\nknowledge available in the literature. This paper reports and describes a comprehensive\\nKamilaroi and Euahlayi knowledge of the Emu in the Sky and its cultural context.},\\n\\tnumber = {2},\\n\\tjournal = {Journal of Astronomical History and Heritage},\\n\\tauthor = {Fuller, Robert and Anderson, Michael and Norris, Ray and Trudgett, Michelle},\\n\\tyear = {2014},\\n\\tkeywords = {Australian ethnoastronomy, Emu in the Sky, Euahlayi people, Kamilaroi people, Physics - History and Philosophy of Physics},\\n\\tpages = {171--179},\\n}\\n\\n\",\"author_short\":[\"Fuller, R.\",\"Anderson, M.\",\"Norris, R.\",\"Trudgett, M.\"],\"key\":\"fuller_emu_2014\",\"id\":\"fuller_emu_2014\",\"bibbaseid\":\"fuller-anderson-norris-trudgett-theemuskyknowledgeofthekamilaroiandeuahlayipeoples-2014\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://arxiv.org/ftp/arxiv/papers/1403/1403.0304.pdf\"},\"keyword\":[\"Australian ethnoastronomy\",\"Emu in the Sky\",\"Euahlayi people\",\"Kamilaroi people\",\"Physics - History and Philosophy of Physics\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":1,\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"South Melbourne, Victoria\",\"edition\":\"Third edition\",\"title\":\"Indigenous Australia and the education system\",\"isbn\":\"978-0-19-552227-3\",\"abstract\":\"Helps students understand how contemporary education systems, their issues, policies and institutions operate and fit into Australia's broad social landscape. It focuses on the connection between local and global in explaining contemporary educational change, and considers the role that globalisation plays in increasing the rate of change in society, as well as its impact on education and education systems\",\"booktitle\":\"Education, change and society\",\"publisher\":\"Oxford University Press\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Foley\"],\"firstnames\":[\"Dennis\"],\"suffixes\":[]}],\"collaborator\":\"Connell, Raewyn and Welch, Tony and Vickers, Margaret and Foley, Dennis and Bagnall, Nigel and Hayes, Debra and Proctor, Helen and Sriprakash, Arathi and Campbell, Graig\",\"year\":\"2013\",\"keywords\":\"Australia, Australian, Education, Educational change, Social aspects, Social aspects Study and teaching (Higher), Textbooks\",\"pages\":\"131–159\",\"bibtex\":\"@incollection{connell_indigenous_2013,\\n\\taddress = {South Melbourne, Victoria},\\n\\tedition = {Third edition},\\n\\ttitle = {Indigenous {Australia} and the education system},\\n\\tisbn = {978-0-19-552227-3},\\n\\tabstract = {Helps students understand how contemporary education systems, their issues, policies and institutions operate and fit into Australia's broad social landscape. It focuses on the connection between local and global in explaining contemporary educational change, and considers the role that globalisation plays in increasing the rate of change in society, as well as its impact on education and education systems},\\n\\tbooktitle = {Education, change and society},\\n\\tpublisher = {Oxford University Press},\\n\\tauthor = {Foley, Dennis},\\n\\tcollaborator = {Connell, Raewyn and Welch, Tony and Vickers, Margaret and Foley, Dennis and Bagnall, Nigel and Hayes, Debra and Proctor, Helen and Sriprakash, Arathi and Campbell, Graig},\\n\\tyear = {2013},\\n\\tkeywords = {Australia, Australian, Education, Educational change, Social aspects, Social aspects Study and teaching (Higher), Textbooks},\\n\\tpages = {131--159},\\n}\\n\\n\",\"author_short\":[\"Foley, D.\"],\"key\":\"connell_indigenous_2013\",\"id\":\"connell_indigenous_2013\",\"bibbaseid\":\"foley-indigenousaustraliaandtheeducationsystem-2013\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Australia\",\"Australian\",\"Education\",\"Educational change\",\"Social aspects\",\"Social aspects Study and teaching (Higher)\",\"Textbooks\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"title\":\"The social, cultural and historical context of Aboriginal and Torres Strait Islander Australians\",\"isbn\":\"978-1-74241-090-6\",\"abstract\":\"To understand the contemporary life of Indigenous Australians, a historical and cultural background is essential. This chapter sets the context for further discussions about Aboriginal and Torres Strait Islander people and issues related to their social and emotional wellbeing and mental health. The history of colonisation is addressed, the subsequent devastation of Indigenous Australians, and their resilience and struggle to claim equality and cultural recognition, and to shape the present. Indigenous Australia is made up of two cultural groups who have shared the same struggle, yet often when using the term Indigenous, a Torres Strait Islander history is absent. In this chapter both cultures are equally presented. Brief overviews are given of pre-contact times, colonisation, resistance and adaptation, shifting government policies, and the struggle for recognition. Indigenous identity and meanings of belonging in country, community and family are also briefly covered. Contemporary issues confronting Indigenous people are included, with particular attention to racism.\",\"language\":\"en\",\"urldate\":\"2020-12-08\",\"booktitle\":\"Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice\",\"publisher\":\"Commonwealth of Australia\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Dudgeon\"],\"firstnames\":[\"P.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Wright\"],\"firstnames\":[\"M.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Paradies\"],\"firstnames\":[\"Y.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Garvey\"],\"firstnames\":[\"Darren\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Walker\"],\"firstnames\":[\"I.\"],\"suffixes\":[]}],\"year\":\"2010\",\"pages\":\"25–42\",\"bibtex\":\"@incollection{dudgeon_social_2010,\\n\\ttitle = {The social, cultural and historical context of {Aboriginal} and {Torres} {Strait} {Islander} {Australians}},\\n\\tisbn = {978-1-74241-090-6},\\n\\tabstract = {To understand the contemporary life of Indigenous Australians, a historical and cultural background is essential. This chapter sets the context for further discussions about Aboriginal and Torres Strait Islander people and issues related to their social and emotional wellbeing and mental health. The history of colonisation is addressed, the subsequent devastation of Indigenous Australians, and their resilience and struggle to claim equality and cultural recognition, and to shape the present. Indigenous Australia is made up of two cultural groups who have shared the same struggle, yet often when using the term Indigenous, a Torres Strait Islander history is absent. In this chapter both cultures are equally presented. Brief overviews are given of pre-contact times, colonisation, resistance and adaptation, shifting government policies, and the struggle for recognition. Indigenous identity and meanings of belonging in country, community and family are also briefly covered. Contemporary issues confronting Indigenous people are included, with particular attention to racism.},\\n\\tlanguage = {en},\\n\\turldate = {2020-12-08},\\n\\tbooktitle = {Working together: {Aboriginal} and {Torres} {Strait} {Islander} mental health and wellbeing principles and practice},\\n\\tpublisher = {Commonwealth of Australia},\\n\\tauthor = {Dudgeon, P. and Wright, M. and Paradies, Y. and Garvey, Darren and Walker, I.},\\n\\tyear = {2010},\\n\\tpages = {25--42},\\n}\\n\\n\",\"author_short\":[\"Dudgeon, P.\",\"Wright, M.\",\"Paradies, Y.\",\"Garvey, D.\",\"Walker, I.\"],\"key\":\"dudgeon_social_2010\",\"id\":\"dudgeon_social_2010\",\"bibbaseid\":\"dudgeon-wright-paradies-garvey-walker-thesocialculturalandhistoricalcontextofaboriginalandtorresstraitislanderaustralians-2010\",\"role\":\"author\",\"urls\":{},\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Abingdon, Oxon ; New York, NY\",\"title\":\"Yarning through the intricacies, tensions, and potentialities of (Indigenous) autoethnography\",\"isbn\":\"978-0-429-28001-6 978-0-367-23476-8 978-0-367-23477-5\",\"abstract\":\"Michelle and Dakota Jericho present this chapter as a written yarn, a dialogic and dynamic approach, which builds upon and respects the knowledge presented before, rather than debating or critiquing each other’s ideas. They grapple with autoethnography as simultaneously embracing subjectivities, and positioning yourself, yet also inherent with risks and vulnerabilities. Contradictions continue to unfold as the yarn progresses – the written form as dominant yet stagnant and the incessant work of exposing whiteness in the academy and being commended/confronted. Potentially jarring (for some), Michelle and Dakota Jericho hold the future in their thoughts/bodies as they contemplate the importance of ‘speaking’ rather than always ‘speaking back’.\",\"language\":\"English\",\"urldate\":\"2020-11-02\",\"booktitle\":\"Critical autoethnography and intercultural learning: emerging voices\",\"publisher\":\"Routledge\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Bishop\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Smith\"],\"firstnames\":[\"Dakota\",\"Jericho\"],\"suffixes\":[]}],\"year\":\"2020\",\"pages\":\"33–41\",\"bibtex\":\"@incollection{bishop_yarning_2020,\\n\\taddress = {Abingdon, Oxon ; New York, NY},\\n\\ttitle = {Yarning through the intricacies, tensions, and potentialities of ({Indigenous}) autoethnography},\\n\\tisbn = {978-0-429-28001-6 978-0-367-23476-8 978-0-367-23477-5},\\n\\tabstract = {Michelle and Dakota Jericho present this chapter as a written yarn, a dialogic and dynamic approach, which builds upon and respects the knowledge presented before, rather than debating or critiquing each other’s ideas. They grapple with autoethnography as simultaneously embracing subjectivities, and positioning yourself, yet also inherent with risks and vulnerabilities. Contradictions continue to unfold as the yarn progresses – the written form as dominant yet stagnant and the incessant work of exposing whiteness in the academy and being commended/confronted. Potentially jarring (for some), Michelle and Dakota Jericho hold the future in their thoughts/bodies as they contemplate the importance of ‘speaking’ rather than always ‘speaking back’.},\\n\\tlanguage = {English},\\n\\turldate = {2020-11-02},\\n\\tbooktitle = {Critical autoethnography and intercultural learning: emerging voices},\\n\\tpublisher = {Routledge},\\n\\tauthor = {Bishop, Michelle and Smith, Dakota Jericho},\\n\\tyear = {2020},\\n\\tpages = {33--41},\\n}\\n\\n\",\"author_short\":[\"Bishop, M.\",\"Smith, D. J.\"],\"key\":\"bishop_yarning_2020\",\"id\":\"bishop_yarning_2020\",\"bibbaseid\":\"bishop-smith-yarningthroughtheintricaciestensionsandpotentialitiesofindigenousautoethnography-2020\",\"role\":\"author\",\"urls\":{},\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Don't buy the body lie\",\"volume\":\"28\",\"abstract\":\"Gazing out the window of the bus, I noticed a woman seated in the sheltered stoop of a closed office building. With her was a shopping trolley which appeared to be housing her possessions. She was brushing her hair with her fingers, using the reflective window glass as a mirror.\",\"language\":\"EN\",\"number\":\"16\",\"urldate\":\"2020-11-02\",\"journal\":\"Eureka Street\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Thunig\"],\"firstnames\":[\"Amy\"],\"suffixes\":[]}],\"year\":\"2018\",\"keywords\":\"Eurocentrism, Human rights–Social aspects, Humanity\",\"pages\":\"70\",\"bibtex\":\"@article{thunig_dont_2018,\\n\\ttitle = {Don't buy the body lie},\\n\\tvolume = {28},\\n\\tabstract = {Gazing out the window of the bus, I noticed a woman seated in the sheltered stoop of a closed office building. With her was a shopping trolley which appeared to be housing her possessions. She was brushing her hair with her fingers, using the reflective window glass as a mirror.},\\n\\tlanguage = {EN},\\n\\tnumber = {16},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Eureka Street},\\n\\tauthor = {Thunig, Amy},\\n\\tyear = {2018},\\n\\tkeywords = {Eurocentrism, Human rights--Social aspects, Humanity},\\n\\tpages = {70},\\n}\\n\\n\",\"author_short\":[\"Thunig, A.\"],\"key\":\"thunig_dont_2018\",\"id\":\"thunig_dont_2018\",\"bibbaseid\":\"thunig-dontbuythebodylie-2018\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Eurocentrism\",\"Human rights–Social aspects\",\"Humanity\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Indigenous education and treaty: building Indigenous management capacity. [Paper in: Treaty - Let's Get It Right.]\",\"volume\":\"4\",\"shorttitle\":\"Indigenous education and treaty\",\"abstract\":\"Informit is an online service offering a wide range of database and full content publication products that deliver the vast majority of Australasian scholarly research to the education, research and business sectors. Informit encompasses online products: Informit Indexes, Informit Plus Text and Informit Collections.\",\"language\":\"EN\",\"number\":\"2002\",\"urldate\":\"2020-11-02\",\"journal\":\"Balayi: Culture, Law and Colonialism\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Rigney\"],\"firstnames\":[\"Lester\"],\"suffixes\":[]}],\"year\":\"2002\",\"keywords\":\"Aboriginal education, Australia: Social policy, Citizenship, Community involvement, Racial discrimination, Treaties\",\"pages\":\"73\",\"bibtex\":\"@article{rigney_indigenous_2002,\\n\\ttitle = {Indigenous education and treaty: building {Indigenous} management capacity. [{Paper} in: {Treaty} - {Let}'s {Get} {It} {Right}.]},\\n\\tvolume = {4},\\n\\tshorttitle = {Indigenous education and treaty},\\n\\tabstract = {Informit is an online service offering a wide range of database and full content publication products that deliver the vast majority of Australasian scholarly research to the education, research and business sectors. Informit encompasses online products: Informit Indexes, Informit Plus Text and Informit Collections.},\\n\\tlanguage = {EN},\\n\\tnumber = {2002},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Balayi: Culture, Law and Colonialism},\\n\\tauthor = {Rigney, Lester},\\n\\tyear = {2002},\\n\\tkeywords = {Aboriginal education, Australia: Social policy, Citizenship, Community involvement, Racial discrimination, Treaties},\\n\\tpages = {73},\\n}\\n\\n\",\"author_short\":[\"Rigney, L.\"],\"key\":\"rigney_indigenous_2002\",\"id\":\"rigney_indigenous_2002\",\"bibbaseid\":\"rigney-indigenouseducationandtreatybuildingindigenousmanagementcapacitypaperintreatyletsgetitright-2002\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal education\",\"Australia: Social policy\",\"Citizenship\",\"Community involvement\",\"Racial discrimination\",\"Treaties\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Anthropological texts and Indigenous standpoints\",\"abstract\":\"1998 marks the centenary of the Cambridge Anthropological Expedition to the Torres Strait. This was an expedition of ambitious proportion and logistics, an expedition at the cutting edge of new scientific disciplines and knowledge emerging during the last century. The scholars (AC Haddon, W H R Rivers, CS Myers, W McDougall, S H Ray, A Wilkin, CS Seligmann) involved in this expedition were experts in a number of fields: zoology, ethnology, music, experimental psychology, and linguistics. Their work challenged and extended the intellectual boundaries of what was known and understood about 'primitive' peoples. The six-volume reports (hereafter Haddon Reports) produced from this expedition stand as one of the most comprehensive early attempts to document the lives and characteristics of a society of people before the onslaught of colonial expansion changed them forever and before Indigenous skills and knowledges were lost to the world.\",\"language\":\"EN\",\"number\":\"2\",\"urldate\":\"2020-11-02\",\"journal\":\"Australian Aboriginal Studies\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Nakata\"],\"firstnames\":[\"Martin\"],\"suffixes\":[]}],\"year\":\"1998\",\"keywords\":\"Indigenous peoples–Education, Indigenous peoples–Social life and customs, Intellectuals–Attitudes\",\"pages\":\"3–12\",\"bibtex\":\"@article{nakata_anthropological_1998,\\n\\ttitle = {Anthropological texts and {Indigenous} standpoints},\\n\\tabstract = {1998 marks the centenary of the Cambridge Anthropological Expedition to the Torres Strait. This was an expedition of ambitious proportion and logistics, an expedition at the cutting edge of new scientific disciplines and knowledge emerging during the last century. The scholars (AC Haddon, W H R Rivers, CS Myers, W McDougall, S H Ray, A Wilkin, CS Seligmann) involved in this expedition were experts in a number of fields: zoology, ethnology, music, experimental psychology, and linguistics. Their work challenged and extended the intellectual boundaries of what was known and understood about 'primitive' peoples. The six-volume reports (hereafter Haddon Reports) produced from this expedition stand as one of the most comprehensive early attempts to document the lives and characteristics of a society of people before the onslaught of colonial expansion changed them forever and before Indigenous skills and knowledges were lost to the world.},\\n\\tlanguage = {EN},\\n\\tnumber = {2},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Australian Aboriginal Studies},\\n\\tauthor = {Nakata, Martin},\\n\\tyear = {1998},\\n\\tkeywords = {Indigenous peoples--Education, Indigenous peoples--Social life and customs, Intellectuals--Attitudes},\\n\\tpages = {3--12},\\n}\\n\\n\",\"author_short\":[\"Nakata, M.\"],\"key\":\"nakata_anthropological_1998\",\"id\":\"nakata_anthropological_1998\",\"bibbaseid\":\"nakata-anthropologicaltextsandindigenousstandpoints-1998\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Indigenous peoples–Education\",\"Indigenous peoples–Social life and customs\",\"Intellectuals–Attitudes\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Witnessing whiteness in the wake of Wik\",\"volume\":\"17\",\"language\":\"EN\",\"number\":\"2\",\"urldate\":\"2020-11-01\",\"journal\":\"Social Alternatives\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Moreton-Robinson\"],\"firstnames\":[\"Aileen\"],\"suffixes\":[]}],\"year\":\"1998\",\"keywords\":\"Aboriginal land rights, Aborigines, Aborigines and the law, Australia. Native Title Act 1993, Australia: Culture, Australia: Politics and government, Disadvantaged groups;, Pastoral leases, Power (Philosophy), Racial discrimination, Right to negotiate\",\"pages\":\": 11\",\"bibtex\":\"@article{moreton-robinson_witnessing_1998,\\n\\ttitle = {Witnessing whiteness in the wake of {Wik}},\\n\\tvolume = {17},\\n\\tlanguage = {EN},\\n\\tnumber = {2},\\n\\turldate = {2020-11-01},\\n\\tjournal = {Social Alternatives},\\n\\tauthor = {Moreton-Robinson, Aileen},\\n\\tyear = {1998},\\n\\tkeywords = {Aboriginal land rights, Aborigines, Aborigines and the law, Australia. Native Title Act 1993, Australia: Culture, Australia: Politics and government, Disadvantaged groups;, Pastoral leases, Power (Philosophy), Racial discrimination, Right to negotiate},\\n\\tpages = {: 11},\\n}\\n\\n\",\"author_short\":[\"Moreton-Robinson, A.\"],\"key\":\"moreton-robinson_witnessing_1998\",\"id\":\"moreton-robinson_witnessing_1998\",\"bibbaseid\":\"moretonrobinson-witnessingwhitenessinthewakeofwik-1998\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal land rights\",\"Aborigines\",\"Aborigines and the law\",\"Australia. Native Title Act 1993\",\"Australia: Culture\",\"Australia: Politics and government\",\"Disadvantaged groups;\",\"Pastoral leases\",\"Power (Philosophy)\",\"Racial discrimination\",\"Right to negotiate\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Epistemological considerations for approaching teaching in an on-line environment Aboriginal and Torres Strait Islander teacher education program: Reconsidering TPACK\",\"volume\":\"40\",\"shorttitle\":\"Epistemological considerations for approaching teaching in an on-line environment Aboriginal and Torres Strait Islander teacher education program\",\"abstract\":\"This research inquiry explores teacher educator knowledge, understandings and beliefs informing their teaching in a web-based Australian teacher education program for Aboriginal and Torres Strait Islander students. Through the use of a phenomenologically aligned interview process, the study investigates instructors' consideration of practice for teaching in an on-line environment. Using the TPACK framework (Mishra and Koehler, 2006) as a lens for analysis, what emerges from the data is how lecturers' knowledge and beliefs about students influences the roles they adopt as educators, and how this influences, in turn, what and how technology is used to support student learning. The study ends by critiquing and re-conceptualizing TPACK and providing insights that program developers and teacher educators need to consider in the conceptualization and enrichment of web-based learning, especially those which engage with minority students, such as Aboriginal and Torres Strait Islander learners.\",\"language\":\"EN\",\"number\":\"9\",\"urldate\":\"2020-10-30\",\"journal\":\"Australian Journal of Teacher Education (Online)\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Lewthwaite\"],\"firstnames\":[\"Brian\",\"Ellis\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Knight\"],\"firstnames\":[\"Cecily\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Lenoy\"],\"firstnames\":[\"Max\"],\"suffixes\":[]}],\"year\":\"2015\",\"keywords\":\"Activity programs in education, Indigenous peoples–Education, Information and communications technologies, Student-centered learning, Teachers–Training of\",\"pages\":\"63\",\"bibtex\":\"@article{lewthwaite_epistemological_2015,\\n\\ttitle = {Epistemological considerations for approaching teaching in an on-line environment {Aboriginal} and {Torres} {Strait} {Islander} teacher education program: {Reconsidering} {TPACK}},\\n\\tvolume = {40},\\n\\tshorttitle = {Epistemological considerations for approaching teaching in an on-line environment {Aboriginal} and {Torres} {Strait} {Islander} teacher education program},\\n\\tabstract = {This research inquiry explores teacher educator knowledge, understandings and beliefs informing their teaching in a web-based Australian teacher education program for Aboriginal and Torres Strait Islander students. Through the use of a phenomenologically aligned interview process, the study investigates instructors' consideration of practice for teaching in an on-line environment. Using the TPACK framework (Mishra and Koehler, 2006) as a lens for analysis, what emerges from the data is how lecturers' knowledge and beliefs about students influences the roles they adopt as educators, and how this influences, in turn, what and how technology is used to support student learning. The study ends by critiquing and re-conceptualizing TPACK and providing insights that program developers and teacher educators need to consider in the conceptualization and enrichment of web-based learning, especially those which engage with minority students, such as Aboriginal and Torres Strait Islander learners.},\\n\\tlanguage = {EN},\\n\\tnumber = {9},\\n\\turldate = {2020-10-30},\\n\\tjournal = {Australian Journal of Teacher Education (Online)},\\n\\tauthor = {Lewthwaite, Brian Ellis and Knight, Cecily and Lenoy, Max},\\n\\tyear = {2015},\\n\\tkeywords = {Activity programs in education, Indigenous peoples--Education, Information and communications technologies, Student-centered learning, Teachers--Training of},\\n\\tpages = {63},\\n}\\n\\n\",\"author_short\":[\"Lewthwaite, B. E.\",\"Knight, C.\",\"Lenoy, M.\"],\"key\":\"lewthwaite_epistemological_2015\",\"id\":\"lewthwaite_epistemological_2015\",\"bibbaseid\":\"lewthwaite-knight-lenoy-epistemologicalconsiderationsforapproachingteachinginanonlineenvironmentaboriginalandtorresstraitislanderteachereducationprogramreconsideringtpack-2015\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Activity programs in education\",\"Indigenous peoples–Education\",\"Information and communications technologies\",\"Student-centered learning\",\"Teachers–Training of\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"The context for change: Reconceptualising the 3Rs in education for indigenous students\",\"volume\":\"36\",\"shorttitle\":\"The context for change\",\"abstract\":\"In 2011, three years on from the Apology given by Prime Minister, Kevin Rudd to the Stolen Generations and coupled with the Federal Governments agenda to 'close the gap' in education for Aboriginal students, perhaps it is time to retrospectively look at the issues and challenges that have moulded the terrain of Aboriginal education in Western Australia. It is clear that over the last 200 years there has been progress in improving the access of schooling for many Aboriginal students. However the retention and successful completion of compulsory schooling still remain at unacceptable levels. Given that historically many Indigenous students have underachieved in most aspects of their 'western' education then it stands to reason that the basic 3R concept of Reading, [W]riting and [A]rithmetic are inaccessible for many Indigenous students in their present form. Perhaps the most appropriate strategy today, in outcome-based education, and to assist with 'closing the gap', would be to reconceptualise the 3R concept into a more tangible form.\",\"language\":\"EN\",\"number\":\"12\",\"urldate\":\"2020-10-30\",\"journal\":\"Australian Journal of Teacher Education (Online)\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Jackson-Barrett\"],\"firstnames\":[\"Elizabeth\",\"M.\"],\"suffixes\":[]}],\"year\":\"2011\",\"keywords\":\"Academic Persistence, Access to Education, Disadvantaged, Human Dignity, Indigenous Knowledge, Indigenous Populations, Intelligence Differences, Interpersonal Relationship, Multiple Intelligences, Outcome Based Education, Politics of Education, Racial Discrimination, Responsibility, School Holding Power, Social Attitudes, Social Change, Time Perspective\",\"pages\":\"21\",\"bibtex\":\"@article{jackson-barrett_context_2011,\\n\\ttitle = {The context for change: {Reconceptualising} the {3Rs} in education for indigenous students},\\n\\tvolume = {36},\\n\\tshorttitle = {The context for change},\\n\\tabstract = {In 2011, three years on from the Apology given by Prime Minister, Kevin Rudd to the Stolen Generations and coupled with the Federal Governments agenda to 'close the gap' in education for Aboriginal students, perhaps it is time to retrospectively look at the issues and challenges that have moulded the terrain of Aboriginal education in Western Australia. It is clear that over the last 200 years there has been progress in improving the access of schooling for many Aboriginal students. However the retention and successful completion of compulsory schooling still remain at unacceptable levels. Given that historically many Indigenous students have underachieved in most aspects of their 'western' education then it stands to reason that the basic 3R concept of Reading, [W]riting and [A]rithmetic are inaccessible for many Indigenous students in their present form. Perhaps the most appropriate strategy today, in outcome-based education, and to assist with 'closing the gap', would be to reconceptualise the 3R concept into a more tangible form.},\\n\\tlanguage = {EN},\\n\\tnumber = {12},\\n\\turldate = {2020-10-30},\\n\\tjournal = {Australian Journal of Teacher Education (Online)},\\n\\tauthor = {Jackson-Barrett, Elizabeth M.},\\n\\tyear = {2011},\\n\\tkeywords = {Academic Persistence, Access to Education, Disadvantaged, Human Dignity, Indigenous Knowledge, Indigenous Populations, Intelligence Differences, Interpersonal Relationship, Multiple Intelligences, Outcome Based Education, Politics of Education, Racial Discrimination, Responsibility, School Holding Power, Social Attitudes, Social Change, Time Perspective},\\n\\tpages = {21},\\n}\\n\\n\",\"author_short\":[\"Jackson-Barrett, E. M.\"],\"key\":\"jackson-barrett_context_2011\",\"id\":\"jackson-barrett_context_2011\",\"bibbaseid\":\"jacksonbarrett-thecontextforchangereconceptualisingthe3rsineducationforindigenousstudents-2011\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Academic Persistence\",\"Access to Education\",\"Disadvantaged\",\"Human Dignity\",\"Indigenous Knowledge\",\"Indigenous Populations\",\"Intelligence Differences\",\"Interpersonal Relationship\",\"Multiple Intelligences\",\"Outcome Based Education\",\"Politics of Education\",\"Racial Discrimination\",\"Responsibility\",\"School Holding Power\",\"Social Attitudes\",\"Social Change\",\"Time Perspective\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"inproceedings\",\"type\":\"inproceedings\",\"address\":\"Darwin\",\"title\":\"Priorities in Aboriginal health.\",\"isbn\":\"0-949070-86-6\",\"abstract\":\"Conference summary: presents recent medical research into causes of Aboriginal ill-health and mortality, studies of the social, cultural and environmental determinants of health, an examination of women's and infant health, discussions of the need for Aboriginal participation in health care and a discussion of initiatives in mental health.\",\"language\":\"EN\",\"urldate\":\"2020-10-21\",\"booktitle\":\"Aboriginal health, social and cultural transitions: proceedings of a conference at the Northern Territory University\",\"publisher\":\"NTU Press\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Anderson\"],\"firstnames\":[\"Pat\"],\"suffixes\":[]}],\"year\":\"1996\",\"pages\":\"15–18\",\"bibtex\":\"@inproceedings{anderson_priorities_1996,\\n\\taddress = {Darwin},\\n\\ttitle = {Priorities in {Aboriginal} health.},\\n\\tisbn = {0-949070-86-6},\\n\\tabstract = {Conference summary: presents recent medical research into causes of Aboriginal ill-health and mortality, studies of the social, cultural and environmental determinants of health, an examination of women's and infant health, discussions of the need for Aboriginal participation in health care and a discussion of initiatives in mental health.},\\n\\tlanguage = {EN},\\n\\turldate = {2020-10-21},\\n\\tbooktitle = {Aboriginal health, social and cultural transitions: proceedings of a conference at the {Northern} {Territory} {University}},\\n\\tpublisher = {NTU Press},\\n\\tauthor = {Anderson, Pat},\\n\\tyear = {1996},\\n\\tpages = {15--18},\\n}\\n\\n\",\"author_short\":[\"Anderson, P.\"],\"key\":\"anderson_priorities_1996\",\"id\":\"anderson_priorities_1996\",\"bibbaseid\":\"anderson-prioritiesinaboriginalhealth-1996\",\"role\":\"author\",\"urls\":{},\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Teacher racism, academic self-concept, and multiculturation: Investigating adaptive and maladaptive relations with academic disengagement and self-sabotage for Indigenous and non-indigenous Australian students.\",\"volume\":\"48\",\"copyright\":\"© 2012 The Australian Psychological Society\",\"issn\":\"1742-9544\",\"shorttitle\":\"Teacher Racism, Academic Self-Concept, and Multiculturation\",\"url\":\"https://aps.onlinelibrary.wiley.com/doi/abs/10.1111/j.1742-9544.2012.00069.x\",\"doi\":\"10.1111/j.1742-9544.2012.00069.x\",\"abstract\":\"The issue of patterns of educational disengagement for Indigenous Australian students has long been of considerable concern within Indigenous education research. Although there is an expanding research base identifying factors that may increase (or decrease) the risk of disengagement for Indigenous students, little acknowledgement has been given to international research highlighting how stigma and discrimination may be associated with student disengagement and the resiliency factors that may nullify these associations. Utilising a sample of 1,376 (305 Indigenous; 1,071 non-Indigenous) students from five New South Wales high schools in Australia, this study sought to examine the influence of academic self-concept and two culturally sensitive constructs—specifically, perceived multiculturation (perceived cultural respect) and racial discrimination—on two disengagement-orientated outcomes: affective disengagement and self-sabotaging behaviour (behavioural disengagement) for both Indigenous and non-Indigenous students. The findings showed relatively consistent direct and positive effects of academic self-concept and direct negative effect of teacher racism for both groups of students. An interaction effect (discrimination × multiculturation) for the Indigenous students only was also identified, which suggested that the negative effects of racial discrimination on self-sabotaging behaviour are exacerbated when the Indigenous students perceived higher levels of cultural respect from others. Overall, while these findings suggest that promoting higher levels of inter-cultural respect may be beneficial for Indigenous and non-Indigenous alike (e.g., culturally inclusive programmes), such positive perceptions may put Indigenous students at greater risk if the impact of racism is not also addressed. The implications of these findings suggest that cultural safety must be framed both in promoting the positive (cultural respect) and in eliminating the negative (racism).\",\"language\":\"en\",\"number\":\"3\",\"urldate\":\"2020-10-30\",\"journal\":\"Australian Psychologist\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Bodkin‐Andrews\"],\"firstnames\":[\"Gawaian\",\"H.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Denson\"],\"firstnames\":[\"Nida\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bansel\"],\"firstnames\":[\"Peter\"],\"suffixes\":[]}],\"year\":\"2013\",\"keywords\":\"academic disengagement, academic self-concept, multiculturation, racial discrimination, self-sabotage\",\"pages\":\"226–237\",\"bibtex\":\"@article{bodkinandrews_teacher_2013,\\n\\ttitle = {Teacher racism, academic self-concept, and multiculturation: {Investigating} adaptive and maladaptive relations with academic disengagement and self-sabotage for {Indigenous} and non-indigenous {Australian} students.},\\n\\tvolume = {48},\\n\\tcopyright = {© 2012 The Australian Psychological Society},\\n\\tissn = {1742-9544},\\n\\tshorttitle = {Teacher {Racism}, {Academic} {Self}-{Concept}, and {Multiculturation}},\\n\\turl = {https://aps.onlinelibrary.wiley.com/doi/abs/10.1111/j.1742-9544.2012.00069.x},\\n\\tdoi = {10.1111/j.1742-9544.2012.00069.x},\\n\\tabstract = {The issue of patterns of educational disengagement for Indigenous Australian students has long been of considerable concern within Indigenous education research. Although there is an expanding research base identifying factors that may increase (or decrease) the risk of disengagement for Indigenous students, little acknowledgement has been given to international research highlighting how stigma and discrimination may be associated with student disengagement and the resiliency factors that may nullify these associations. Utilising a sample of 1,376 (305 Indigenous; 1,071 non-Indigenous) students from five New South Wales high schools in Australia, this study sought to examine the influence of academic self-concept and two culturally sensitive constructs—specifically, perceived multiculturation (perceived cultural respect) and racial discrimination—on two disengagement-orientated outcomes: affective disengagement and self-sabotaging behaviour (behavioural disengagement) for both Indigenous and non-Indigenous students. The findings showed relatively consistent direct and positive effects of academic self-concept and direct negative effect of teacher racism for both groups of students. An interaction effect (discrimination × multiculturation) for the Indigenous students only was also identified, which suggested that the negative effects of racial discrimination on self-sabotaging behaviour are exacerbated when the Indigenous students perceived higher levels of cultural respect from others. Overall, while these findings suggest that promoting higher levels of inter-cultural respect may be beneficial for Indigenous and non-Indigenous alike (e.g., culturally inclusive programmes), such positive perceptions may put Indigenous students at greater risk if the impact of racism is not also addressed. The implications of these findings suggest that cultural safety must be framed both in promoting the positive (cultural respect) and in eliminating the negative (racism).},\\n\\tlanguage = {en},\\n\\tnumber = {3},\\n\\turldate = {2020-10-30},\\n\\tjournal = {Australian Psychologist},\\n\\tauthor = {Bodkin‐Andrews, Gawaian H. and Denson, Nida and Bansel, Peter},\\n\\tyear = {2013},\\n\\tkeywords = {academic disengagement, academic self-concept, multiculturation, racial discrimination, self-sabotage},\\n\\tpages = {226--237},\\n}\\n\\n\",\"author_short\":[\"Bodkin‐Andrews, G. H.\",\"Denson, N.\",\"Bansel, P.\"],\"key\":\"bodkinandrews_teacher_2013\",\"id\":\"bodkinandrews_teacher_2013\",\"bibbaseid\":\"bodkinandrews-denson-bansel-teacherracismacademicselfconceptandmulticulturationinvestigatingadaptiveandmaladaptiverelationswithacademicdisengagementandselfsabotageforindigenousandnonindigenousaustralianstudents-2013\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://aps.onlinelibrary.wiley.com/doi/abs/10.1111/j.1742-9544.2012.00069.x\"},\"keyword\":[\"academic disengagement\",\"academic self-concept\",\"multiculturation\",\"racial discrimination\",\"self-sabotage\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Canberra\",\"series\":\"Aboriginal history monograph\",\"title\":\"The Coolangatta Statement on Indigenous Peoples' rights in education.\",\"isbn\":\"978-1-920942-90-8\",\"url\":\"https://press.anu.edu.au/publications/series/aboriginal-history/what-good-condition#pdf\",\"abstract\":\"Papers address the issue of a treaty in Australia; in the first part the papers consider the context and legacy of the resideu of treaty proposals and negotiations in past decades; in the second part they consider the implications of treaty in an Indigenous, national and international context; in the third part papers reflect on regional aspirations and achievements [p.ix]\",\"number\":\"no. 13\",\"booktitle\":\"What good condition? reflections on an Australian Aboriginal treaty 1986-2006\",\"publisher\":\"ANU E Press\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Morgan\"],\"firstnames\":[\"B\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"West\"],\"firstnames\":[\"E\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Nakata\"],\"firstnames\":[\"M\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Hall\"],\"firstnames\":[\"K\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Swisher\"],\"firstnames\":[\"K\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Ahenakew\"],\"firstnames\":[\"F\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Blair\"],\"firstnames\":[\"N\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Read\"],\"firstnames\":[\"Peter\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Meyers\"],\"firstnames\":[\"Gary\",\"D.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Reece\"],\"firstnames\":[\"Bob\"],\"suffixes\":[]}],\"year\":\"2006\",\"keywords\":\"Aboriginal Australians, Canada, Civil rights, Government relations, Land tenure, Law - Constitutional law - Treaty movement, Law - Indigenous, Law - International law, Native title - Agreements, Treaties, Western Australia (WA)\",\"bibtex\":\"@incollection{read_coolangatta_2006,\\n\\taddress = {Canberra},\\n\\tseries = {Aboriginal history monograph},\\n\\ttitle = {The {Coolangatta} {Statement} on {Indigenous} {Peoples}' rights in education.},\\n\\tisbn = {978-1-920942-90-8},\\n\\turl = {https://press.anu.edu.au/publications/series/aboriginal-history/what-good-condition#pdf},\\n\\tabstract = {Papers address the issue of a treaty in Australia; in the first part the papers consider the context and legacy of the resideu of treaty proposals and negotiations in past decades; in the second part they consider the implications of treaty in an Indigenous, national and international context; in the third part papers reflect on regional aspirations and achievements [p.ix]},\\n\\tnumber = {no. 13},\\n\\tbooktitle = {What good condition? reflections on an {Australian} {Aboriginal} treaty 1986-2006},\\n\\tpublisher = {ANU E Press},\\n\\tauthor = {Morgan, B and West, E and Nakata, M and Hall, K and Swisher, K and Ahenakew, F and Blair, N},\\n\\teditor = {Read, Peter and Meyers, Gary D. and Reece, Bob},\\n\\tyear = {2006},\\n\\tkeywords = {Aboriginal Australians, Canada, Civil rights, Government relations, Land tenure, Law - Constitutional law - Treaty movement, Law - Indigenous, Law - International law, Native title - Agreements, Treaties, Western Australia (WA)},\\n}\\n\\n\",\"author_short\":[\"Morgan, B\",\"West, E\",\"Nakata, M\",\"Hall, K\",\"Swisher, K\",\"Ahenakew, F\",\"Blair, N\"],\"editor_short\":[\"Read, P.\",\"Meyers, G. D.\",\"Reece, B.\"],\"key\":\"read_coolangatta_2006\",\"id\":\"read_coolangatta_2006\",\"bibbaseid\":\"morgan-west-nakata-hall-swisher-ahenakew-blair-thecoolangattastatementonindigenouspeoplesrightsineducation-2006\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://press.anu.edu.au/publications/series/aboriginal-history/what-good-condition#pdf\"},\"keyword\":[\"Aboriginal Australians\",\"Canada\",\"Civil rights\",\"Government relations\",\"Land tenure\",\"Law - Constitutional law - Treaty movement\",\"Law - Indigenous\",\"Law - International law\",\"Native title - Agreements\",\"Treaties\",\"Western Australia (WA)\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Abingdon, Oxon ; New York, NY\",\"title\":\"Learning, critiquing, emerging.\",\"isbn\":\"978-0-367-23477-5 978-0-367-23476-8\",\"abstract\":\"\\\"Qualitative Research and Intercultural Learning shows how critical autoethnographic writing in a field such as intercultural education can help inform and change existing research paradigms. Engaging story-telling and insightful analysis from emerging scholars of diverse backgrounds and communities shows the impact of lived experience on teaching and learning. Different areas of intercultural learning are considered, including language education; student and teacher mobilities; Indigenous education; backpacker tourism, and religious learning. The book provides a worked example of how critical autoethnography can help shift thinking within any discipline, and reflects critically upon the multidimensional nature of migrant teacher and learner identities. This book will be essential reading for upper-level students of qualitative research methods, and on international education courses, including language education\\\"–\",\"booktitle\":\"Critical autoethnography and intercultural learning: emerging voices\",\"publisher\":\"Routledge\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Stanley\"],\"firstnames\":[\"P\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bishop\"],\"firstnames\":[\"M\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Manchi\"],\"firstnames\":[\"M.M.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Delesclefs\"],\"firstnames\":[\"D\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Zakeri\"],\"firstnames\":[\"E\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bryant\"],\"firstnames\":[\"A\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Stanley\"],\"firstnames\":[\"Phiona\"],\"suffixes\":[]}],\"year\":\"2020\",\"keywords\":\"Biographical methods, Biography, Critical pedagogy, Education, Multicultural education, Reflective learning, Reflective teaching, Students, Teachers\",\"pages\":\"185–190\",\"bibtex\":\"@incollection{stanley_learning_2020,\\n\\taddress = {Abingdon, Oxon ; New York, NY},\\n\\ttitle = {Learning, critiquing, emerging.},\\n\\tisbn = {978-0-367-23477-5 978-0-367-23476-8},\\n\\tabstract = {\\\"Qualitative Research and Intercultural Learning shows how critical autoethnographic writing in a field such as intercultural education can help inform and change existing research paradigms. Engaging story-telling and insightful analysis from emerging scholars of diverse backgrounds and communities shows the impact of lived experience on teaching and learning. Different areas of intercultural learning are considered, including language education; student and teacher mobilities; Indigenous education; backpacker tourism, and religious learning. The book provides a worked example of how critical autoethnography can help shift thinking within any discipline, and reflects critically upon the multidimensional nature of migrant teacher and learner identities. This book will be essential reading for upper-level students of qualitative research methods, and on international education courses, including language education\\\"--},\\n\\tbooktitle = {Critical autoethnography and intercultural learning: emerging voices},\\n\\tpublisher = {Routledge},\\n\\tauthor = {Stanley, P and Bishop, M and Manchi, M.M. and Delesclefs, D and Zakeri, E and Bryant, A},\\n\\teditor = {Stanley, Phiona},\\n\\tyear = {2020},\\n\\tkeywords = {Biographical methods, Biography, Critical pedagogy, Education, Multicultural education, Reflective learning, Reflective teaching, Students, Teachers},\\n\\tpages = {185--190},\\n}\\n\\n\",\"author_short\":[\"Stanley, P\",\"Bishop, M\",\"Manchi, M.\",\"Delesclefs, D\",\"Zakeri, E\",\"Bryant, A\"],\"editor_short\":[\"Stanley, P.\"],\"key\":\"stanley_learning_2020\",\"id\":\"stanley_learning_2020\",\"bibbaseid\":\"stanley-bishop-manchi-delesclefs-zakeri-bryant-learningcritiquingemerging-2020\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Biographical methods\",\"Biography\",\"Critical pedagogy\",\"Education\",\"Multicultural education\",\"Reflective learning\",\"Reflective teaching\",\"Students\",\"Teachers\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"techreport\",\"type\":\"techreport\",\"title\":\"High expectations realities through high expectations relationships: Delivering beyond the Indigenous policy rhetoric - Senate Occasional Lecture (13th November, 2015)\",\"copyright\":\"http://www.aph.gov.au/Help/Disclaimer_Privacy_Copyright\",\"shorttitle\":\"High Expectations Realities through High Expectations Relationships\",\"url\":\"https://www.aph.gov.au/about_parliament/senate/powers_practice_n_procedures/pops/pop64/c06\",\"abstract\":\"High Expectations Realities through High Expectations Relationships: Delivering beyond the Indigenous Policy Rhetoric\",\"language\":\"en-AU\",\"number\":\"no. 64\",\"urldate\":\"2021-01-15\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Sarra\"],\"firstnames\":[\"C\"],\"suffixes\":[]}],\"year\":\"2015\",\"note\":\"Last Modified: 2019-05-02 Publisher: corporateName=Commonwealth Parliament; address=Parliament House, Canberra, ACT, 2600; contact=+61 2 6277 7111\",\"bibtex\":\"@techreport{sarra_high_2015,\\n\\ttitle = {High expectations realities through high expectations relationships: {Delivering} beyond the {Indigenous} policy rhetoric - {Senate} {Occasional} {Lecture} (13th {November}, 2015)},\\n\\tcopyright = {http://www.aph.gov.au/Help/Disclaimer\\\\_Privacy\\\\_Copyright},\\n\\tshorttitle = {High {Expectations} {Realities} through {High} {Expectations} {Relationships}},\\n\\turl = {https://www.aph.gov.au/about_parliament/senate/powers_practice_n_procedures/pops/pop64/c06},\\n\\tabstract = {High Expectations Realities through High\\n  Expectations Relationships: Delivering beyond the Indigenous Policy Rhetoric},\\n\\tlanguage = {en-AU},\\n\\tnumber = {no. 64},\\n\\turldate = {2021-01-15},\\n\\tauthor = {Sarra, C},\\n\\tyear = {2015},\\n\\tnote = {Last Modified: 2019-05-02\\nPublisher: corporateName=Commonwealth Parliament; address=Parliament House, Canberra, ACT, 2600; contact=+61 2 6277 7111},\\n}\\n\\n\",\"author_short\":[\"Sarra, C\"],\"key\":\"sarra_high_2015\",\"id\":\"sarra_high_2015\",\"bibbaseid\":\"sarra-highexpectationsrealitiesthroughhighexpectationsrelationshipsdeliveringbeyondtheindigenouspolicyrhetoricsenateoccasionallecture13thnovember2015-2015\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://www.aph.gov.au/about_parliament/senate/powers_practice_n_procedures/pops/pop64/c06\"},\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"techreport\",\"type\":\"techreport\",\"address\":\"Canberra\",\"title\":\"Towards an indigenous order of Australian government: rethinking self-determination as indigenous affairs policy\",\"shorttitle\":\"Towards an indigenous order of Australian government\",\"url\":\"https://apo.org.au/sites/default/files/resource-files/2002-09/apo-nid8943.pdf\",\"abstract\":\"Analyses the rhetoric of self-determination in Indigenous affairs policy and the emergence of Indigenous institutions since 1972 before considering the implications of a policy that recognises the Indigenous organisational sector as a source of governmental authority within the Australian government\",\"language\":\"eng\",\"number\":\"no. 2002/230\",\"institution\":\"Centre for Aboriginal Policy Research\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Sanders\"],\"firstnames\":[\"W.\"],\"suffixes\":[]}],\"collaborator\":\"Australian National University\",\"year\":\"2002\",\"keywords\":\"Aboriginal Australians, Australia, Community organisations, Government policy - Commonwealth, Government policy - Self determination, Government policy - Self determination - 1993-2004, Government relations, Race relations, Self-determination, National\",\"bibtex\":\"@techreport{sanders_towards_2002,\\n\\taddress = {Canberra},\\n\\ttitle = {Towards an indigenous order of {Australian} government: rethinking self-determination as indigenous affairs policy},\\n\\tshorttitle = {Towards an indigenous order of {Australian} government},\\n\\turl = {https://apo.org.au/sites/default/files/resource-files/2002-09/apo-nid8943.pdf},\\n\\tabstract = {Analyses the rhetoric of self-determination in Indigenous affairs policy and the emergence of Indigenous institutions since 1972 before considering the implications of a policy that recognises the Indigenous organisational sector as a source of governmental authority within the Australian government},\\n\\tlanguage = {eng},\\n\\tnumber = {no. 2002/230},\\n\\tinstitution = {Centre for Aboriginal Policy Research},\\n\\tauthor = {Sanders, W.},\\n\\tcollaborator = {Australian National University},\\n\\tyear = {2002},\\n\\tkeywords = {Aboriginal Australians, Australia, Community organisations, Government policy - Commonwealth, Government policy - Self determination, Government policy - Self determination - 1993-2004, Government relations, Race relations, Self-determination, National},\\n}\\n\\n\",\"author_short\":[\"Sanders, W.\"],\"key\":\"sanders_towards_2002\",\"id\":\"sanders_towards_2002\",\"bibbaseid\":\"sanders-towardsanindigenousorderofaustraliangovernmentrethinkingselfdeterminationasindigenousaffairspolicy-2002\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://apo.org.au/sites/default/files/resource-files/2002-09/apo-nid8943.pdf\"},\"keyword\":[\"Aboriginal Australians\",\"Australia\",\"Community organisations\",\"Government policy - Commonwealth\",\"Government policy - Self determination\",\"Government policy - Self determination - 1993-2004\",\"Government relations\",\"Race relations\",\"Self-determination\",\"National\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Cham\",\"title\":\"Contested citizenship education in settler colonies on First Nations land\",\"isbn\":\"978-3-319-67905-1\",\"url\":\"https://doi.org/10.1007/978-3-319-67905-1_77-1\",\"abstract\":\"Citizenship education in British settler colonies is no straightforward issue. The history of colonization, imbued with racism, and the ongoing presence of settler peoples and their institutions and government on unceded First Nations land, creates deep citizenship dilemmas. For many years British settler states, such as Australia, Canada, New Zealand, and America, have sought to silence and subdue First Nations peoples through policies and practices that marginalize Indigenous languages, knowledges, and histories. The institution of education has played a key role in these acts of marginalization. This chapter explores the ethical and political dilemmas of citizenship and education in these contexts. It examines the citizenship tensions produced by settler colonies occupying First Nations land, the making of the settler citizen through education systems dominated by whiteness, and the limit points for citizenship education under these conditions. It is argued that justice and citizenship education may be incompatible and that a stance of “anti-citizenship” may be the only possibility for a pathway toward justice in these settler colonial contexts.\",\"language\":\"en\",\"urldate\":\"2021-01-15\",\"booktitle\":\"The Palgrave handbook of citizenship and education\",\"publisher\":\"Springer International Publishing\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Rudolph\"],\"firstnames\":[\"Sophie\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Hogarth\"],\"firstnames\":[\"Melitta\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Peterson\"],\"firstnames\":[\"Andrew\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Stahl\"],\"firstnames\":[\"Garth\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Soong\"],\"firstnames\":[\"Hannah\"],\"suffixes\":[]}],\"year\":\"2020\",\"doi\":\"10.1007/978-3-319-67905-1_77-1\",\"keywords\":\"Indigenous sovereignty, Self-determination, Settler colonialism, Whiteness\",\"pages\":\"1–12\",\"bibtex\":\"@incollection{rudolph_contested_2020,\\n\\taddress = {Cham},\\n\\ttitle = {Contested citizenship education in settler colonies on {First} {Nations} land},\\n\\tisbn = {978-3-319-67905-1},\\n\\turl = {https://doi.org/10.1007/978-3-319-67905-1_77-1},\\n\\tabstract = {Citizenship education in British settler colonies is no straightforward issue. The history of colonization, imbued with racism, and the ongoing presence of settler peoples and their institutions and government on unceded First Nations land, creates deep citizenship dilemmas. For many years British settler states, such as Australia, Canada, New Zealand, and America, have sought to silence and subdue First Nations peoples through policies and practices that marginalize Indigenous languages, knowledges, and histories. The institution of education has played a key role in these acts of marginalization. This chapter explores the ethical and political dilemmas of citizenship and education in these contexts. It examines the citizenship tensions produced by settler colonies occupying First Nations land, the making of the settler citizen through education systems dominated by whiteness, and the limit points for citizenship education under these conditions. It is argued that justice and citizenship education may be incompatible and that a stance of “anti-citizenship” may be the only possibility for a pathway toward justice in these settler colonial contexts.},\\n\\tlanguage = {en},\\n\\turldate = {2021-01-15},\\n\\tbooktitle = {The {Palgrave} handbook of citizenship and education},\\n\\tpublisher = {Springer International Publishing},\\n\\tauthor = {Rudolph, Sophie and Hogarth, Melitta},\\n\\teditor = {Peterson, Andrew and Stahl, Garth and Soong, Hannah},\\n\\tyear = {2020},\\n\\tdoi = {10.1007/978-3-319-67905-1_77-1},\\n\\tkeywords = {Indigenous sovereignty, Self-determination, Settler colonialism, Whiteness},\\n\\tpages = {1--12},\\n}\\n\\n\",\"author_short\":[\"Rudolph, S.\",\"Hogarth, M.\"],\"editor_short\":[\"Peterson, A.\",\"Stahl, G.\",\"Soong, H.\"],\"key\":\"rudolph_contested_2020\",\"id\":\"rudolph_contested_2020\",\"bibbaseid\":\"rudolph-hogarth-contestedcitizenshipeducationinsettlercoloniesonfirstnationsland-2020\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1007/978-3-319-67905-1_77-1\"},\"keyword\":[\"Indigenous sovereignty\",\"Self-determination\",\"Settler colonialism\",\"Whiteness\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"South Melbourne, Victoria\",\"title\":\"Understanding the techniques of colonialism: Indigenous Educational Justice.\",\"isbn\":\"978-0-19-030370-9\",\"abstract\":\"Dr Brad Gobby is a Lecturer at Curtin University in Western Australia. He has experience as a secondary school teacher and currently researches and teaches in the areas of government policy, school reform and curriculum.Dr Rebecca Walker is a Lecturer at Curtin University in Western Australia. She has had extensive teaching experience both in the metropolitan and rural areas of Western Australia and overseas. Her current research focuses on assessment and feedback; digital technologies and learning; and trauma-informed and restorative practices\",\"booktitle\":\"Powers of curriculum: sociological perspectives on education\",\"publisher\":\"Oxford University Press\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Rudolph\"],\"firstnames\":[\"S\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Brown\"],\"firstnames\":[\"L\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Gobby\"],\"firstnames\":[\"Brad\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Walker\"],\"firstnames\":[\"Rebecca\"],\"suffixes\":[]}],\"year\":\"2017\",\"keywords\":\"Aims and objectives, Australia, Australian, Curricula Social aspects, Curriculum planning, Education\",\"pages\":\"288–320\",\"bibtex\":\"@incollection{gobby_understanding_2017,\\n\\taddress = {South Melbourne, Victoria},\\n\\ttitle = {Understanding the techniques of colonialism: {Indigenous} {Educational} {Justice}.},\\n\\tisbn = {978-0-19-030370-9},\\n\\tabstract = {Dr Brad Gobby is a Lecturer at Curtin University in Western Australia. He has experience as a secondary school teacher and currently researches and teaches in the areas of government policy, school reform and curriculum.Dr Rebecca Walker is a Lecturer at Curtin University in Western Australia. She has had extensive teaching experience both in the metropolitan and rural areas of Western Australia and overseas. Her current research focuses on assessment and feedback; digital technologies and learning; and trauma-informed and restorative practices},\\n\\tbooktitle = {Powers of curriculum: sociological perspectives on education},\\n\\tpublisher = {Oxford University Press},\\n\\tauthor = {Rudolph, S and Brown, L},\\n\\teditor = {Gobby, Brad and Walker, Rebecca},\\n\\tyear = {2017},\\n\\tkeywords = {Aims and objectives, Australia, Australian, Curricula Social aspects, Curriculum planning, Education},\\n\\tpages = {288--320},\\n}\\n\\n\",\"author_short\":[\"Rudolph, S\",\"Brown, L\"],\"editor_short\":[\"Gobby, B.\",\"Walker, R.\"],\"key\":\"gobby_understanding_2017\",\"id\":\"gobby_understanding_2017\",\"bibbaseid\":\"rudolph-brown-understandingthetechniquesofcolonialismindigenouseducationaljustice-2017\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aims and objectives\",\"Australia\",\"Australian\",\"Curricula Social aspects\",\"Curriculum planning\",\"Education\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Port Melbourne, Vic\",\"title\":\"The “silent apartheid” as the practitioner’s blindspot.\",\"isbn\":\"978-1-107-68589-5\",\"abstract\":\"\\\"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.\\\"–publisher website\",\"booktitle\":\"Aboriginal and Torres Strait Islander education: an introduction for the teaching profession\",\"publisher\":\"Cambridge University Press\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Rose\"],\"firstnames\":[\"Mark\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Price\"],\"firstnames\":[\"Kaye\"],\"suffixes\":[]}],\"year\":\"2012\",\"keywords\":\"Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of\",\"pages\":\"64–80\",\"bibtex\":\"@incollection{price_silent_2012,\\n\\taddress = {Port Melbourne, Vic},\\n\\ttitle = {The “silent apartheid” as the practitioner’s blindspot.},\\n\\tisbn = {978-1-107-68589-5},\\n\\tabstract = {\\\"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.\\\"--publisher website},\\n\\tbooktitle = {Aboriginal and {Torres} {Strait} {Islander} education: an introduction for the teaching profession},\\n\\tpublisher = {Cambridge University Press},\\n\\tauthor = {Rose, Mark},\\n\\teditor = {Price, Kaye},\\n\\tyear = {2012},\\n\\tkeywords = {Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of},\\n\\tpages = {64--80},\\n}\\n\\n\",\"author_short\":[\"Rose, M.\"],\"editor_short\":[\"Price, K.\"],\"key\":\"price_silent_2012\",\"id\":\"price_silent_2012\",\"bibbaseid\":\"rose-thesilentapartheidasthepractitionersblindspot-2012\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal Australian teachers\",\"Aboriginal Australians\",\"Australia\",\"Australian\",\"Education\",\"Education - Indigenous studies\",\"Education - Language - Indigenous languages\",\"Education - Language - Literacy\",\"Education - Skills and curriculum - Cultural awareness\",\"Education - Skills and curriculum - Numeracy and mathematics\",\"Education - Teachers - Teacher education\",\"Education - Teachers - Teacher-student relationships\",\"Study and teaching\",\"Teaching\",\"Training of\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Port Melbourne, Vic\",\"title\":\"A brief history of Aboriginal and Torres Strait Islander education in Australia.\",\"isbn\":\"978-1-107-68589-5\",\"abstract\":\"\\\"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.\\\"–publisher website\",\"booktitle\":\"Aboriginal and Torres Strait Islander education: an introduction for the teaching profession\",\"publisher\":\"Cambridge University Press\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Price\"],\"firstnames\":[\"Kaye\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Price\"],\"firstnames\":[\"Kaye\"],\"suffixes\":[]}],\"year\":\"2012\",\"keywords\":\"Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of\",\"pages\":\"1–20\",\"bibtex\":\"@incollection{price_brief_2012,\\n\\taddress = {Port Melbourne, Vic},\\n\\ttitle = {A brief history of {Aboriginal} and {Torres} {Strait} {Islander} education in {Australia}.},\\n\\tisbn = {978-1-107-68589-5},\\n\\tabstract = {\\\"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.\\\"--publisher website},\\n\\tbooktitle = {Aboriginal and {Torres} {Strait} {Islander} education: an introduction for the teaching profession},\\n\\tpublisher = {Cambridge University Press},\\n\\tauthor = {Price, Kaye},\\n\\teditor = {Price, Kaye},\\n\\tyear = {2012},\\n\\tkeywords = {Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of},\\n\\tpages = {1--20},\\n}\\n\\n\",\"author_short\":[\"Price, K.\"],\"editor_short\":[\"Price, K.\"],\"key\":\"price_brief_2012\",\"id\":\"price_brief_2012\",\"bibbaseid\":\"price-abriefhistoryofaboriginalandtorresstraitislandereducationinaustralia-2012\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal Australian teachers\",\"Aboriginal Australians\",\"Australia\",\"Australian\",\"Education\",\"Education - Indigenous studies\",\"Education - Language - Indigenous languages\",\"Education - Language - Literacy\",\"Education - Skills and curriculum - Cultural awareness\",\"Education - Skills and curriculum - Numeracy and mathematics\",\"Education - Teachers - Teacher education\",\"Education - Teachers - Teacher-student relationships\",\"Study and teaching\",\"Teaching\",\"Training of\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"book\",\"type\":\"book\",\"address\":\"Port Melbourne, Vic\",\"title\":\"Aboriginal and Torres Strait Islander education: an introduction for the teaching profession\",\"isbn\":\"978-1-107-68589-5\",\"shorttitle\":\"Aboriginal and Torres Strait Islander education\",\"abstract\":\"\\\"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.\\\"–publisher website\",\"publisher\":\"Cambridge University Press\",\"editor\":[{\"propositions\":[],\"lastnames\":[\"Price\"],\"firstnames\":[\"Kaye\"],\"suffixes\":[]}],\"year\":\"2012\",\"keywords\":\"Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of\",\"bibtex\":\"@book{price_aboriginal_2012,\\n\\taddress = {Port Melbourne, Vic},\\n\\ttitle = {Aboriginal and {Torres} {Strait} {Islander} education: an introduction for the teaching profession},\\n\\tisbn = {978-1-107-68589-5},\\n\\tshorttitle = {Aboriginal and {Torres} {Strait} {Islander} education},\\n\\tabstract = {\\\"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.\\\"--publisher website},\\n\\tpublisher = {Cambridge University Press},\\n\\teditor = {Price, Kaye},\\n\\tyear = {2012},\\n\\tkeywords = {Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of},\\n}\\n\\n\",\"editor_short\":[\"Price, K.\"],\"key\":\"price_aboriginal_2012\",\"id\":\"price_aboriginal_2012\",\"bibbaseid\":\"price-aboriginalandtorresstraitislandereducationanintroductionfortheteachingprofession-2012\",\"role\":\"editor\",\"urls\":{},\"keyword\":[\"Aboriginal Australian teachers\",\"Aboriginal Australians\",\"Australia\",\"Australian\",\"Education\",\"Education - Indigenous studies\",\"Education - Language - Indigenous languages\",\"Education - Language - Literacy\",\"Education - Skills and curriculum - Cultural awareness\",\"Education - Skills and curriculum - Numeracy and mathematics\",\"Education - Teachers - Teacher education\",\"Education - Teachers - Teacher-student relationships\",\"Study and teaching\",\"Teaching\",\"Training of\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"book\",\"type\":\"book\",\"address\":\"Casuarina, N. T\",\"series\":\"Discussion paper series / Cooperative Research Centre for Aboriginal Health\",\"title\":\"Spirituality and Aboriginal people's social and emotional wellbeing: a review\",\"isbn\":\"978-0-7340-4138-8\",\"shorttitle\":\"Spirituality and Aboriginal people's social and emotional wellbeing\",\"url\":\"https://www.lowitja.org.au/content/Document/Lowitja-Publishing/DP_11_spirituality_review.pdf\",\"abstract\":\"This review examines the concepts and experiences of Indigenous spirituality and the evidence for the role of spirituality in promoting or enhancing Aboriginal people's social and emotional wellbeing. It also examines the the connections between spirituality and good health. The Winnunga Nimmityjah Aboriginal Health Service and the Muuji Regional Centre for Social and Emotional Wellbeing linked with the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) to gain a broader understanding about spirituality and good health - for individuals, families and communities\",\"number\":\"no. 11\",\"publisher\":\"Cooperative Research Centre for Aboriginal Health\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Poroch\"],\"firstnames\":[\"Nerelle\"],\"suffixes\":[]},{\"firstnames\":[\"Cooperative\",\"Research\",\"Centre\"],\"propositions\":[\"for\"],\"lastnames\":[\"Aboriginal\",\"Health\",\"(Australia)\"],\"suffixes\":[]},{\"firstnames\":[\"Winnunga\",\"Nimmityjah\",\"Aboriginal\",\"Health\"],\"propositions\":[],\"lastnames\":[\"Service\"],\"suffixes\":[]},{\"firstnames\":[\"Australian\",\"Institute\"],\"propositions\":[\"of\"],\"lastnames\":[\"Aboriginal\",\"\"],\"suffixes\":[]},{\"firstnames\":[\"Torres\",\"Strait\",\"Islander\"],\"propositions\":[],\"lastnames\":[\"Studies\"],\"suffixes\":[]}],\"year\":\"2009\",\"note\":\"OCLC: 748203753\",\"keywords\":\"Aboriginal Australians, Australia, Australian, Health and hygiene Research, Mental health, Religion, Religion - Spirituality, Religious life, Social conditions Research, Spirituality\",\"bibtex\":\"@book{poroch_spirituality_2009,\\n\\taddress = {Casuarina, N. T},\\n\\tseries = {Discussion paper series / {Cooperative} {Research} {Centre} for {Aboriginal} {Health}},\\n\\ttitle = {Spirituality and {Aboriginal} people's social and emotional wellbeing: a review},\\n\\tisbn = {978-0-7340-4138-8},\\n\\tshorttitle = {Spirituality and {Aboriginal} people's social and emotional wellbeing},\\n\\turl = {https://www.lowitja.org.au/content/Document/Lowitja-Publishing/DP_11_spirituality_review.pdf},\\n\\tabstract = {This review examines the concepts and experiences of Indigenous spirituality and the evidence for the role of spirituality in promoting or enhancing Aboriginal people's social and emotional wellbeing. It also examines the the connections between spirituality and good health. The Winnunga Nimmityjah Aboriginal Health Service and the Muuji Regional Centre for Social and Emotional Wellbeing linked with the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) to gain a broader understanding about spirituality and good health - for individuals, families and communities},\\n\\tnumber = {no. 11},\\n\\tpublisher = {Cooperative Research Centre for Aboriginal Health},\\n\\tauthor = {Poroch, Nerelle and Cooperative Research Centre for Aboriginal Health (Australia) and Winnunga Nimmityjah Aboriginal Health Service and Australian Institute of Aboriginal {and} Torres Strait Islander Studies},\\n\\tyear = {2009},\\n\\tnote = {OCLC: 748203753},\\n\\tkeywords = {Aboriginal Australians, Australia, Australian, Health and hygiene Research, Mental health, Religion, Religion - Spirituality, Religious life, Social conditions Research, Spirituality},\\n}\\n\\n\",\"author_short\":[\"Poroch, N.\",\"for Aboriginal Health (Australia), C. R. C.\",\"Service, W. N. A. H.\",\"of Aboriginal , A. I.\",\"Studies, T. S. I.\"],\"key\":\"poroch_spirituality_2009\",\"id\":\"poroch_spirituality_2009\",\"bibbaseid\":\"poroch-foraboriginalhealthaustralia-service-ofaboriginal-studies-spiritualityandaboriginalpeoplessocialandemotionalwellbeingareview-2009\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://www.lowitja.org.au/content/Document/Lowitja-Publishing/DP_11_spirituality_review.pdf\"},\"keyword\":[\"Aboriginal Australians\",\"Australia\",\"Australian\",\"Health and hygiene Research\",\"Mental health\",\"Religion\",\"Religion - Spirituality\",\"Religious life\",\"Social conditions Research\",\"Spirituality\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"techreport\",\"type\":\"techreport\",\"address\":\"Canberra\",\"title\":\"The community game: Aboriginal self-definition at the local level \\\\textbar AIATSIS\",\"shorttitle\":\"The community game\",\"url\":\"https://aiatsis.gov.au/publication/35754\",\"abstract\":\"This paper researches the Aboriginal people living in the Walgett region of New South Wales. Topics include a brief history; the missions, reserves and pastoral stations; the elders; and the community as it relates to identity, self-determination,\",\"language\":\"en\",\"number\":\"AITSIS Research Discussion Paper No. 10\",\"urldate\":\"2021-01-15\",\"institution\":\"Australian Institute of Aboriginal and Torres Strait Islander Studies\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Peters-Little\"],\"firstnames\":[\"Frances\"],\"suffixes\":[]}],\"year\":\"2000\",\"keywords\":\"Defining Aboriginality, communities, community\",\"bibtex\":\"@techreport{peters-little_community_2000,\\n\\taddress = {Canberra},\\n\\ttitle = {The community game: {Aboriginal} self-definition at the local level {\\\\textbar} {AIATSIS}},\\n\\tshorttitle = {The community game},\\n\\turl = {https://aiatsis.gov.au/publication/35754},\\n\\tabstract = {This paper researches the Aboriginal people living in the Walgett region of New South Wales. Topics include a brief history; the missions, reserves and pastoral stations; the elders; and the community as it relates to identity, self-determination,},\\n\\tlanguage = {en},\\n\\tnumber = {AITSIS Research Discussion Paper No. 10},\\n\\turldate = {2021-01-15},\\n\\tinstitution = {Australian Institute of Aboriginal and Torres Strait Islander Studies},\\n\\tauthor = {Peters-Little, Frances},\\n\\tyear = {2000},\\n\\tkeywords = {Defining Aboriginality, communities, community},\\n}\\n\\n\",\"author_short\":[\"Peters-Little, F.\"],\"key\":\"peters-little_community_2000\",\"id\":\"peters-little_community_2000\",\"bibbaseid\":\"peterslittle-thecommunitygameaboriginalselfdefinitionatthelocalleveltextbaraiatsis-2000\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://aiatsis.gov.au/publication/35754\"},\"keyword\":[\"Defining Aboriginality\",\"communities\",\"community\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Docklands, Victoria, Australia\",\"edition\":\"Fourth edition\",\"title\":\"Aboriginal and Torres Strait Islander Community-based Research\",\"isbn\":\"978-0-19-031011-0\",\"booktitle\":\"Social research methods\",\"publisher\":\"Oxford University Press\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Lovett\"],\"firstnames\":[\"R\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Muwadda\"],\"firstnames\":[\"L\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Lee\"],\"firstnames\":[\"V\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Walter\"],\"firstnames\":[\"Maggie\"],\"suffixes\":[]}],\"year\":\"2019\",\"keywords\":\"New Zealand, Research, Research Methodology, Social sciences\",\"pages\":\"113–33\",\"bibtex\":\"@incollection{walter_aboriginal_2019,\\n\\taddress = {Docklands, Victoria, Australia},\\n\\tedition = {Fourth edition},\\n\\ttitle = {Aboriginal and {Torres} {Strait} {Islander} {Community}-based {Research}},\\n\\tisbn = {978-0-19-031011-0},\\n\\tbooktitle = {Social research methods},\\n\\tpublisher = {Oxford University Press},\\n\\tauthor = {Lovett, R and Muwadda, L and Lee, V},\\n\\teditor = {Walter, Maggie},\\n\\tyear = {2019},\\n\\tkeywords = {New Zealand, Research, Research Methodology, Social sciences},\\n\\tpages = {113--33},\\n}\\n\\n\",\"author_short\":[\"Lovett, R\",\"Muwadda, L\",\"Lee, V\"],\"editor_short\":[\"Walter, M.\"],\"key\":\"walter_aboriginal_2019\",\"id\":\"walter_aboriginal_2019\",\"bibbaseid\":\"lovett-muwadda-lee-aboriginalandtorresstraitislandercommunitybasedresearch-2019\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"New Zealand\",\"Research\",\"Research Methodology\",\"Social sciences\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Port Melbourne, VIC\",\"title\":\"A long, slow dance: The nation’s history.\",\"isbn\":\"978-1-107-47742-1\",\"abstract\":\"This text provide students with a comprehensive guide to Aboriginal and Torres Strait Islander Australia. The result of extensive research and experience, it offers fresh insights into a range of topics and, most importantly, is written by Aboriginal and Torres Strait Islander academics. It addresses topics ranging from history and reconciliation, to literature and politics, toart, sport and health. It presents social, cultural and political perspectives on these areas in a manner that is accessible to undergraduate students from a range of backgrounds and academic disciplines. Each chapter opens with a precis of the author's journey to engage students and offer them an insight into the author's experiences. These authentic voices encourage students to think about the wider issues surrounding each chapter and their real-life implications. This text emphasises the importance of relationships between non-Indigenous and Aboriginal and Torres Strait Islander cultures\",\"booktitle\":\"Knowledge of life: Aboriginal and Torres Strait Islander Australia\",\"publisher\":\"Cambridge University Press\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Kinnane\"],\"firstnames\":[\"S\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Price\"],\"firstnames\":[\"Kaye\"],\"suffixes\":[]}],\"year\":\"2015\",\"keywords\":\"Aboriginal Australians, Australian, Government relations, Health and hygiene, History, Legal status, laws, etc, Politics and government, Social conditions, Social life and customs, Study and teaching (Higher), Torres Strait Islanders\",\"pages\":\"1–25\",\"bibtex\":\"@incollection{price_long_2015,\\n\\taddress = {Port Melbourne, VIC},\\n\\ttitle = {A long, slow dance: {The} nation’s history.},\\n\\tisbn = {978-1-107-47742-1},\\n\\tabstract = {This text provide students with a comprehensive guide to Aboriginal and Torres Strait Islander Australia. The result of extensive research and experience, it offers fresh insights into a range of topics and, most importantly, is written by Aboriginal and Torres Strait Islander academics. It addresses topics ranging from history and reconciliation, to literature and politics, toart, sport and health. It presents social, cultural and political perspectives on these areas in a manner that is accessible to undergraduate students from a range of backgrounds and academic disciplines. Each chapter opens with a precis of the author's journey to engage students and offer them an insight into the author's experiences. These authentic voices encourage students to think about the wider issues surrounding each chapter and their real-life implications. This text emphasises the importance of relationships between non-Indigenous and Aboriginal and Torres Strait Islander cultures},\\n\\tbooktitle = {Knowledge of life: {Aboriginal} and {Torres} {Strait} {Islander} {Australia}},\\n\\tpublisher = {Cambridge University Press},\\n\\tauthor = {Kinnane, S},\\n\\teditor = {Price, Kaye},\\n\\tyear = {2015},\\n\\tkeywords = {Aboriginal Australians, Australian, Government relations, Health and hygiene, History, Legal status, laws, etc, Politics and government, Social conditions, Social life and customs, Study and teaching (Higher), Torres Strait Islanders},\\n\\tpages = {1--25},\\n}\\n\\n\",\"author_short\":[\"Kinnane, S\"],\"editor_short\":[\"Price, K.\"],\"key\":\"price_long_2015\",\"id\":\"price_long_2015\",\"bibbaseid\":\"kinnane-alongslowdancethenationshistory-2015\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal Australians\",\"Australian\",\"Government relations\",\"Health and hygiene\",\"History\",\"Legal status\",\"laws\",\"etc\",\"Politics and government\",\"Social conditions\",\"Social life and customs\",\"Study and teaching (Higher)\",\"Torres Strait Islanders\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Perth [W.A.]\",\"series\":\"Perspectives in multicultural education\",\"title\":\"A thousand Aboriginal teachers by 1990.\",\"isbn\":\"978-0-908469-18-5\",\"number\":\"v. 2\",\"booktitle\":\"Aboriginal education: issues and innovations\",\"publisher\":\"Creative Research\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Hughes\"],\"firstnames\":[\"P\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Willmot\"],\"firstnames\":[\"E\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Sherwood\"],\"firstnames\":[\"John\"],\"suffixes\":[]}],\"year\":\"1982\",\"keywords\":\"Aboriginal Australians, Australian Aborigines. Education. Essays, Education, Teachers, Teachers and community, Training of\",\"pages\":\"45–49\",\"bibtex\":\"@incollection{sherwood_thousand_1982,\\n\\taddress = {Perth [W.A.]},\\n\\tseries = {Perspectives in multicultural education},\\n\\ttitle = {A thousand {Aboriginal} teachers by 1990.},\\n\\tisbn = {978-0-908469-18-5},\\n\\tnumber = {v. 2},\\n\\tbooktitle = {Aboriginal education: issues and innovations},\\n\\tpublisher = {Creative Research},\\n\\tauthor = {Hughes, P and Willmot, E},\\n\\teditor = {Sherwood, John},\\n\\tyear = {1982},\\n\\tkeywords = {Aboriginal Australians, Australian Aborigines. Education. Essays, Education, Teachers, Teachers and community, Training of},\\n\\tpages = {45--49},\\n}\\n\\n\",\"author_short\":[\"Hughes, P\",\"Willmot, E\"],\"editor_short\":[\"Sherwood, J.\"],\"key\":\"sherwood_thousand_1982\",\"id\":\"sherwood_thousand_1982\",\"bibbaseid\":\"hughes-willmot-athousandaboriginalteachersby1990-1982\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal Australians\",\"Australian Aborigines. Education. Essays\",\"Education\",\"Teachers\",\"Teachers and community\",\"Training of\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Camberwell, Vic.\",\"title\":\"Another world, not a brave new world: Is there a place for Aboriginal people in higher education?\",\"isbn\":\"978-0-86431-414-7\",\"abstract\":\"Entering university study as a mature-aged student is a life-changing event. Mature-aged students face many challenges as they try to balance study commitments with the demands of work and family. This book acknowledges the very personal journerys that mature-aged students take when they embark on university study. This book goes beyond the 'how to' of university life to give a deeper understanding of the experience that lies ahead. It provides prospective mature-aged students with strategies and skills for a successful learning experience and for managing life with study.\",\"language\":\"eng\",\"booktitle\":\"Stepping stones: a guide for mature-aged students at university / edited by Jill Scevak and Robert Cantwell.\",\"publisher\":\"ACER Press\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Gilbert\"],\"firstnames\":[\"Stephanie\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Scevak\"],\"firstnames\":[\"Jill\",\"Janina\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Cantwell\"],\"firstnames\":[\"Robert\",\"Harley\"],\"suffixes\":[]}],\"year\":\"2007\",\"keywords\":\"Admission, Adult college students, Australia; College students, Australia; Universities and colleges\",\"bibtex\":\"@incollection{scevak_another_2007,\\n\\taddress = {Camberwell, Vic.},\\n\\ttitle = {Another world, not a brave new world: {Is} there a place for {Aboriginal} people in higher education?},\\n\\tisbn = {978-0-86431-414-7},\\n\\tabstract = {Entering university study as a mature-aged student is a life-changing event. Mature-aged students face many challenges as they try to balance study commitments with the demands of work and family. This book acknowledges the very personal journerys that mature-aged students take when they embark on university study. This book goes beyond the 'how to' of university life to give a deeper understanding of the experience that lies ahead. It provides prospective mature-aged students with strategies and skills for a successful learning experience and for managing life with study.},\\n\\tlanguage = {eng},\\n\\tbooktitle = {Stepping stones: a guide for mature-aged students at university / edited by {Jill} {Scevak} and {Robert} {Cantwell}.},\\n\\tpublisher = {ACER Press},\\n\\tauthor = {Gilbert, Stephanie},\\n\\teditor = {Scevak, Jill Janina and Cantwell, Robert Harley},\\n\\tyear = {2007},\\n\\tkeywords = {Admission, Adult college students, Australia; College students, Australia; Universities and colleges},\\n}\\n\\n\",\"author_short\":[\"Gilbert, S.\"],\"editor_short\":[\"Scevak, J. J.\",\"Cantwell, R. H.\"],\"key\":\"scevak_another_2007\",\"id\":\"scevak_another_2007\",\"bibbaseid\":\"gilbert-anotherworldnotabravenewworldisthereaplaceforaboriginalpeopleinhighereducation-2007\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Admission\",\"Adult college students\",\"Australia; College students\",\"Australia; Universities and colleges\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"\\\"Ceaselessly circling the centre\\\": Historical contextualization of indigenous education within Australia\",\"volume\":\"41\",\"shorttitle\":\"\\\"Ceaselessly circling the centre\\\"\",\"doi\":\"10.1108/08198691311269484\",\"abstract\":\"Purpose ‐ The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery in this country has been used to position the nation's \\\"first peoples\\\" within a context of centre/periphery thinking. Design/methodology/approach ‐ The paper established an overview of the educational service provision for indigenous Australians through a review of archival materials, historical texts and education reports. This information was then aligned with the data gathered through face-to-face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous experience. Findings ‐ The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of lens provided through interviews/meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country. Originality/value ‐ This paper provides an historical overview of indigenous Australian education that, in clarifying some of the connections and ruptures between \\\"centre and periphery\\\", provides valuable insights into the full diversity of the indigenous historical experience in Australian education.\",\"number\":\"2\",\"journal\":\"History of Education Review\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Herbert\"],\"firstnames\":[\"Jeannie\"],\"suffixes\":[]}],\"year\":\"2012\",\"keywords\":\"Australian aboriginals, Education, Empowerment, History, Indigenous studies\",\"pages\":\"91–103\",\"bibtex\":\"@article{herbert_ceaselessly_2012,\\n\\ttitle = {\\\"{Ceaselessly} circling the centre\\\": {Historical} contextualization of indigenous education within {Australia}},\\n\\tvolume = {41},\\n\\tshorttitle = {\\\"{Ceaselessly} circling the centre\\\"},\\n\\tdoi = {10.1108/08198691311269484},\\n\\tabstract = {Purpose ‐ The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery\\nin this country has been used to position the nation's \\\"first peoples\\\" within a context of centre/periphery thinking. Design/methodology/approach ‐ The paper established an overview of the educational service provision for indigenous Australians through a review of\\narchival materials, historical texts and education reports. This information was then aligned with the data gathered through face-to-face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous\\nexperience. Findings ‐ The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of\\nlens provided through interviews/meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country. Originality/value ‐ This paper provides an historical overview of indigenous Australian\\neducation that, in clarifying some of the connections and ruptures between \\\"centre and periphery\\\", provides valuable insights into the full diversity of the indigenous historical experience in Australian education.},\\n\\tnumber = {2},\\n\\tjournal = {History of Education Review},\\n\\tauthor = {Herbert, Jeannie},\\n\\tyear = {2012},\\n\\tkeywords = {Australian aboriginals, Education, Empowerment, History, Indigenous studies},\\n\\tpages = {91--103},\\n}\\n\\n\",\"author_short\":[\"Herbert, J.\"],\"key\":\"herbert_ceaselessly_2012\",\"id\":\"herbert_ceaselessly_2012\",\"bibbaseid\":\"herbert-ceaselesslycirclingthecentrehistoricalcontextualizationofindigenouseducationwithinaustralia-2012\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Australian aboriginals\",\"Education\",\"Empowerment\",\"History\",\"Indigenous studies\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Conversations on cultural sustainability: stimuli for embedding Indigenous knowledges and ways of being into curriculum\",\"volume\":\"36\",\"issn\":\"0729-4360\",\"shorttitle\":\"Conversations on Cultural Sustainability\",\"url\":\"https://www.tandfonline.com/doi/full/10.1080/02188790903097505\",\"doi\":\"http://dx.doi.org/10.1080/07294360.2017.1325852\",\"abstract\":\"While Australian higher education agendas and literature prioritise Indigenous knowledges and perspectives across policy, curriculum and pedagogy, enacting this in practice remains problematic and contentious. Often the result is the inclusion of simplified Indigenous knowledges, rather than sustained engagement with and embedding of multiple and \\\"messy\\\" ontological and epistemological positions. This paper explores ways of engaging with this \\\"messiness.\\\" Taking messiness as a focal point within our own context of teacher education at a regional university, this agenda and tension inform an ongoing dialogue about ways of assuring a conscious approach to cultural sustainability to embed, value and foreground Indigenous knowledges and ways of being and doing in curriculum. This endeavour can be conceptualised as a heuristic project, an ongoing conversation in response to multiple stimuli rather than a fixed endpoint or framework. In response to this exploration, this paper presents the stimuli for our conversation: situated, plural and reflexive knowledges that work together in inherently relational ways to nourish the cultural sustainability of Indigenous knowledges.\",\"number\":\"7\",\"journal\":\"Higher Education Research and Development\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Acton\"],\"firstnames\":[\"Renae\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Salter\"],\"firstnames\":[\"Peta\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Lenoy\"],\"firstnames\":[\"Max\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Stevenson\"],\"firstnames\":[\"Robert\"],\"suffixes\":[]}],\"year\":\"2017\",\"keywords\":\"Critical Theory, Cultural Education, Definitions, Educational Practices, Educational Principles, Educational Strategies, Epistemology, Higher Education, Indigenous Knowledge, Integrated Curriculum, Regional Schools, Sustainability, Teaching Methods\",\"pages\":\"1311–1325\",\"bibtex\":\"@article{acton_conversations_2017,\\n\\ttitle = {Conversations on cultural sustainability: stimuli for embedding {Indigenous} knowledges and ways of being into curriculum},\\n\\tvolume = {36},\\n\\tissn = {0729-4360},\\n\\tshorttitle = {Conversations on {Cultural} {Sustainability}},\\n\\turl = {https://www.tandfonline.com/doi/full/10.1080/02188790903097505},\\n\\tdoi = {http://dx.doi.org/10.1080/07294360.2017.1325852},\\n\\tabstract = {While Australian higher education agendas and literature prioritise Indigenous knowledges and perspectives across policy, curriculum and pedagogy, enacting this in practice remains problematic and contentious. Often the result is the inclusion of simplified Indigenous knowledges, rather than sustained engagement with and embedding of multiple and \\\"messy\\\" ontological and epistemological positions. This paper explores ways of engaging with this \\\"messiness.\\\" Taking messiness as a focal point within our own context of teacher education at a regional university, this agenda and tension inform an ongoing dialogue about ways of assuring a conscious approach to cultural sustainability to embed, value and foreground Indigenous knowledges and ways of being and doing in curriculum. This endeavour can be conceptualised as a heuristic project, an ongoing conversation in response to multiple stimuli rather than a fixed endpoint or framework. In response to this exploration, this paper presents the stimuli for our conversation: situated, plural and reflexive knowledges that work together in inherently relational ways to nourish the cultural sustainability of Indigenous knowledges.},\\n\\tnumber = {7},\\n\\tjournal = {Higher Education Research and Development},\\n\\tauthor = {Acton, Renae and Salter, Peta and Lenoy, Max and Stevenson, Robert},\\n\\tyear = {2017},\\n\\tkeywords = {Critical Theory, Cultural Education, Definitions, Educational Practices, Educational Principles, Educational Strategies, Epistemology, Higher Education, Indigenous Knowledge, Integrated Curriculum, Regional Schools, Sustainability, Teaching Methods},\\n\\tpages = {1311--1325},\\n}\\n\\n\",\"author_short\":[\"Acton, R.\",\"Salter, P.\",\"Lenoy, M.\",\"Stevenson, R.\"],\"key\":\"acton_conversations_2017\",\"id\":\"acton_conversations_2017\",\"bibbaseid\":\"acton-salter-lenoy-stevenson-conversationsonculturalsustainabilitystimuliforembeddingindigenousknowledgesandwaysofbeingintocurriculum-2017\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://www.tandfonline.com/doi/full/10.1080/02188790903097505\"},\"keyword\":[\"Critical Theory\",\"Cultural Education\",\"Definitions\",\"Educational Practices\",\"Educational Principles\",\"Educational Strategies\",\"Epistemology\",\"Higher Education\",\"Indigenous Knowledge\",\"Integrated Curriculum\",\"Regional Schools\",\"Sustainability\",\"Teaching Methods\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":10,\"html\":\"\"},{\"bibtype\":\"book\",\"type\":\"book\",\"address\":\"Teneriffe, Qld\",\"title\":\"Please knock before you enter: Aboriginal regulation of outsiders and the implications for researchers\",\"isbn\":\"978-1-921214-37-0\",\"shorttitle\":\"Please knock before you enter\",\"abstract\":\"\\\"The regulation of Outsiders to Aboriginal Country is theorised by scholars as invasion and contact, race relations, frontiers and acculturation. In these theories Aboriginal People are represented as powerless and hopeless in the face of their inevitable assimilation. Aboriginal regulation of Outsiders is rarely investigated for Aboriginal agency. This research study investigated the agency of a Rainforest Aboriginal Community, the Burungu, Kuku-Yalanji of Far North Queensland, Australia in the regulation of Outsiders to their Country of past, present and future. A major feature of this research study is its development of an Indigenist research paradigm founded on the principles of cultural respect and cultural safety and embedded in Aboriginal ontology, epistemology and axiology. It is through an ontological premise of relatedness and with the use of traditional devices such as First Stories and visual Stories that this Indigenist research paradigm makes transparent the assumptions, theory, methodology and ethics of the research study.\\\"–Provided by publisher\",\"publisher\":\"Post Pressed\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Martin\"],\"firstnames\":[\"Karen\",\"Lillian\"],\"suffixes\":[]}],\"year\":\"2008\",\"keywords\":\"Aboriginal Australians, Cape York Peninsula (Qld SC54, SD54, SD55), Cultural property, Cultural protocols, Cultural protocols - Welcome to Country, Culture - Theory and criticism - Postcolonial, Customary law, Discourse analysis - Theory and criticism, Economic sectors - Tourism, Government policy - State and territory - Queensland, History - Cultural - Origins, Indigenous knowledge, Kuku Yalanji / Gugu Yalandji people (Y78) (Qld SD55-13), Legal status, laws, etc, Northeast Queensland (NE Qld SE55), Nunukul / Noonuccal people (E21) (Qld SG56-15), Protection, Race relations - Power relations, Race relations - Representation - History, Research - Ethics, Research - Methodology and techniques, Sacred sites (Aboriginal Australian), Settlement and contacts, Social life and customs\",\"bibtex\":\"@book{martin_please_2008,\\n\\taddress = {Teneriffe, Qld},\\n\\ttitle = {Please knock before you enter: {Aboriginal} regulation of outsiders and the implications for researchers},\\n\\tisbn = {978-1-921214-37-0},\\n\\tshorttitle = {Please knock before you enter},\\n\\tabstract = {\\\"The regulation of Outsiders to Aboriginal Country is theorised by scholars as invasion and contact, race relations, frontiers and acculturation. In these theories Aboriginal People are represented as powerless and hopeless in the face of their inevitable assimilation. Aboriginal regulation of Outsiders is rarely investigated for Aboriginal agency. This research study investigated the agency of a Rainforest Aboriginal Community, the Burungu, Kuku-Yalanji of Far North Queensland, Australia in the regulation of Outsiders to their Country of past, present and future. A major feature of this research study is its development of an Indigenist research paradigm founded on the principles of cultural respect and cultural safety and embedded in Aboriginal ontology, epistemology and axiology. It is through an ontological premise of relatedness and with the use of traditional devices such as First Stories and visual Stories that this Indigenist research paradigm makes transparent the assumptions, theory, methodology and ethics of the research study.\\\"--Provided by publisher},\\n\\tpublisher = {Post Pressed},\\n\\tauthor = {Martin, Karen Lillian},\\n\\tyear = {2008},\\n\\tkeywords = {Aboriginal Australians, Cape York Peninsula (Qld SC54, SD54, SD55), Cultural property, Cultural protocols, Cultural protocols - Welcome to Country, Culture - Theory and criticism - Postcolonial, Customary law, Discourse analysis - Theory and criticism, Economic sectors - Tourism, Government policy - State and territory - Queensland, History - Cultural - Origins, Indigenous knowledge, Kuku Yalanji / Gugu Yalandji people (Y78) (Qld SD55-13), Legal status, laws, etc, Northeast Queensland (NE Qld SE55), Nunukul / Noonuccal people (E21) (Qld SG56-15), Protection, Race relations - Power relations, Race relations - Representation - History, Research - Ethics, Research - Methodology and techniques, Sacred sites (Aboriginal Australian), Settlement and contacts, Social life and customs},\\n}\\n\\n\",\"author_short\":[\"Martin, K. L.\"],\"key\":\"martin_please_2008\",\"id\":\"martin_please_2008\",\"bibbaseid\":\"martin-pleaseknockbeforeyouenteraboriginalregulationofoutsidersandtheimplicationsforresearchers-2008\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal Australians\",\"Cape York Peninsula (Qld SC54\",\"SD54\",\"SD55)\",\"Cultural property\",\"Cultural protocols\",\"Cultural protocols - Welcome to Country\",\"Culture - Theory and criticism - Postcolonial\",\"Customary law\",\"Discourse analysis - Theory and criticism\",\"Economic sectors - Tourism\",\"Government policy - State and territory - Queensland\",\"History - Cultural - Origins\",\"Indigenous knowledge\",\"Kuku Yalanji / Gugu Yalandji people (Y78) (Qld SD55-13)\",\"Legal status\",\"laws\",\"etc\",\"Northeast Queensland (NE Qld SE55)\",\"Nunukul / Noonuccal people (E21) (Qld SG56-15)\",\"Protection\",\"Race relations - Power relations\",\"Race relations - Representation - History\",\"Research - Ethics\",\"Research - Methodology and techniques\",\"Sacred sites (Aboriginal Australian)\",\"Settlement and contacts\",\"Social life and customs\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"book\",\"type\":\"book\",\"address\":\"Crawley, W.A\",\"edition\":\"Fully rev. ed\",\"title\":\"Reform and resistance in aboriginal education: The Australian experience\",\"isbn\":\"978-1-74258-389-1\",\"shorttitle\":\"Reform and resistance in aboriginal education\",\"abstract\":\"This revised edition of Reform and Resistance in Aboriginal Education takes a fresh look at the challenges and achievements that have occurred in this important area since the book's original release in 2003. Interest in Aboriginal education in Australia has increased through federal government policy commitments arising out of the 2007 national apology and the 'Closing the Gap' commitment by state and federal governments. As a result of the increased awareness which led to these initiatives, there have been a number of state and federal government responses giving prominence to Aboriginal education as a public policy and educational issue. Examining the impact of initiatives - such as the 'Shared Responsibility Agreements,' the 'Follow the Dream' program, the 'NT Intervention,' and Noel Pearson's blueprint for educational reform on Cape York - Reform and Resistance in Aboriginal Education provides a comprehensive look at the effects on Indigenous students of these reform efforts. Experts in various fields provide well-researched and strongly-argued chapters on family, language, health, attendance, classroom management, and the criminal justice system. The book presents programs and approaches that work, ensuring that this updated edition will remain an invaluable reference.\",\"publisher\":\"UWA Publishing\",\"editor\":[{\"propositions\":[],\"lastnames\":[\"Beresford\"],\"firstnames\":[\"Quentin\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Partington\"],\"firstnames\":[\"Gary\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Gower\"],\"firstnames\":[\"Graeme\"],\"suffixes\":[]}],\"year\":\"2012\",\"keywords\":\"Education, Educational change, Youth, Aboriginal Australian\",\"bibtex\":\"@book{beresford_reform_2012,\\n\\taddress = {Crawley, W.A},\\n\\tedition = {Fully rev. ed},\\n\\ttitle = {Reform and resistance in aboriginal education: {The} {Australian} experience},\\n\\tisbn = {978-1-74258-389-1},\\n\\tshorttitle = {Reform and resistance in aboriginal education},\\n\\tabstract = {This revised edition of Reform and Resistance in Aboriginal Education takes a fresh look at the challenges and achievements that have occurred in this important area since the book's original release in 2003. Interest in Aboriginal education in Australia has increased through federal government policy commitments arising out of the 2007 national apology and the 'Closing the Gap' commitment by state and federal governments. As a result of the increased awareness which led to these initiatives, there have been a number of state and federal government responses giving prominence to Aboriginal education as a public policy and educational issue. Examining the impact of initiatives - such as the 'Shared Responsibility Agreements,' the 'Follow the Dream' program, the 'NT Intervention,' and Noel Pearson's blueprint for educational reform on Cape York - Reform and Resistance in Aboriginal Education provides a comprehensive look at the effects on Indigenous students of these reform efforts. Experts in various fields provide well-researched and strongly-argued chapters on family, language, health, attendance, classroom management, and the criminal justice system. The book presents programs and approaches that work, ensuring that this updated edition will remain an invaluable reference.},\\n\\tpublisher = {UWA Publishing},\\n\\teditor = {Beresford, Quentin and Partington, Gary and Gower, Graeme},\\n\\tyear = {2012},\\n\\tkeywords = {Education, Educational change, Youth, Aboriginal Australian},\\n}\\n\\n\",\"editor_short\":[\"Beresford, Q.\",\"Partington, G.\",\"Gower, G.\"],\"key\":\"beresford_reform_2012\",\"id\":\"beresford_reform_2012\",\"bibbaseid\":\"beresford-partington-gower-reformandresistanceinaboriginaleducationtheaustralianexperience-2012\",\"role\":\"editor\",\"urls\":{},\"keyword\":[\"Education\",\"Educational change\",\"Youth\",\"Aboriginal Australian\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"book\",\"type\":\"book\",\"title\":\"Cultural competence and the higher education sector: Australian perspectives, policies and practice\",\"isbn\":\"9789811553615\",\"shorttitle\":\"Cultural Competence and the Higher Education Sector\",\"url\":\"https://www.springer.com/gp/book/9789811553615\",\"abstract\":\"This open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.\",\"language\":\"English\",\"publisher\":\"Springer\",\"editor\":[{\"propositions\":[],\"lastnames\":[\"Frawley\"],\"firstnames\":[\"Jack\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Russell\"],\"firstnames\":[\"Gabrielle\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Sherwood\"],\"firstnames\":[\"Juanita\"],\"suffixes\":[]}],\"year\":\"2020\",\"keywords\":\"Higher Education, cultural competence\",\"bibtex\":\"@book{frawley_cultural_2020,\\n\\ttitle = {Cultural competence and the higher education sector: {Australian} perspectives, policies and practice},\\n\\tisbn = {9789811553615},\\n\\tshorttitle = {Cultural {Competence} and the {Higher} {Education} {Sector}},\\n\\turl = {https://www.springer.com/gp/book/9789811553615},\\n\\tabstract = {This open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.},\\n\\tlanguage = {English},\\n\\tpublisher = {Springer},\\n\\teditor = {Frawley, Jack and Russell, Gabrielle and Sherwood, Juanita},\\n\\tyear = {2020},\\n\\tkeywords = {Higher Education, cultural competence},\\n}\\n\\n\",\"editor_short\":[\"Frawley, J.\",\"Russell, G.\",\"Sherwood, J.\"],\"key\":\"frawley_cultural_2020\",\"id\":\"frawley_cultural_2020\",\"bibbaseid\":\"frawley-russell-sherwood-culturalcompetenceandthehighereducationsectoraustralianperspectivespoliciesandpractice-2020\",\"role\":\"editor\",\"urls\":{\"Paper\":\"https://www.springer.com/gp/book/9789811553615\"},\"keyword\":[\"Higher Education\",\"cultural competence\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":4,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"The re-creation and resolution of the ‘problem’ of Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum priority\",\"volume\":\"45\",\"copyright\":\"The Australian Educational Researcher is a copyright of Springer, (2018). All Rights Reserved.\",\"issn\":\"03116999\",\"url\":\"https://search.proquest.com/docview/1992787415/abstract/315E1E24E4E24CA8PQ/1\",\"doi\":\"http://dx.doi.org/10.1007/s13384-017-0254-7\",\"abstract\":\"This paper focuses on the ‘problem’ of Aboriginal and Torres Strait Islander education represented in the Australian Curriculum’s Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Looking beyond particular curriculum content, we uncover the policy discourses that construct (and reconstruct) the cross-curriculum priority. In the years after the Australian Curriculum’s creation, curriculum authors have moulded the priority from an initiative without a clear purpose into a purported solution to the ‘Indigenous problem’ of educational underachievement, student resistance and disengagement. As the cross-curriculum priority was created and subsequently reframed, the ‘problem’ of Aboriginal and Torres Strait Islander education has thereby been manifested in policy, strategised as curriculum content and precipitated in the cross-curriculum priority. These policy problematisations perpetuate contemporary racialisation and actively construct Aboriginal and Torres Strait Islander people, histories and knowledges as deficient.\",\"language\":\"English\",\"number\":\"2\",\"urldate\":\"2020-10-30\",\"journal\":\"Australian Educational Researcher\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Maxwell\"],\"firstnames\":[\"Jacinta\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Lowe\"],\"firstnames\":[\"Kevin\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Salter\"],\"firstnames\":[\"Peta\"],\"suffixes\":[]}],\"year\":\"2018\",\"keywords\":\"Aboriginal and Torres Strait Islander education, Australian curriculum, Cross-curriculum priority, Indigenous education, Policy problematisation\",\"pages\":\"161–177\",\"bibtex\":\"@article{maxwell_re-creation_2018,\\n\\ttitle = {The re-creation and resolution of the ‘problem’ of {Indigenous} education in the {Aboriginal} and {Torres} {Strait} {Islander} cross-curriculum priority},\\n\\tvolume = {45},\\n\\tcopyright = {The Australian Educational Researcher is a copyright of Springer, (2018). All Rights Reserved.},\\n\\tissn = {03116999},\\n\\turl = {https://search.proquest.com/docview/1992787415/abstract/315E1E24E4E24CA8PQ/1},\\n\\tdoi = {http://dx.doi.org/10.1007/s13384-017-0254-7},\\n\\tabstract = {This paper focuses on the ‘problem’ of Aboriginal and Torres Strait Islander education represented in the Australian Curriculum’s Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Looking beyond particular curriculum content, we uncover the policy discourses that construct (and reconstruct) the cross-curriculum priority. In the years after the Australian Curriculum’s creation, curriculum authors have moulded the priority from an initiative without a clear purpose into a purported solution to the ‘Indigenous problem’ of educational underachievement, student resistance and disengagement. As the cross-curriculum priority was created and subsequently reframed, the ‘problem’ of Aboriginal and Torres Strait Islander education has thereby been manifested in policy, strategised as curriculum content and precipitated in the cross-curriculum priority. These policy problematisations perpetuate contemporary racialisation and actively construct Aboriginal and Torres Strait Islander people, histories and knowledges as deficient.},\\n\\tlanguage = {English},\\n\\tnumber = {2},\\n\\turldate = {2020-10-30},\\n\\tjournal = {Australian Educational Researcher},\\n\\tauthor = {Maxwell, Jacinta and Lowe, Kevin and Salter, Peta},\\n\\tyear = {2018},\\n\\tkeywords = {Aboriginal and Torres Strait Islander education, Australian curriculum, Cross-curriculum priority, Indigenous education, Policy problematisation},\\n\\tpages = {161--177},\\n}\\n\\n\",\"author_short\":[\"Maxwell, J.\",\"Lowe, K.\",\"Salter, P.\"],\"key\":\"maxwell_re-creation_2018\",\"id\":\"maxwell_re-creation_2018\",\"bibbaseid\":\"maxwell-lowe-salter-therecreationandresolutionoftheproblemofindigenouseducationintheaboriginalandtorresstraitislandercrosscurriculumpriority-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.proquest.com/docview/1992787415/abstract/315E1E24E4E24CA8PQ/1\"},\"keyword\":[\"Aboriginal and Torres Strait Islander education\",\"Australian curriculum\",\"Cross-curriculum priority\",\"Indigenous education\",\"Policy problematisation\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Seeding success: Schools that work for Aboriginal students\",\"volume\":\"42\",\"issn\":\"1326-0111, 2049-7784\",\"shorttitle\":\"Seeding Success\",\"url\":\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/seeding-success-schools-that-work-for-aboriginal-students/1C3AED12D1343840981A78E3AF9779FC\",\"doi\":\"10.1017/jie.2013.6\",\"abstract\":\"This article reports on a large mixed methods research project that investigated the conditions of success for Aboriginal school students. The article presents the qualitative case study component of the research. It details the work of four schools identified as successful for Aboriginal students with respect to social and academic outcomes, and showed what was common and contextually different in their relationships with community and their approaches to curriculum and pedagogy. The article shows there were eight common themes that emerged in the analysis of the schools’ approaches, and these themes are considered key indicators of the ‘seeding success’.\",\"language\":\"en\",\"number\":\"1\",\"urldate\":\"2020-11-02\",\"journal\":\"The Australian Journal of Indigenous Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Munns\"],\"firstnames\":[\"Geoff\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"O'Rourke\"],\"firstnames\":[\"Virginia\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bodkin-Andrews\"],\"firstnames\":[\"Gawaian\"],\"suffixes\":[]}],\"year\":\"2013\",\"keywords\":\"Aboriginal Australians–Education, Aboriginal school students, Academic achievement–Evaluation, Education–Curricula, curriculum, pedagogy, success factors\",\"pages\":\"1–11\",\"bibtex\":\"@article{munns_seeding_2013,\\n\\ttitle = {Seeding success: {Schools} that work for {Aboriginal} students},\\n\\tvolume = {42},\\n\\tissn = {1326-0111, 2049-7784},\\n\\tshorttitle = {Seeding {Success}},\\n\\turl = {https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/seeding-success-schools-that-work-for-aboriginal-students/1C3AED12D1343840981A78E3AF9779FC},\\n\\tdoi = {10.1017/jie.2013.6},\\n\\tabstract = {This article reports on a large mixed methods research project that investigated the conditions of success for Aboriginal school students. The article presents the qualitative case study component of the research. It details the work of four schools identified as successful for Aboriginal students with respect to social and academic outcomes, and showed what was common and contextually different in their relationships with community and their approaches to curriculum and pedagogy. The article shows there were eight common themes that emerged in the analysis of the schools’ approaches, and these themes are considered key indicators of the ‘seeding success’.},\\n\\tlanguage = {en},\\n\\tnumber = {1},\\n\\turldate = {2020-11-02},\\n\\tjournal = {The Australian Journal of Indigenous Education},\\n\\tauthor = {Munns, Geoff and O'Rourke, Virginia and Bodkin-Andrews, Gawaian},\\n\\tyear = {2013},\\n\\tkeywords = {Aboriginal Australians--Education, Aboriginal school students, Academic achievement--Evaluation, Education--Curricula, curriculum, pedagogy, success factors},\\n\\tpages = {1--11},\\n}\\n\\n\",\"author_short\":[\"Munns, G.\",\"O'Rourke, V.\",\"Bodkin-Andrews, G.\"],\"key\":\"munns_seeding_2013\",\"id\":\"munns_seeding_2013\",\"bibbaseid\":\"munns-orourke-bodkinandrews-seedingsuccessschoolsthatworkforaboriginalstudents-2013\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/seeding-success-schools-that-work-for-aboriginal-students/1C3AED12D1343840981A78E3AF9779FC\"},\"keyword\":[\"Aboriginal Australians–Education\",\"Aboriginal school students\",\"Academic achievement–Evaluation\",\"Education–Curricula\",\"curriculum\",\"pedagogy\",\"success factors\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":4,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Discourse, deficit and identity: Aboriginality, the race paradigm and the language of representation in contemporary Australia\",\"volume\":\"149\",\"issn\":\"1329-878X\",\"shorttitle\":\"Discourse, Deficit and Identity\",\"url\":\"https://doi.org/10.1177/1329878X1314900117\",\"doi\":\"10.1177/1329878X1314900117\",\"abstract\":\"Deficit discourse is expressed in a mode of language that consistently frames Aboriginal identity in a narrative of deficiency. It is interwoven with notions of ‘authenticity’, which in turn adhere to models of identity still embedded within the race paradigm, suffering from all of its constraints but perniciously benefiting from all of its tenacity. Recent work shows that deficit discourse surrounding Aboriginality is intricately entwined within and across different sites of representation, policy and expression, and is active both within and outside Indigenous Australia. It thus appears to exhibit all the characteristics of what Foucault has termed a discursive formation, and its analysis requires a multi-disciplinary approach. Developing research overseas on the prevalence and social impact of deficit discourse indicates a significant link between discourse surrounding indigeneity and outcomes for indigenous peoples. However, while there is emerging work in this field in Aboriginal education, as well as a growing understanding of the social impact of related behaviours such as lateral violence, the influence of deficit discourse is significantly under-theorised and little understood in the Indigenous Australian context. This article will problematise the issues and explore theory and methods for change.\",\"language\":\"en\",\"number\":\"1\",\"urldate\":\"2020-10-30\",\"journal\":\"Media International Australia\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Fforde\"],\"firstnames\":[\"Cressida\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bamblett\"],\"firstnames\":[\"Lawrence\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Lovett\"],\"firstnames\":[\"Ray\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Gorringe\"],\"firstnames\":[\"Scott\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Fogarty\"],\"firstnames\":[\"Bill\"],\"suffixes\":[]}],\"year\":\"2013\",\"keywords\":\"Aboriginal Australians–Ethnic identity, Discourse analysis, Foucault, Michel\",\"pages\":\"162–173\",\"bibtex\":\"@article{fforde_discourse_2013,\\n\\ttitle = {Discourse, deficit and identity: {Aboriginality}, the race paradigm and the language of representation in contemporary {Australia}},\\n\\tvolume = {149},\\n\\tissn = {1329-878X},\\n\\tshorttitle = {Discourse, {Deficit} and {Identity}},\\n\\turl = {https://doi.org/10.1177/1329878X1314900117},\\n\\tdoi = {10.1177/1329878X1314900117},\\n\\tabstract = {Deficit discourse is expressed in a mode of language that consistently frames Aboriginal identity in a narrative of deficiency. It is interwoven with notions of ‘authenticity’, which in turn adhere to models of identity still embedded within the race paradigm, suffering from all of its constraints but perniciously benefiting from all of its tenacity. Recent work shows that deficit discourse surrounding Aboriginality is intricately entwined within and across different sites of representation, policy and expression, and is active both within and outside Indigenous Australia. It thus appears to exhibit all the characteristics of what Foucault has termed a discursive formation, and its analysis requires a multi-disciplinary approach. Developing research overseas on the prevalence and social impact of deficit discourse indicates a significant link between discourse surrounding indigeneity and outcomes for indigenous peoples. However, while there is emerging work in this field in Aboriginal education, as well as a growing understanding of the social impact of related behaviours such as lateral violence, the influence of deficit discourse is significantly under-theorised and little understood in the Indigenous Australian context. This article will problematise the issues and explore theory and methods for change.},\\n\\tlanguage = {en},\\n\\tnumber = {1},\\n\\turldate = {2020-10-30},\\n\\tjournal = {Media International Australia},\\n\\tauthor = {Fforde, Cressida and Bamblett, Lawrence and Lovett, Ray and Gorringe, Scott and Fogarty, Bill},\\n\\tyear = {2013},\\n\\tkeywords = {Aboriginal Australians--Ethnic identity, Discourse analysis, Foucault, Michel},\\n\\tpages = {162--173},\\n}\\n\\n\",\"author_short\":[\"Fforde, C.\",\"Bamblett, L.\",\"Lovett, R.\",\"Gorringe, S.\",\"Fogarty, B.\"],\"key\":\"fforde_discourse_2013\",\"id\":\"fforde_discourse_2013\",\"bibbaseid\":\"fforde-bamblett-lovett-gorringe-fogarty-discoursedeficitandidentityaboriginalitytheraceparadigmandthelanguageofrepresentationincontemporaryaustralia-2013\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1177/1329878X1314900117\"},\"keyword\":[\"Aboriginal Australians–Ethnic identity\",\"Discourse analysis\",\"Foucault\",\"Michel\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Sydney\",\"title\":\"The perilous state of Indigenous languages in Australia\",\"url\":\"https://humanrights.gov.au/our-work/chapter-3-introduction-social-justice-report-2009\",\"urldate\":\"2020-11-02\",\"booktitle\":\"Social Justice Report 2009\",\"publisher\":\"Australian Human Rights Commission\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Calma\"],\"firstnames\":[\"Tom\"],\"suffixes\":[]}],\"year\":\"2009\",\"bibtex\":\"@incollection{calma_perilous_2009,\\n\\taddress = {Sydney},\\n\\ttitle = {The perilous state of {Indigenous} languages in {Australia}},\\n\\turl = {https://humanrights.gov.au/our-work/chapter-3-introduction-social-justice-report-2009},\\n\\turldate = {2020-11-02},\\n\\tbooktitle = {Social {Justice} {Report} 2009},\\n\\tpublisher = {Australian Human Rights Commission},\\n\\tauthor = {Calma, Tom},\\n\\tyear = {2009},\\n}\\n\\n\",\"author_short\":[\"Calma, T.\"],\"key\":\"calma_perilous_2009\",\"id\":\"calma_perilous_2009\",\"bibbaseid\":\"calma-theperilousstateofindigenouslanguagesinaustralia-2009\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://humanrights.gov.au/our-work/chapter-3-introduction-social-justice-report-2009\"},\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Claiming the space, creating the future\",\"volume\":\"62\",\"copyright\":\"© Australian Council for Educational Research 2018\",\"issn\":\"00049441\",\"url\":\"https://search.proquest.com/docview/2159777617/abstract/FF8F587386C14BE4PQ/1\",\"doi\":\"http://dx.doi.org/10.1177/0004944118802594\",\"abstract\":\"Abstract Academia is a world based on individualism and competitiveness, which for Indigenous peoples, and particularly Indigenous women, is culturally unsafe. Furthermore, whilst the academy is rushing forward to be inclusive of Indigenous peoples, cultures and knowledges, it does so whilst still maintaining its structures of white, patriarchal privilege. Hence, the academy is a place that frequently leaves Indigenous women feeling isolated and patronised and questioning if there is a place for them. However, despite the barriers and the obstacles of academia, Indigenous women continue to enter and carve out a place for themselves and for other Indigenous women. This article, through the words of each of the three women, will explore their experiences as an Associate Professor and two PhD students on their journeys of claiming their places within the academia as Indigenous women. In the recent past, each of these women has separately and together worked to create and claim their places within the academy. This article will conclude with advice for the upcoming generations of Indigenous women academics on how to stand strong and, most importantly, in solidarity with one another.\",\"language\":\"English\",\"number\":\"3\",\"urldate\":\"2020-11-02\",\"journal\":\"Australian Journal of Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Green\"],\"firstnames\":[\"Sue\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Russ-Smith\"],\"firstnames\":[\"Jessica\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Tynan\"],\"firstnames\":[\"Lauren\"],\"suffixes\":[]}],\"year\":\"2018\",\"keywords\":\"Indigenous education, Indigenous knowledges, Indigenous women, White fragility, higher education, racism\",\"pages\":\"256\",\"bibtex\":\"@article{green_claiming_2018,\\n\\ttitle = {Claiming the space, creating the future},\\n\\tvolume = {62},\\n\\tcopyright = {© Australian Council for Educational Research 2018},\\n\\tissn = {00049441},\\n\\turl = {https://search.proquest.com/docview/2159777617/abstract/FF8F587386C14BE4PQ/1},\\n\\tdoi = {http://dx.doi.org/10.1177/0004944118802594},\\n\\tabstract = {Abstract\\nAcademia is a world based on individualism and competitiveness, which for Indigenous peoples, and particularly Indigenous women, is culturally unsafe. Furthermore, whilst the academy is rushing forward to be inclusive of Indigenous peoples, cultures and knowledges, it does so whilst still maintaining its structures of white, patriarchal privilege. Hence, the academy is a place that frequently leaves Indigenous women feeling isolated and patronised and questioning if there is a place for them. However, despite the barriers and the obstacles of academia, Indigenous women continue to enter and carve out a place for themselves and for other Indigenous women. This article, through the words of each of the three women, will explore their experiences as an Associate Professor and two PhD students on their journeys of claiming their places within the academia as Indigenous women. In the recent past, each of these women has separately and together worked to create and claim their places within the academy. This article will conclude with advice for the upcoming generations of Indigenous women academics on how to stand strong and, most importantly, in solidarity with one another.},\\n\\tlanguage = {English},\\n\\tnumber = {3},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Australian Journal of Education},\\n\\tauthor = {Green, Sue and Russ-Smith, Jessica and Tynan, Lauren},\\n\\tyear = {2018},\\n\\tkeywords = {Indigenous education, Indigenous knowledges, Indigenous women, White fragility, higher education, racism},\\n\\tpages = {256},\\n}\\n\\n\",\"author_short\":[\"Green, S.\",\"Russ-Smith, J.\",\"Tynan, L.\"],\"key\":\"green_claiming_2018\",\"id\":\"green_claiming_2018\",\"bibbaseid\":\"green-russsmith-tynan-claimingthespacecreatingthefuture-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.proquest.com/docview/2159777617/abstract/FF8F587386C14BE4PQ/1\"},\"keyword\":[\"Indigenous education\",\"Indigenous knowledges\",\"Indigenous women\",\"White fragility\",\"higher education\",\"racism\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":1,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement\",\"volume\":\"32\",\"issn\":\"1041-6080\",\"shorttitle\":\"Self-concept of Indigenous and non-Indigenous Australian students\",\"doi\":\"10.1016/j.lindif.2014.03.019\",\"abstract\":\"Previous research on differences and similarities in self-concept of Indigenous and non-Indigenous Australian students did not consider the possible differentiation between competence and affect components. As a result, it is unknown whether previously found differences between Indigenous and non-Indigenous students' self-concepts are the result of their beliefs about their abilities or their feelings about specific domains. Thus, the present study aims to examine and compare the structure, the mean levels, and the relations to achievement measures of Indigenous and non-Indigenous Australian students' self-concepts in academic and non-academic domains when taking the competence–affect separation into account. Self-concepts in math, English, school, physical ability, and art were measured with 1809 secondary school students including 343 Indigenous students. For Indigenous and non-Indigenous students, confirmatory factor analyses demonstrated that all self-concept facets measured could be separated into competence and affect components although the correlations between competence and affect components were high, particularly for art and physical ability self-concepts. Non-Indigenous students demonstrated higher levels of school competence, English competence, English affect, and math competence self-concepts. Indigenous students displayed higher levels of physical ability competence self-concept while no group differences could be found for school affect, math affect, physical ability affect, and art competence and art affect self-concepts. Invariance tests revealed an invariant factor structure and invariant relations between the multiple self-concept facets and achievement factors across Indigenous and non-Indigenous students. Hence, the present study adds to our understanding of the similarities and differences regarding Indigenous and non-Indigenous Australian students' self-concepts.\",\"journal\":\"Learning and Individual Differences\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Arens\"],\"firstnames\":[\"A.\",\"Katrin\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bodkin-Andrews\"],\"firstnames\":[\"Gawaian\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Craven\"],\"firstnames\":[\"Rhonda\",\"G.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Yeung\"],\"firstnames\":[\"Alexander\",\"Seeshing\"],\"suffixes\":[]}],\"year\":\"2014\",\"keywords\":\"Achievement relations, Affect self-perceptions, Competence self-perceptions, Indigenous students, Self-concept\",\"pages\":\"93–103\",\"bibtex\":\"@article{arens_self-concept_2014,\\n\\ttitle = {Self-concept of {Indigenous} and non-{Indigenous} {Australian} students: {Competence} and affect components and relations to achievement},\\n\\tvolume = {32},\\n\\tissn = {1041-6080},\\n\\tshorttitle = {Self-concept of {Indigenous} and non-{Indigenous} {Australian} students},\\n\\tdoi = {10.1016/j.lindif.2014.03.019},\\n\\tabstract = {Previous research on differences and similarities in self-concept of Indigenous and non-Indigenous Australian students did not consider the possible differentiation between competence and affect components. As a result, it is unknown whether previously found differences between Indigenous and non-Indigenous students' self-concepts are the result of their beliefs about their abilities or their feelings about specific domains. Thus, the present study aims to examine and compare the structure, the mean levels, and the relations to achievement measures of Indigenous and non-Indigenous Australian students' self-concepts in academic and non-academic domains when taking the competence–affect separation into account. Self-concepts in math, English, school, physical ability, and art were measured with 1809 secondary school students including 343 Indigenous students. For Indigenous and non-Indigenous students, confirmatory factor analyses demonstrated that all self-concept facets measured could be separated into competence and affect components although the correlations between competence and affect components were high, particularly for art and physical ability self-concepts. Non-Indigenous students demonstrated higher levels of school competence, English competence, English affect, and math competence self-concepts. Indigenous students displayed higher levels of physical ability competence self-concept while no group differences could be found for school affect, math affect, physical ability affect, and art competence and art affect self-concepts. Invariance tests revealed an invariant factor structure and invariant relations between the multiple self-concept facets and achievement factors across Indigenous and non-Indigenous students. Hence, the present study adds to our understanding of the similarities and differences regarding Indigenous and non-Indigenous Australian students' self-concepts.},\\n\\tjournal = {Learning and Individual Differences},\\n\\tauthor = {Arens, A. Katrin and Bodkin-Andrews, Gawaian and Craven, Rhonda G. and Yeung, Alexander Seeshing},\\n\\tyear = {2014},\\n\\tkeywords = {Achievement relations, Affect self-perceptions, Competence self-perceptions, Indigenous students, Self-concept},\\n\\tpages = {93--103},\\n}\\n\\n\",\"author_short\":[\"Arens, A. K.\",\"Bodkin-Andrews, G.\",\"Craven, R. G.\",\"Yeung, A. S.\"],\"key\":\"arens_self-concept_2014\",\"id\":\"arens_self-concept_2014\",\"bibbaseid\":\"arens-bodkinandrews-craven-yeung-selfconceptofindigenousandnonindigenousaustralianstudentscompetenceandaffectcomponentsandrelationstoachievement-2014\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Achievement relations\",\"Affect self-perceptions\",\"Competence self-perceptions\",\"Indigenous students\",\"Self-concept\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Belonging and learning to belong in school: The implications of the hidden curriculum for indigenous students\",\"volume\":\"34\",\"issn\":\"0159-6306\",\"shorttitle\":\"Belonging and Learning to Belong in School\",\"doi\":\"10.1080/01596306.2013.728362\",\"abstract\":\"This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the \\\"white\\\" dominant culture values and practices, and that it is generally those who don't have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students \\\"… need to feel that schools belong to them as much as any child\\\" and that to \\\"… move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom.\\\" This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school.\",\"language\":\"en\",\"number\":\"5\",\"urldate\":\"2020-11-02\",\"journal\":\"Discourse: Studies in the Cultural Politics of Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Rahman\"],\"firstnames\":[\"Kiara\"],\"suffixes\":[]}],\"year\":\"2013\",\"keywords\":\"Academic Achievement, Biculturalism, Cultural Awareness, Cultural Differences, Culturally Relevant Education, Disadvantaged, Educational Strategies, Guidelines, Hidden Curriculum, Indigenous Populations, Native Language, Student School Relationship, Uncommonly Taught Languages, Whites\",\"pages\":\"660–672\",\"bibtex\":\"@article{rahman_belonging_2013,\\n\\ttitle = {Belonging and learning to belong in school: {The} implications of the hidden curriculum for indigenous students},\\n\\tvolume = {34},\\n\\tissn = {0159-6306},\\n\\tshorttitle = {Belonging and {Learning} to {Belong} in {School}},\\n\\tdoi = {10.1080/01596306.2013.728362},\\n\\tabstract = {This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the \\\"white\\\" dominant culture values and practices, and that it is generally those who don't have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students \\\"… need to feel that schools belong to them as much as any child\\\" and that to \\\"… move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom.\\\" This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school.},\\n\\tlanguage = {en},\\n\\tnumber = {5},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Discourse: Studies in the Cultural Politics of Education},\\n\\tauthor = {Rahman, Kiara},\\n\\tyear = {2013},\\n\\tkeywords = {Academic Achievement, Biculturalism, Cultural Awareness, Cultural Differences, Culturally Relevant Education, Disadvantaged, Educational Strategies, Guidelines, Hidden Curriculum, Indigenous Populations, Native Language, Student School Relationship, Uncommonly Taught Languages, Whites},\\n\\tpages = {660--672},\\n}\\n\\n\",\"author_short\":[\"Rahman, K.\"],\"key\":\"rahman_belonging_2013\",\"id\":\"rahman_belonging_2013\",\"bibbaseid\":\"rahman-belongingandlearningtobelonginschooltheimplicationsofthehiddencurriculumforindigenousstudents-2013\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Academic Achievement\",\"Biculturalism\",\"Cultural Awareness\",\"Cultural Differences\",\"Culturally Relevant Education\",\"Disadvantaged\",\"Educational Strategies\",\"Guidelines\",\"Hidden Curriculum\",\"Indigenous Populations\",\"Native Language\",\"Student School Relationship\",\"Uncommonly Taught Languages\",\"Whites\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"The politics of the data: How the Australian statistical Indigene is constructed\",\"volume\":\"3\",\"copyright\":\"Copyright (c)\",\"issn\":\"1837-0144\",\"url\":\"https://doi.org/10.5204/ijcis.v3i2.51\",\"doi\":\"https://doi.org/10.5204/ijcis.v3i2.51\",\"abstract\":\"The International Journal of Critical Indigenous Studies disseminates scholarship across the Humanities, Social Sciences, Health Sciences, Law and Education in the field of Indigenous Studies. Indigenous scholars from around the world share common experiences of colonisation. Our collective politics have been shaped by our intellectual traditions which inform our work within the academy.\",\"language\":\"en\",\"number\":\"2\",\"urldate\":\"2020-11-02\",\"journal\":\"International Journal of Critical Indigenous Studies\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Walter\"],\"firstnames\":[\"Maggie\",\"M.\"],\"suffixes\":[]}],\"year\":\"2010\",\"pages\":\"45–56\",\"bibtex\":\"@article{walter_politics_2010,\\n\\ttitle = {The politics of the data: {How} the {Australian} statistical {Indigene} is constructed},\\n\\tvolume = {3},\\n\\tcopyright = {Copyright (c)},\\n\\tissn = {1837-0144},\\n\\turl = {https://doi.org/10.5204/ijcis.v3i2.51},\\n\\tdoi = {https://doi.org/10.5204/ijcis.v3i2.51},\\n\\tabstract = {The International Journal of Critical Indigenous Studies disseminates scholarship across the Humanities, Social Sciences, Health Sciences, Law and Education in the field of Indigenous Studies. Indigenous scholars from around the world share common experiences of colonisation. Our collective politics have been shaped by our intellectual traditions which inform our work within the academy.},\\n\\tlanguage = {en},\\n\\tnumber = {2},\\n\\turldate = {2020-11-02},\\n\\tjournal = {International Journal of Critical Indigenous Studies},\\n\\tauthor = {Walter, Maggie M.},\\n\\tyear = {2010},\\n\\tpages = {45--56},\\n}\\n\\n\",\"author_short\":[\"Walter, M. M.\"],\"key\":\"walter_politics_2010\",\"id\":\"walter_politics_2010\",\"bibbaseid\":\"walter-thepoliticsofthedatahowtheaustralianstatisticalindigeneisconstructed-2010\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.5204/ijcis.v3i2.51\"},\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"The Cultural Interface\",\"volume\":\"36\",\"issn\":\"1326-0111, 2049-7784\",\"url\":\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/the-cultural-interface/B8321A596C2BFF62FA6B81E7F214BC38\",\"doi\":\"10.1017/S1326011100004646\",\"abstract\":\"For a while now I have been researching and writing about Australian Indigenous education issues. Like you all, I have seen much good work and learnt much from what is going on across the country and internationally to improve outcomes for Indigenous learners in formal education processes. And still we go on with the struggle and with the limitations that Western sciences and practices place on us in the process. This paper draws together theoretical propositions from the work we have been progressing for the higher education sector over the past decade and to point to some foundational principles that can help establish some early beginnings with Indigenous education as a discipline in the higher education sector.\",\"language\":\"en\",\"number\":\"S1\",\"urldate\":\"2020-11-02\",\"journal\":\"The Australian Journal of Indigenous Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Nakata\"],\"firstnames\":[\"Martin\"],\"suffixes\":[]}],\"year\":\"2007\",\"keywords\":\"Australian Indigenous education, higher education\",\"pages\":\"7–14\",\"bibtex\":\"@article{nakata_cultural_2007,\\n\\ttitle = {The {Cultural} {Interface}},\\n\\tvolume = {36},\\n\\tissn = {1326-0111, 2049-7784},\\n\\turl = {https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/the-cultural-interface/B8321A596C2BFF62FA6B81E7F214BC38},\\n\\tdoi = {10.1017/S1326011100004646},\\n\\tabstract = {For a while now I have been researching and writing about Australian Indigenous education issues. Like you all, I have seen much good work and learnt much from what is going on across the country and internationally to improve outcomes for Indigenous learners in formal education processes. And still we go on with the struggle and with the limitations that Western sciences and practices place on us in the process. This paper draws together theoretical propositions from the work we have been progressing for the higher education sector over the past decade and to point to some foundational principles that can help establish some early beginnings with Indigenous education as a discipline in the higher education sector.},\\n\\tlanguage = {en},\\n\\tnumber = {S1},\\n\\turldate = {2020-11-02},\\n\\tjournal = {The Australian Journal of Indigenous Education},\\n\\tauthor = {Nakata, Martin},\\n\\tyear = {2007},\\n\\tkeywords = {Australian Indigenous education, higher education},\\n\\tpages = {7--14},\\n}\\n\\n\",\"author_short\":[\"Nakata, M.\"],\"key\":\"nakata_cultural_2007\",\"id\":\"nakata_cultural_2007\",\"bibbaseid\":\"nakata-theculturalinterface-2007\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/the-cultural-interface/B8321A596C2BFF62FA6B81E7F214BC38\"},\"keyword\":[\"Australian Indigenous education\",\"higher education\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"techreport\",\"type\":\"techreport\",\"address\":\"[Canberra]\",\"title\":\"Assimilation versus self-determination : No contest\",\"url\":\"http://hdl.handle.net/1885/9870\",\"abstract\":\"H.C.(Nugget) Coombs is known as the whitefella's most senior elder. In the Foreword to his book, Aboriginal Autonomy, in 1994 I wrote the following: On the morning just prior to the commencement of the meeting, Nugget Coombs, who had been invited to attend, arrived to wish us well and briefly renew acquaintances with many old Aboriginal and Islander friends. There were warm greetings and well wishing until shortly Nugget departed. A young Aboriginal man of perhaps 16 or 17 years inquired of me as to 'who was that old man?' My response was, 'that old man must be respected; he is the whitefella's most senior elder. The context of these comments was the Eva Valley meeting in 1993, when the Indigenous people met to discuss the proposed legislative response to the High Court's native title decision. That old man wished us well in our deliberations - the High Court recognised our rights to our land under Indigenous law. It was an act of justice that in shaping an entire environment of thought and understanding to which this man made such a substantial contribution, he was there, still fighting, still holding hope, still with us. Why does this man, this whitefella, draw such respect and love from all Indigenous Australians who know his story? We honour him as a 'senior man', an 'elder'; we honour him in our terms - because he has always honoured us in ours. He has always seen who we are and listened to our voices. The greatness of Nugget Coombs lies in the fact that he did this at a time when it was fashionable to simply tell us what to do, to tell us what the whitefella wanted and what the whitefella expected of us. There has been much discussion of late about assimilation and self­ determination and I intend to add to the discussion. The really essential difference between the two tracks assimilation and self-determination and the difference that Nugget Coombs made to Aboriginal Affairs in Australia is revealed in the following statement by Paul Hasluck: We do not want a submerged caste or any other social pariahs in our community but want a homogeneous society. Assimilation was then, just as it is now, about what whitefellas want. First, what they want for themselves and second, what they want for us. I believe that the real essence of Nugget's contribution is that he cared about us, thought about what we wanted, what we saw as our futures, what is our concept of what is our place in our country. Nugget's achievements are testimony to this fact. His work is proof of the rewards of developing policy within a broader social context. Nugget's understanding of the importance of the principle of self-determination to effect and appropriate policy making in Aboriginal affairs is, I believe, echoed in his work in the arts and at the Reserve Bank. Nugget was responsible, for example, for the establishment of the Aboriginal Arts Board which was set up in 1973. That signalled the beginning of Indigenous control of public funding for the arts. It was also an example of Nugget's keenness to see Australians include 'Aboriginality' within their sense of national heritage-a genuine act of inclusion. Nugget's integrated approach to policy development is also illustrated by his appointment to the chair of the Australian Conservation Foundation. In this position Nugget was informed by his interest in environmental matters and their connection with Indigenous rights. In the current climate of fiscal restraint and the deficit black hole (I sometimes wonder why it has to be black) Nugget Coombs' approach to public policy has much to offer. Today, Nugget's ways could well be seen as radical. Nugget once said that the power of Indigenous elders may not amount to more than a right to be consulted and listened to with respect. I am not saying we should all agree with Nugget's ways-what I am saying is that now, more than ever before, we should listen to what he has to say and take lessons from his understanding.\",\"urldate\":\"2020-11-02\",\"institution\":\"ANU, North Australia Research Unit (NARU)\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Dodson\"],\"firstnames\":[\"Mick\"],\"suffixes\":[]}],\"year\":\"1996\",\"bibtex\":\"@techreport{dodson_assimilation_1996,\\n\\taddress = {[Canberra]},\\n\\ttitle = {Assimilation versus self-determination : {No} contest},\\n\\turl = {http://hdl.handle.net/1885/9870},\\n\\tabstract = {H.C.(Nugget) Coombs is known as the whitefella's most senior elder. In the Foreword to his book, Aboriginal Autonomy, in 1994 I wrote the following: On the morning just prior to the commencement of the meeting, Nugget Coombs, who had been invited to attend, arrived to wish us well and briefly renew acquaintances with many old Aboriginal and Islander friends. There were warm greetings and well wishing until shortly Nugget departed. A young Aboriginal man of perhaps 16 or 17 years inquired of me as to 'who was that old man?' My response was, 'that old man must be respected; he is the whitefella's most senior elder. The context of these comments was the Eva Valley meeting in 1993, when the Indigenous people met to discuss the proposed legislative response to the High Court's native title decision. That old man wished us well in our deliberations - the High Court recognised our rights to our land under Indigenous law. It was an act of justice that in shaping an entire environment of thought and understanding to which this man made such a substantial contribution, he was there, still fighting, still holding hope, still with us. Why does this man, this whitefella, draw such respect and love from all Indigenous Australians who know his story? We honour him as a 'senior man', an 'elder'; we honour him in our terms - because he has always honoured us in ours. He has always seen who we are and listened to our voices. The greatness of Nugget Coombs lies in the fact that he did this at a time when it was fashionable to simply tell us what to do, to tell us what the whitefella wanted and what the whitefella expected of us. There has been much discussion of late about assimilation and self­ determination and I intend to add to the discussion. The really essential difference between the two tracks assimilation and self-determination and the difference that Nugget Coombs made to Aboriginal Affairs in Australia is revealed in the following statement by Paul Hasluck: We do not want a submerged caste or any other social pariahs in our community but want a homogeneous society. Assimilation was then, just as it is now, about what whitefellas want. First, what they want for themselves and second, what they want for us. I believe that the real essence of Nugget's contribution is that he cared about us, thought about what we wanted, what we saw as our futures, what is our concept of what is our place in our country. Nugget's achievements are testimony to this fact. His work is proof of the rewards of developing policy within a broader social context. Nugget's understanding of the importance of the principle of self-determination to effect and appropriate policy making in Aboriginal affairs is, I believe, echoed in his work in the arts and at the Reserve Bank. Nugget was responsible, for example, for the establishment of the Aboriginal Arts Board which was set up in 1973. That signalled the beginning of Indigenous control of public funding for the arts. It was also an example of Nugget's keenness to see Australians include 'Aboriginality' within their sense of national heritage-a genuine act of inclusion. Nugget's integrated approach to policy development is also illustrated by his appointment to the chair of the Australian Conservation Foundation. In this position Nugget was informed by his interest in environmental matters and their connection with Indigenous rights. In the current climate of fiscal restraint and the deficit black hole (I sometimes wonder why it has to be black) Nugget Coombs' approach to public policy has much to offer. Today, Nugget's ways could well be seen as radical. Nugget once said that the power of Indigenous elders may not amount to more than a right to be consulted and listened to with respect. I am not saying we should all agree with Nugget's ways-what I am saying is that now, more than ever before, we should listen to what he has to say and take lessons from his understanding.},\\n\\turldate = {2020-11-02},\\n\\tinstitution = {ANU, North Australia Research Unit (NARU)},\\n\\tauthor = {Dodson, Mick},\\n\\tyear = {1996},\\n}\\n\\n\",\"author_short\":[\"Dodson, M.\"],\"key\":\"dodson_assimilation_1996\",\"id\":\"dodson_assimilation_1996\",\"bibbaseid\":\"dodson-assimilationversusselfdeterminationnocontest-1996\",\"role\":\"author\",\"urls\":{\"Paper\":\"http://hdl.handle.net/1885/9870\"},\"metadata\":{\"authorlinks\":{}},\"downloads\":1,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Indigenous higher education : Myths, cuts and obvious decline.\",\"shorttitle\":\"Indigenous higher education\",\"abstract\":\"Participation of Indigenous Australians in the higher education sector is contracting at a rate never before experienced. The authors examine recent trends, the policy changes driving them, and the immediate priorities for reversing the decline.\",\"language\":\"EN\",\"urldate\":\"2020-10-30\",\"journal\":\"Campus Review\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Bunda\"],\"firstnames\":[\"T.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"McConville\"],\"firstnames\":[\"G.\"],\"suffixes\":[]}],\"year\":\"2002\",\"keywords\":\"Aboriginal education, Aboriginal students, Educational policy, Educational trends, Higher education, Participation, Student financial aid, University students, Vocational education\",\"pages\":\"13\",\"bibtex\":\"@article{bunda_indigenous_2002,\\n\\ttitle = {Indigenous higher education : {Myths}, cuts and obvious decline.},\\n\\tshorttitle = {Indigenous higher education},\\n\\tabstract = {Participation of Indigenous Australians in the higher education sector is contracting at a rate never before experienced. The authors examine recent trends, the policy changes driving them, and the immediate priorities for reversing the decline.},\\n\\tlanguage = {EN},\\n\\turldate = {2020-10-30},\\n\\tjournal = {Campus Review},\\n\\tauthor = {Bunda, T. and McConville, G.},\\n\\tyear = {2002},\\n\\tkeywords = {Aboriginal education, Aboriginal students, Educational policy, Educational trends, Higher education, Participation, Student financial aid, University students, Vocational education},\\n\\tpages = {13},\\n}\\n\\n\",\"author_short\":[\"Bunda, T.\",\"McConville, G.\"],\"key\":\"bunda_indigenous_2002\",\"id\":\"bunda_indigenous_2002\",\"bibbaseid\":\"bunda-mcconville-indigenoushighereducationmythscutsandobviousdecline-2002\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Aboriginal education\",\"Aboriginal students\",\"Educational policy\",\"Educational trends\",\"Higher education\",\"Participation\",\"Student financial aid\",\"University students\",\"Vocational education\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Decolonising Indigenous education: The case for cultural mentoring in supporting Indigenous knowledge reproduction\",\"volume\":\"0\",\"issn\":\"0159-6306\",\"shorttitle\":\"Decolonising Indigenous education\",\"url\":\"https://doi.org/10.1080/01596306.2020.1774513\",\"doi\":\"10.1080/01596306.2020.1774513\",\"abstract\":\"Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for teachers, shifting the narrative away from racialised discourses about Aboriginal peoples to acknowledging Aboriginal educators as sovereign peoples. Key findings reveal that teachers’ growing understanding of the ongoing impact of colonisation on Aboriginal families resulted in increased confidence in building relationships with Aboriginal communities, Country and students and implementing culturally responsive curriculum and pedagogies. The DRT analysis also raises serious questions about systemic challenges to be addressed if Aboriginal student outcomes are to improve.\",\"number\":\"0\",\"urldate\":\"2020-10-30\",\"journal\":\"Discourse: Studies in the Cultural Politics of Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Burgess\"],\"firstnames\":[\"Catherine\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bishop\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Lowe\"],\"firstnames\":[\"Kevin\"],\"suffixes\":[]}],\"year\":\"2020\",\"keywords\":\"Aboriginal education, Decolonising Race Theory, Indigenous, cultural mentoring, culturally responsive schooling, teacher professional learning\",\"pages\":\"1–14\",\"bibtex\":\"@article{burgess_decolonising_2020,\\n\\ttitle = {Decolonising {Indigenous} education: {The} case for cultural mentoring in supporting {Indigenous} knowledge reproduction},\\n\\tvolume = {0},\\n\\tissn = {0159-6306},\\n\\tshorttitle = {Decolonising {Indigenous} education},\\n\\turl = {https://doi.org/10.1080/01596306.2020.1774513},\\n\\tdoi = {10.1080/01596306.2020.1774513},\\n\\tabstract = {Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for teachers, shifting the narrative away from racialised discourses about Aboriginal peoples to acknowledging Aboriginal educators as sovereign peoples. Key findings reveal that teachers’ growing understanding of the ongoing impact of colonisation on Aboriginal families resulted in increased confidence in building relationships with Aboriginal communities, Country and students and implementing culturally responsive curriculum and pedagogies. The DRT analysis also raises serious questions about systemic challenges to be addressed if Aboriginal student outcomes are to improve.},\\n\\tnumber = {0},\\n\\turldate = {2020-10-30},\\n\\tjournal = {Discourse: Studies in the Cultural Politics of Education},\\n\\tauthor = {Burgess, Catherine and Bishop, Michelle and Lowe, Kevin},\\n\\tyear = {2020},\\n\\tkeywords = {Aboriginal education, Decolonising Race Theory, Indigenous, cultural mentoring, culturally responsive schooling, teacher professional learning},\\n\\tpages = {1--14},\\n}\\n\\n\",\"author_short\":[\"Burgess, C.\",\"Bishop, M.\",\"Lowe, K.\"],\"key\":\"burgess_decolonising_2020\",\"id\":\"burgess_decolonising_2020\",\"bibbaseid\":\"burgess-bishop-lowe-decolonisingindigenouseducationthecaseforculturalmentoringinsupportingindigenousknowledgereproduction-2020\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1080/01596306.2020.1774513\"},\"keyword\":[\"Aboriginal education\",\"Decolonising Race Theory\",\"Indigenous\",\"cultural mentoring\",\"culturally responsive schooling\",\"teacher professional learning\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":4,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"What are the personal attributes a teacher needs to engage Indigenous students effectively in the learning process? Re-viewing the literature\",\"volume\":\"62\",\"issn\":\"0013-1881\",\"shorttitle\":\"What are the personal attributes a teacher needs to engage Indigenous students effectively in the learning process?\",\"url\":\"https://doi.org/10.1080/00131881.2020.1755334\",\"doi\":\"10.1080/00131881.2020.1755334\",\"abstract\":\"Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making.Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature.Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action.Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.\",\"number\":\"2\",\"urldate\":\"2020-10-22\",\"journal\":\"Educational Research\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Bishop\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Durksen\"],\"firstnames\":[\"Tracy\",\"L.\"],\"suffixes\":[]}],\"year\":\"2020\",\"keywords\":\"Indigenous students, education, literature review, personal attributes, teacher motivation, teacher ontology\",\"pages\":\"181–198\",\"bibtex\":\"@article{bishop_what_2020,\\n\\ttitle = {What are the personal attributes a teacher needs to engage {Indigenous} students effectively in the learning process? {Re}-viewing the literature},\\n\\tvolume = {62},\\n\\tissn = {0013-1881},\\n\\tshorttitle = {What are the personal attributes a teacher needs to engage {Indigenous} students effectively in the learning process?},\\n\\turl = {https://doi.org/10.1080/00131881.2020.1755334},\\n\\tdoi = {10.1080/00131881.2020.1755334},\\n\\tabstract = {Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making.Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature.Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action.Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.},\\n\\tnumber = {2},\\n\\turldate = {2020-10-22},\\n\\tjournal = {Educational Research},\\n\\tauthor = {Bishop, Michelle and Durksen, Tracy L.},\\n\\tyear = {2020},\\n\\tkeywords = {Indigenous students, education, literature review, personal attributes, teacher motivation, teacher ontology},\\n\\tpages = {181--198},\\n}\\n\\n\",\"author_short\":[\"Bishop, M.\",\"Durksen, T. L.\"],\"key\":\"bishop_what_2020\",\"id\":\"bishop_what_2020\",\"bibbaseid\":\"bishop-durksen-whatarethepersonalattributesateacherneedstoengageindigenousstudentseffectivelyinthelearningprocessreviewingtheliterature-2020\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1080/00131881.2020.1755334\"},\"keyword\":[\"Indigenous students\",\"education\",\"literature review\",\"personal attributes\",\"teacher motivation\",\"teacher ontology\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":8,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"‘Don’t tell me what to do’ encountering colonialism in the academy and pushing back with Indigenous autoethnography\",\"issn\":\"0951-8398\",\"url\":\"https://doi.org/10.1080/09518398.2020.1761475\",\"doi\":\"10.1080/09518398.2020.1761475\",\"abstract\":\"As an Aboriginal woman critiquing Australia’s education system as a site of ongoing colonialism, I aim to actively resist the temptation to perform research within Western hegemonic research paradigms, and instead seek ways to disrupt normative research practices with the what, how, and why of research. In this paper, I utilise Indigenous autoethnography as a cultural imperative to ‘walk my talk’, embedding an autoethnographic dataset of reflection, poetry, emotion, and subjective blurting in response to my experiences of colonialism in the academy. Indigenous autoethnography allows a space from which I can expose (and resist) the abnormality of the ‘normal’; fulfil cultural, ethical and relational obligations; and recentre axiology and ontology as a starting place for research. This paper seeks to contribute to the small but growing literature on Indigenous autoethnography, to offer another pathway for Indigenous scholars to follow, as well as illuminate normative research practices for non-Indigenous researchers.\",\"urldate\":\"2020-10-22\",\"journal\":\"International Journal of Qualitative Studies in Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Bishop\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]}],\"year\":\"2020\",\"keywords\":\"Indigenous autoethnography, Indigenous knowledges, colonialism, decolonising methodologies, education\",\"pages\":\"1–12\",\"bibtex\":\"@article{bishop_dont_2020,\\n\\ttitle = {‘{Don}’t tell me what to do’ encountering colonialism in the academy and pushing back with {Indigenous} autoethnography},\\n\\tissn = {0951-8398},\\n\\turl = {https://doi.org/10.1080/09518398.2020.1761475},\\n\\tdoi = {10.1080/09518398.2020.1761475},\\n\\tabstract = {As an Aboriginal woman critiquing Australia’s education system as a site of ongoing colonialism, I aim to actively resist the temptation to perform research within Western hegemonic research paradigms, and instead seek ways to disrupt normative research practices with the what, how, and why of research. In this paper, I utilise Indigenous autoethnography as a cultural imperative to ‘walk my talk’, embedding an autoethnographic dataset of reflection, poetry, emotion, and subjective blurting in response to my experiences of colonialism in the academy. Indigenous autoethnography allows a space from which I can expose (and resist) the abnormality of the ‘normal’; fulfil cultural, ethical and relational obligations; and recentre axiology and ontology as a starting place for research. This paper seeks to contribute to the small but growing literature on Indigenous autoethnography, to offer another pathway for Indigenous scholars to follow, as well as illuminate normative research practices for non-Indigenous researchers.},\\n\\turldate = {2020-10-22},\\n\\tjournal = {International Journal of Qualitative Studies in Education},\\n\\tauthor = {Bishop, Michelle},\\n\\tyear = {2020},\\n\\tkeywords = {Indigenous autoethnography, Indigenous knowledges, colonialism, decolonising methodologies, education},\\n\\tpages = {1--12},\\n}\\n\\n\",\"author_short\":[\"Bishop, M.\"],\"key\":\"bishop_dont_2020\",\"id\":\"bishop_dont_2020\",\"bibbaseid\":\"bishop-donttellmewhattodoencounteringcolonialismintheacademyandpushingbackwithindigenousautoethnography-2020\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1080/09518398.2020.1761475\"},\"keyword\":[\"Indigenous autoethnography\",\"Indigenous knowledges\",\"colonialism\",\"decolonising methodologies\",\"education\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Disembodied experts, accountability and refusal: an autoethnography of two (ab)Original women\",\"volume\":\"25\",\"issn\":\"1323-238X\",\"shorttitle\":\"Disembodied experts, accountability and refusal\",\"url\":\"https://doi.org/10.1080/1323238X.2019.1574202\",\"doi\":\"10.1080/1323238X.2019.1574202\",\"language\":\"English\",\"number\":\"2\",\"urldate\":\"2020-11-02\",\"journal\":\"Australian Journal of Human Rights\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Tynan\"],\"firstnames\":[\"Lauren\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bishop\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]}],\"year\":\"2019\",\"keywords\":\"Indigenous autoethnography, development, disembodied expert, education, refusal, whiteness\",\"pages\":\"217–231\",\"bibtex\":\"@article{tynan_disembodied_2019,\\n\\ttitle = {Disembodied experts, accountability and refusal: an autoethnography of two (ab){Original} women},\\n\\tvolume = {25},\\n\\tissn = {1323-238X},\\n\\tshorttitle = {Disembodied experts, accountability and refusal},\\n\\turl = {https://doi.org/10.1080/1323238X.2019.1574202},\\n\\tdoi = {10.1080/1323238X.2019.1574202},\\n\\tlanguage = {English},\\n\\tnumber = {2},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Australian Journal of Human Rights},\\n\\tauthor = {Tynan, Lauren and Bishop, Michelle},\\n\\tyear = {2019},\\n\\tkeywords = {Indigenous autoethnography, development, disembodied expert, education, refusal, whiteness},\\n\\tpages = {217--231},\\n}\\n\\n\",\"author_short\":[\"Tynan, L.\",\"Bishop, M.\"],\"key\":\"tynan_disembodied_2019\",\"id\":\"tynan_disembodied_2019\",\"bibbaseid\":\"tynan-bishop-disembodiedexpertsaccountabilityandrefusalanautoethnographyoftwoaboriginalwomen-2019\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1080/1323238X.2019.1574202\"},\"keyword\":[\"Indigenous autoethnography\",\"development\",\"disembodied expert\",\"education\",\"refusal\",\"whiteness\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":2,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Tactics or strategies? Exploring everyday conditions to facilitate implementation of an Indigenous graduate attributes project\",\"volume\":\"41\",\"issn\":\"1360-080X\",\"shorttitle\":\"Tactics or Strategies?\",\"doi\":\"10.1080/1360080X.2019.1609390\",\"abstract\":\"In 2017 Universities Australia (UA), the peak body representing Australian universities released its \\\"Indigenous Strategy 2017-2020.\\\" The document unites universities together in common goals for Indigenous achievement, filling a notable gap in the Australian higher education landscape. The \\\"Strategy\\\" outlines a comprehensive plan for enhanced Indigenous outcomes in critical areas of higher education including student access and success, graduate research, and community engagement. This paper focuses on the implementation of Indigenous curriculum for all Australian university graduates which is a key aspect of the \\\"Strategy.\\\" The changing Indigenous higher education landscape invites the nuanced analysis that critical examination of universities, as organisations, might elicit. Drawing on de Certeau's notion of tactics and strategies, the paper examines the policy and cultural climate of an Australian university which supports an Indigenous Graduate Attribute curriculum project.\",\"language\":\"en\",\"number\":\"4\",\"urldate\":\"2020-11-02\",\"journal\":\"Journal of Higher Education Policy and Management\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Page\"],\"firstnames\":[\"Susan\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Trudgett\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bodkin-Andrews\"],\"firstnames\":[\"Gawaian\"],\"suffixes\":[]}],\"year\":\"2019\",\"keywords\":\"Academic Achievement, College Administration, College Graduates, Curriculum Implementation, Indigenous Knowledge, Minority Group Students, Outcomes of Education, Power Structure, School Culture, Strategic Planning, Universities, graduate attributes, higher education, policy\",\"pages\":\"390–403\",\"bibtex\":\"@article{page_tactics_2019,\\n\\ttitle = {Tactics or strategies? {Exploring} everyday conditions to facilitate implementation of an {Indigenous} graduate attributes project},\\n\\tvolume = {41},\\n\\tissn = {1360-080X},\\n\\tshorttitle = {Tactics or {Strategies}?},\\n\\tdoi = {10.1080/1360080X.2019.1609390},\\n\\tabstract = {In 2017 Universities Australia (UA), the peak body representing Australian universities released its \\\"Indigenous Strategy 2017-2020.\\\" The document unites universities together in common goals for Indigenous achievement, filling a notable gap in the Australian higher education landscape. The \\\"Strategy\\\" outlines a comprehensive plan for enhanced Indigenous outcomes in critical areas of higher education including student access and success, graduate research, and community engagement. This paper focuses on the implementation of Indigenous curriculum for all Australian university graduates which is a key aspect of the \\\"Strategy.\\\" The changing Indigenous higher education landscape invites the nuanced analysis that critical examination of universities, as organisations, might elicit. Drawing on de Certeau's notion of tactics and strategies, the paper examines the policy and cultural climate of an Australian university which supports an Indigenous Graduate Attribute curriculum project.},\\n\\tlanguage = {en},\\n\\tnumber = {4},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Journal of Higher Education Policy and Management},\\n\\tauthor = {Page, Susan and Trudgett, Michelle and Bodkin-Andrews, Gawaian},\\n\\tyear = {2019},\\n\\tkeywords = {Academic Achievement, College Administration, College Graduates, Curriculum Implementation, Indigenous Knowledge, Minority Group Students, Outcomes of Education, Power Structure, School Culture, Strategic Planning, Universities, graduate attributes, higher education, policy},\\n\\tpages = {390--403},\\n}\\n\\n\",\"author_short\":[\"Page, S.\",\"Trudgett, M.\",\"Bodkin-Andrews, G.\"],\"key\":\"page_tactics_2019\",\"id\":\"page_tactics_2019\",\"bibbaseid\":\"page-trudgett-bodkinandrews-tacticsorstrategiesexploringeverydayconditionstofacilitateimplementationofanindigenousgraduateattributesproject-2019\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Academic Achievement\",\"College Administration\",\"College Graduates\",\"Curriculum Implementation\",\"Indigenous Knowledge\",\"Minority Group Students\",\"Outcomes of Education\",\"Power Structure\",\"School Culture\",\"Strategic Planning\",\"Universities\",\"graduate attributes\",\"higher education\",\"policy\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Creating a degree-focused pedagogical framework to guide Indigenous graduate attribute curriculum development\",\"volume\":\"78\",\"issn\":\"0018-1560\",\"doi\":\"10.1007/s10734-018-0324-4\",\"abstract\":\"Globally, rapid technological advancement is creating widespread concern about workforces of the future, and universities are expected to produce highly skilled graduates to meet the unremitting demands of knowledge economies. In this context, graduate attributes are a means for developing employability skills and an avenue for institutions to demonstrate to employers and potential graduates that the requisite skills will be developed during a degree. To meet these needs, graduate attributes tend to emphasise a range of generic abilities such as team work, communicating effectively, or critical thinking. While these soft skills are common in suites of graduate attributes, more recently, a next generation of attributes is emerging. The curriculum has now become a site for critical global issues such as sustainability. Also, globalisation is driving universities to foster graduates' intercultural and international skills, reflecting a diversifying and internationalised workforce. In Australian universities, and those in other colonised nations such as Canada and New Zealand, there is a growing emphasis on ensuring that graduates engage with Indigenous content and develop the capacity to work effectively with and for Indigenous peoples to address inequities and promote social justice. Using a case example from an Australian university curriculum project, we describe a degree framework developed to guide the institution wide implementation of Indigenous graduate attributes. Although the case context is quite specific, the guiding principles have widespread relevance for embedding graduate attributes into university curricula.\",\"language\":\"en\",\"number\":\"1\",\"urldate\":\"2020-11-02\",\"journal\":\"Higher Education: The International Journal of Higher Education Research\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Page\"],\"firstnames\":[\"Susan\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Trudgett\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Bodkin-Andrews\"],\"firstnames\":[\"Gawaian\"],\"suffixes\":[]}],\"year\":\"2019\",\"keywords\":\"College Curriculum, College Graduates, Culturally Relevant Education, Curriculum Development, Indigenous Knowledge, Indigenous Populations, Student Characteristics\",\"pages\":\"1–15\",\"bibtex\":\"@article{page_creating_2019,\\n\\ttitle = {Creating a degree-focused pedagogical framework to guide {Indigenous} graduate attribute curriculum development},\\n\\tvolume = {78},\\n\\tissn = {0018-1560},\\n\\tdoi = {10.1007/s10734-018-0324-4},\\n\\tabstract = {Globally, rapid technological advancement is creating widespread concern about workforces of the future, and universities are expected to produce highly skilled graduates to meet the unremitting demands of knowledge economies. In this context, graduate attributes are a means for developing employability skills and an avenue for institutions to demonstrate to employers and potential graduates that the requisite skills will be developed during a degree. To meet these needs, graduate attributes tend to emphasise a range of generic abilities such as team work, communicating effectively, or critical thinking. While these soft skills are common in suites of graduate attributes, more recently, a next generation of attributes is emerging. The curriculum has now become a site for critical global issues such as sustainability. Also, globalisation is driving universities to foster graduates' intercultural and international skills, reflecting a diversifying and internationalised workforce. In Australian universities, and those in other colonised nations such as Canada and New Zealand, there is a growing emphasis on ensuring that graduates engage with Indigenous content and develop the capacity to work effectively with and for Indigenous peoples to address inequities and promote social justice. Using a case example from an Australian university curriculum project, we describe a degree framework developed to guide the institution wide implementation of Indigenous graduate attributes. Although the case context is quite specific, the guiding principles have widespread relevance for embedding graduate attributes into university curricula.},\\n\\tlanguage = {en},\\n\\tnumber = {1},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Higher Education: The International Journal of Higher Education Research},\\n\\tauthor = {Page, Susan and Trudgett, Michelle and Bodkin-Andrews, Gawaian},\\n\\tyear = {2019},\\n\\tkeywords = {College Curriculum, College Graduates, Culturally Relevant Education, Curriculum Development, Indigenous Knowledge, Indigenous Populations, Student Characteristics},\\n\\tpages = {1--15},\\n}\\n\\n\",\"author_short\":[\"Page, S.\",\"Trudgett, M.\",\"Bodkin-Andrews, G.\"],\"key\":\"page_creating_2019\",\"id\":\"page_creating_2019\",\"bibbaseid\":\"page-trudgett-bodkinandrews-creatingadegreefocusedpedagogicalframeworktoguideindigenousgraduateattributecurriculumdevelopment-2019\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"College Curriculum\",\"College Graduates\",\"Culturally Relevant Education\",\"Curriculum Development\",\"Indigenous Knowledge\",\"Indigenous Populations\",\"Student Characteristics\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum\",\"volume\":\"55\",\"issn\":\"1440-7833\",\"url\":\"https://doi.org/10.1177/1440783318794295\",\"doi\":\"10.1177/1440783318794295\",\"abstract\":\"In this article, I argue that settler colonial violence is manifest both in the experiences of Indigenous young people in their engagement with the education system, and in the fact that despite a decade of targeted efforts to close the gap in Indigenous educational ‘disadvantage’ – it still remains. Drawing on a small qualitative study undertaken with Indigenous high school students from across New South Wales, Australia, this research reveals that the dismissal of Indigenous knowledge, stories and perspectives within the classroom is reflective of the broader absence in education policy of a critical engagement with the past and how it impacts both the present and the future. Before concluding, I bring settler colonial theory in relation to sociologist Johan Galtung’s conceptualisation of violence to put forward a complex reading of Indigenous educational disadvantage as a product of colonial dispossession.\",\"language\":\"en\",\"number\":\"1\",\"urldate\":\"2020-10-30\",\"journal\":\"Journal of Sociology\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Brown\"],\"firstnames\":[\"Lilly\"],\"suffixes\":[]}],\"year\":\"2019\",\"keywords\":\"Indigenous education, Indigenous studies, Indigenous youth, education, educational sociology, justice, social justice, sociological theory, youth\",\"pages\":\"54–71\",\"bibtex\":\"@article{brown_indigenous_2019,\\n\\ttitle = {Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum},\\n\\tvolume = {55},\\n\\tissn = {1440-7833},\\n\\turl = {https://doi.org/10.1177/1440783318794295},\\n\\tdoi = {10.1177/1440783318794295},\\n\\tabstract = {In this article, I argue that settler colonial violence is manifest both in the experiences of Indigenous young people in their engagement with the education system, and in the fact that despite a decade of targeted efforts to close the gap in Indigenous educational ‘disadvantage’ – it still remains. Drawing on a small qualitative study undertaken with Indigenous high school students from across New South Wales, Australia, this research reveals that the dismissal of Indigenous knowledge, stories and perspectives within the classroom is reflective of the broader absence in education policy of a critical engagement with the past and how it impacts both the present and the future. Before concluding, I bring settler colonial theory in relation to sociologist Johan Galtung’s conceptualisation of violence to put forward a complex reading of Indigenous educational disadvantage as a product of colonial dispossession.},\\n\\tlanguage = {en},\\n\\tnumber = {1},\\n\\turldate = {2020-10-30},\\n\\tjournal = {Journal of Sociology},\\n\\tauthor = {Brown, Lilly},\\n\\tyear = {2019},\\n\\tkeywords = {Indigenous education, Indigenous studies, Indigenous youth, education, educational sociology, justice, social justice, sociological theory, youth},\\n\\tpages = {54--71},\\n}\\n\\n\",\"author_short\":[\"Brown, L.\"],\"key\":\"brown_indigenous_2019\",\"id\":\"brown_indigenous_2019\",\"bibbaseid\":\"brown-indigenousyoungpeopledisadvantageandtheviolenceofsettlercolonialeducationpolicyandcurriculum-2019\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1177/1440783318794295\"},\"keyword\":[\"Indigenous education\",\"Indigenous studies\",\"Indigenous youth\",\"education\",\"educational sociology\",\"justice\",\"social justice\",\"sociological theory\",\"youth\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":7,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Working towards accountability in embedding Indigenous studies: Evidence from an Indigenous graduate attribute evaluation instrument\",\"volume\":\"63\",\"issn\":\"0004-9441\",\"shorttitle\":\"Working towards accountability in embedding Indigenous studies\",\"url\":\"https://doi.org/10.1177/0004944119863927\",\"doi\":\"10.1177/0004944119863927\",\"abstract\":\"Whilst Indigenous Graduate Attributes – or the embedding Indigenous cultural competencies within broad graduate attributes – are becoming increasingly popular within some universities, it is essential that universities be held accountable for the realisation of such policies. Considering that Australian Indigenous Studies – an essential component of Indigenous Graduate Attributes – is a highly contested space where colonial and Indigenous knowledges collide, this article presents evidence from analyses, engaging with Indigenous Standpoints, aimed at evaluating critically the degree to which university subjects may contribute to the realisation of Indigenous Graduate Attributes. Results identify not only an array of psychometrically sound factors which measure Student Knowledges and Attitudes to Indigenous Issues as well as Applied Indigenous Learning, but also indicate that the embedding of Australian Indigenous Studies content may vary across disciplines. In addition, results show that the impact of such embedding on student attitudes also varies greatly according to discipline, with positive, negative, and contradicting results across disciplines. These findings strongly suggest that any commitment to embedding Indigenous Graduate Attributes must be monitored very carefully.\",\"language\":\"en\",\"number\":\"2\",\"urldate\":\"2020-10-30\",\"journal\":\"Australian Journal of Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Bodkin-Andrews\"],\"firstnames\":[\"Gawaian\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Page\"],\"firstnames\":[\"Susan\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Trudgett\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]}],\"year\":\"2019\",\"keywords\":\"Australian Indigenous Studies, Indigenous Graduate Attributes, Indigenous standpoints, colonisation, confirmatory factor analysis, higher education\",\"pages\":\"232–260\",\"bibtex\":\"@article{bodkin-andrews_working_2019,\\n\\ttitle = {Working towards accountability in embedding {Indigenous} studies: {Evidence} from an {Indigenous} graduate attribute evaluation instrument},\\n\\tvolume = {63},\\n\\tissn = {0004-9441},\\n\\tshorttitle = {Working towards accountability in embedding {Indigenous} studies},\\n\\turl = {https://doi.org/10.1177/0004944119863927},\\n\\tdoi = {10.1177/0004944119863927},\\n\\tabstract = {Whilst Indigenous Graduate Attributes – or the embedding Indigenous cultural competencies within broad graduate attributes – are becoming increasingly popular within some universities, it is essential that universities be held accountable for the realisation of such policies. Considering that Australian Indigenous Studies – an essential component of Indigenous Graduate Attributes – is a highly contested space where colonial and Indigenous knowledges collide, this article presents evidence from analyses, engaging with Indigenous Standpoints, aimed at evaluating critically the degree to which university subjects may contribute to the realisation of Indigenous Graduate Attributes. Results identify not only an array of psychometrically sound factors which measure Student Knowledges and Attitudes to Indigenous Issues as well as Applied Indigenous Learning, but also indicate that the embedding of Australian Indigenous Studies content may vary across disciplines. In addition, results show that the impact of such embedding on student attitudes also varies greatly according to discipline, with positive, negative, and contradicting results across disciplines. These findings strongly suggest that any commitment to embedding Indigenous Graduate Attributes must be monitored very carefully.},\\n\\tlanguage = {en},\\n\\tnumber = {2},\\n\\turldate = {2020-10-30},\\n\\tjournal = {Australian Journal of Education},\\n\\tauthor = {Bodkin-Andrews, Gawaian and Page, Susan and Trudgett, Michelle},\\n\\tyear = {2019},\\n\\tkeywords = {Australian Indigenous Studies, Indigenous Graduate Attributes, Indigenous standpoints, colonisation, confirmatory factor analysis, higher education},\\n\\tpages = {232--260},\\n}\\n\\n\",\"author_short\":[\"Bodkin-Andrews, G.\",\"Page, S.\",\"Trudgett, M.\"],\"key\":\"bodkin-andrews_working_2019\",\"id\":\"bodkin-andrews_working_2019\",\"bibbaseid\":\"bodkinandrews-page-trudgett-workingtowardsaccountabilityinembeddingindigenousstudiesevidencefromanindigenousgraduateattributeevaluationinstrument-2019\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1177/0004944119863927\"},\"keyword\":[\"Australian Indigenous Studies\",\"Indigenous Graduate Attributes\",\"Indigenous standpoints\",\"colonisation\",\"confirmatory factor analysis\",\"higher education\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Decolonising schooling practices through relationality and reciprocity: embedding local Aboriginal perspectives in the classroom\",\"volume\":\"0\",\"issn\":\"1468-1366\",\"shorttitle\":\"Decolonising schooling practices through relationality and reciprocity\",\"url\":\"https://doi.org/10.1080/14681366.2019.1704844\",\"doi\":\"10.1080/14681366.2019.1704844\",\"abstract\":\"Indigenous communities share concerns related to power, tokenism, and the reproduction of patterns of privilege and discrimination within formal schooling systems. These are issues that were central to ambitions of the Culture, Community and Curriculum Project (CCCP), the focus of this paper. The CCCP was a three-year ‘pilot’ study that accepted from the outset that Aboriginal parents and community members should have a genuine and meaningful role in education-related decision making and practices. We report on the processes and experiences of community members and teachers as they drew on local expertise to embed contextually responsive perspectives, knowledges, and ways of teaching that met national curriculum requirements, while concurrently fostering learners’ critical social consciousness. We hope to illustrate how and why the embedding of local Aboriginal perspectives has enriched the learning experiences for all involved, whilst highlighting some of the challenges of such an approach being genuinely taken up more widely.\",\"number\":\"0\",\"urldate\":\"2020-11-02\",\"journal\":\"Pedagogy, Culture & Society\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Bishop\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Vass\"],\"firstnames\":[\"Greg\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Thompson\"],\"firstnames\":[\"Katherine\"],\"suffixes\":[]}],\"year\":\"2019\",\"keywords\":\"Decolonising, Indigenous education, community engagement, culturally responsive pedagogy, professional learning, relationality\",\"pages\":\"1–19\",\"bibtex\":\"@article{bishop_decolonising_2019,\\n\\ttitle = {Decolonising schooling practices through relationality and reciprocity: embedding local {Aboriginal} perspectives in the classroom},\\n\\tvolume = {0},\\n\\tissn = {1468-1366},\\n\\tshorttitle = {Decolonising schooling practices through relationality and reciprocity},\\n\\turl = {https://doi.org/10.1080/14681366.2019.1704844},\\n\\tdoi = {10.1080/14681366.2019.1704844},\\n\\tabstract = {Indigenous communities share concerns related to power, tokenism, and the reproduction of patterns of privilege and discrimination within formal schooling systems. These are issues that were central to ambitions of the Culture, Community and Curriculum Project (CCCP), the focus of this paper. The CCCP was a three-year ‘pilot’ study that accepted from the outset that Aboriginal parents and community members should have a genuine and meaningful role in education-related decision making and practices. We report on the processes and experiences of community members and teachers as they drew on local expertise to embed contextually responsive perspectives, knowledges, and ways of teaching that met national curriculum requirements, while concurrently fostering learners’ critical social consciousness. We hope to illustrate how and why the embedding of local Aboriginal perspectives has enriched the learning experiences for all involved, whilst highlighting some of the challenges of such an approach being genuinely taken up more widely.},\\n\\tnumber = {0},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Pedagogy, Culture \\\\& Society},\\n\\tauthor = {Bishop, Michelle and Vass, Greg and Thompson, Katherine},\\n\\tyear = {2019},\\n\\tkeywords = {Decolonising, Indigenous education, community engagement, culturally responsive pedagogy, professional learning, relationality},\\n\\tpages = {1--19},\\n}\\n\\n\",\"author_short\":[\"Bishop, M.\",\"Vass, G.\",\"Thompson, K.\"],\"key\":\"bishop_decolonising_2019\",\"id\":\"bishop_decolonising_2019\",\"bibbaseid\":\"bishop-vass-thompson-decolonisingschoolingpracticesthroughrelationalityandreciprocityembeddinglocalaboriginalperspectivesintheclassroom-2019\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1080/14681366.2019.1704844\"},\"keyword\":[\"Decolonising\",\"Indigenous education\",\"community engagement\",\"culturally responsive pedagogy\",\"professional learning\",\"relationality\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":11,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Yarning up: Stories of challenges and success\",\"volume\":\"62\",\"copyright\":\"© Australian Council for Educational Research 2018\",\"issn\":\"00049441\",\"shorttitle\":\"Yarning up\",\"url\":\"https://search.proquest.com/docview/2159776895/abstract/6C8DA2666F3B4F41PQ/1\",\"doi\":\"http://dx.doi.org/10.1177/0004944118803403\",\"abstract\":\"This paper explores the lives of three New South Wales Aboriginal women, mothers, artists and academics. It will identify the women’s success in academia as demonstrated by their pathways to education, employment, job satisfaction, commitment and leadership experiences. In addition, the challenges they have faced, together with balancing family and community commitments and the importance and influence of mentors who assisted them on their pathway to success will be discussed. They employ Aboriginal methodologies that privilege Aboriginal ways of being, knowing and doing utilising a yarning methodology which is a culturally appropriate conversational process of sharing stories to develop knowledge and educate younger generations. In this way, they generate new knowledge on what works and why for Aboriginal women in academia, identifying historical pathways and platforms to success, revealing common significant influences in order to uncover key drivers of success and aspects of cultural and social life, which have enabled them as Aboriginal women to succeed.\",\"language\":\"English\",\"number\":\"3\",\"urldate\":\"2020-11-02\",\"journal\":\"Australian Journal of Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mooney\"],\"firstnames\":[\"Janet\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Riley\"],\"firstnames\":[\"Lyn\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Blacklock\"],\"firstnames\":[\"Fabri\"],\"suffixes\":[]}],\"year\":\"2018\",\"keywords\":\"Aboriginal Australians–Education, Aboriginal methodologies, Aboriginal women, Australian Research Council, Higher education, Indigenous women, Research–Methodology, academia, challenges, leadership, success, yarning\",\"pages\":\"266\",\"bibtex\":\"@article{mooney_yarning_2018,\\n\\ttitle = {Yarning up: {Stories} of challenges and success},\\n\\tvolume = {62},\\n\\tcopyright = {© Australian Council for Educational Research 2018},\\n\\tissn = {00049441},\\n\\tshorttitle = {Yarning up},\\n\\turl = {https://search.proquest.com/docview/2159776895/abstract/6C8DA2666F3B4F41PQ/1},\\n\\tdoi = {http://dx.doi.org/10.1177/0004944118803403},\\n\\tabstract = {This paper explores the lives of three New South Wales Aboriginal women, mothers, artists and academics. It will identify the women’s success in academia as demonstrated by their pathways to education, employment, job satisfaction, commitment and leadership experiences. In addition, the challenges they have faced, together with balancing family and community commitments and the importance and influence of mentors who assisted them on their pathway to success will be discussed. They employ Aboriginal methodologies that privilege Aboriginal ways of being, knowing and doing utilising a yarning methodology which is a culturally appropriate conversational process of sharing stories to develop knowledge and educate younger generations. In this way, they generate new knowledge on what works and why for Aboriginal women in academia, identifying historical pathways and platforms to success, revealing common significant influences in order to uncover key drivers of success and aspects of cultural and social life, which have enabled them as Aboriginal women to succeed.},\\n\\tlanguage = {English},\\n\\tnumber = {3},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Australian Journal of Education},\\n\\tauthor = {Mooney, Janet and Riley, Lyn and Blacklock, Fabri},\\n\\tyear = {2018},\\n\\tkeywords = {Aboriginal Australians--Education, Aboriginal methodologies, Aboriginal women, Australian Research Council, Higher education, Indigenous women, Research--Methodology, academia, challenges, leadership, success, yarning},\\n\\tpages = {266},\\n}\\n\\n\",\"author_short\":[\"Mooney, J.\",\"Riley, L.\",\"Blacklock, F.\"],\"key\":\"mooney_yarning_2018\",\"id\":\"mooney_yarning_2018\",\"bibbaseid\":\"mooney-riley-blacklock-yarningupstoriesofchallengesandsuccess-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.proquest.com/docview/2159776895/abstract/6C8DA2666F3B4F41PQ/1\"},\"keyword\":[\"Aboriginal Australians–Education\",\"Aboriginal methodologies\",\"Aboriginal women\",\"Australian Research Council\",\"Higher education\",\"Indigenous women\",\"Research–Methodology\",\"academia\",\"challenges\",\"leadership\",\"success\",\"yarning\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":1,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Wirrawi Bubuwul – Aboriginal women strong\",\"volume\":\"62\",\"copyright\":\"© Australian Council for Educational Research 2018\",\"issn\":\"00049441\",\"url\":\"https://search.proquest.com/docview/2159777354/abstract/3DFCBF39CE834F2APQ/1\",\"doi\":\"http://dx.doi.org/10.1177/0004944118799483\",\"abstract\":\"The scholastic success of Bolongaia (Maria Lock), at the Parramatta Native Institution in 1819, arguably positions her as an academic giant. Bolongaia’s exam results challenged the opinions of the day when she ‘bore away the chief prize’. Bolongaia’s academic success was based purely on her acquisition of western based knowledges and values. In contrast, I was awarded a Masters of Indigenous Education in 2016. This academic achievement draws attention to a significant change in the positioning of Aboriginal Knowledges in the academy. This article is a letter to my ancestral grandmother, Bolongaia, to tell her about the Aboriginal women who have challenged the status quo of western based educational frameworks and research paradigms. This article honours the Aboriginal women who have paved a way for Aboriginal knowledges in mainstream educational institutions in ways that Bolongaia was unable to experience and perhaps even imagine in her lifetime.\",\"language\":\"English\",\"number\":\"3\",\"urldate\":\"2020-11-02\",\"journal\":\"Australian Journal of Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Locke\"],\"firstnames\":[\"Michelle\",\"Lea\"],\"suffixes\":[]}],\"year\":\"2018\",\"keywords\":\"Aboriginal ancestry, Aboriginal knowledges, Aboriginal scholars, Aboriginal women, higher degree research, higher education, indigenous learning, western based knowledge\",\"pages\":\"299\",\"bibtex\":\"@article{locke_wirrawi_2018,\\n\\ttitle = {Wirrawi {Bubuwul} – {Aboriginal} women strong},\\n\\tvolume = {62},\\n\\tcopyright = {© Australian Council for Educational Research 2018},\\n\\tissn = {00049441},\\n\\turl = {https://search.proquest.com/docview/2159777354/abstract/3DFCBF39CE834F2APQ/1},\\n\\tdoi = {http://dx.doi.org/10.1177/0004944118799483},\\n\\tabstract = {The scholastic success of Bolongaia (Maria Lock), at the Parramatta Native Institution in 1819, arguably positions her as an academic giant. Bolongaia’s exam results challenged the opinions of the day when she ‘bore away the chief prize’. Bolongaia’s academic success was based purely on her acquisition of western based knowledges and values. In contrast, I was awarded a Masters of Indigenous Education in 2016. This academic achievement draws attention to a significant change in the positioning of Aboriginal Knowledges in the academy. This article is a letter to my ancestral grandmother, Bolongaia, to tell her about the Aboriginal women who have challenged the status quo of western based educational frameworks and research paradigms. This article honours the Aboriginal women who have paved a way for Aboriginal knowledges in mainstream educational institutions in ways that Bolongaia was unable to experience and perhaps even imagine in her lifetime.},\\n\\tlanguage = {English},\\n\\tnumber = {3},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Australian Journal of Education},\\n\\tauthor = {Locke, Michelle Lea},\\n\\tyear = {2018},\\n\\tkeywords = {Aboriginal ancestry, Aboriginal knowledges, Aboriginal scholars, Aboriginal women, higher degree research, higher education, indigenous learning, western based knowledge},\\n\\tpages = {299},\\n}\\n\\n\",\"author_short\":[\"Locke, M. L.\"],\"key\":\"locke_wirrawi_2018\",\"id\":\"locke_wirrawi_2018\",\"bibbaseid\":\"locke-wirrawibubuwulaboriginalwomenstrong-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.proquest.com/docview/2159777354/abstract/3DFCBF39CE834F2APQ/1\"},\"keyword\":[\"Aboriginal ancestry\",\"Aboriginal knowledges\",\"Aboriginal scholars\",\"Aboriginal women\",\"higher degree research\",\"higher education\",\"indigenous learning\",\"western based knowledge\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Talkin’ bout a revolution: the call for transformation and reform in Indigenous education\",\"volume\":\"45\",\"copyright\":\"The Australian Educational Researcher is a copyright of Springer, (2018). All Rights Reserved.\",\"issn\":\"03116999\",\"shorttitle\":\"Talkin’ bout a revolution\",\"url\":\"https://search.proquest.com/docview/2087788928/abstract/2E519F8C97E245A3PQ/1\",\"doi\":\"http://dx.doi.org/10.1007/s13384-018-0277-8\",\"abstract\":\"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 Strait Islander students remain at the lower rungs of educational outcome indicators maintaining societal and institutional constructs. In this paper, I argue that there is a need to dramatically reform the approach to Indigenous education transforming the hegemonic positioning assumed by the coloniser. Essentially, this would take a revolution: a revolutionary transformation of institutional and societal constructs; a cognitive awareness of how language and discourses are used to maintain power and a need to privilege Indigenous voices and knowledges to ensure that Aboriginal and Torres Strait Islander peoples’ rights in education are achieved.\",\"language\":\"English\",\"number\":\"5\",\"urldate\":\"2020-10-30\",\"journal\":\"Australian Educational Researcher; Dordrecht\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Hogarth\"],\"firstnames\":[\"Melitta\"],\"suffixes\":[]}],\"year\":\"2018\",\"keywords\":\"Discourse, Indigenous critical discourse analysis, Indigenous education, Policy\",\"pages\":\"663–674\",\"bibtex\":\"@article{hogarth_talkin_2018,\\n\\ttitle = {Talkin’ bout a revolution: the call for transformation and reform in {Indigenous} education},\\n\\tvolume = {45},\\n\\tcopyright = {The Australian Educational Researcher is a copyright of Springer, (2018). All Rights Reserved.},\\n\\tissn = {03116999},\\n\\tshorttitle = {Talkin’ bout a revolution},\\n\\turl = {https://search.proquest.com/docview/2087788928/abstract/2E519F8C97E245A3PQ/1},\\n\\tdoi = {http://dx.doi.org/10.1007/s13384-018-0277-8},\\n\\tabstract = {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 Strait Islander students remain at the lower rungs of educational outcome indicators maintaining societal and institutional constructs. In this paper, I argue that there is a need to dramatically reform the approach to Indigenous education transforming the hegemonic positioning assumed by the coloniser. Essentially, this would take a revolution: a revolutionary transformation of institutional and societal constructs; a cognitive awareness of how language and discourses are used to maintain power and a need to privilege Indigenous voices and knowledges to ensure that Aboriginal and Torres Strait Islander peoples’ rights in education are achieved.},\\n\\tlanguage = {English},\\n\\tnumber = {5},\\n\\turldate = {2020-10-30},\\n\\tjournal = {Australian Educational Researcher; Dordrecht},\\n\\tauthor = {Hogarth, Melitta},\\n\\tyear = {2018},\\n\\tkeywords = {Discourse, Indigenous critical discourse analysis, Indigenous education, Policy},\\n\\tpages = {663--674},\\n}\\n\\n\",\"author_short\":[\"Hogarth, M.\"],\"key\":\"hogarth_talkin_2018\",\"id\":\"hogarth_talkin_2018\",\"bibbaseid\":\"hogarth-talkinboutarevolutionthecallfortransformationandreforminindigenouseducation-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.proquest.com/docview/2087788928/abstract/2E519F8C97E245A3PQ/1\"},\"keyword\":[\"Discourse\",\"Indigenous critical discourse analysis\",\"Indigenous education\",\"Policy\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Re-imaging Aboriginal leadership in higher education – A new Indigenous research paradigm\",\"volume\":\"62\",\"copyright\":\"© Australian Council for Educational Research 2018\",\"issn\":\"00049441\",\"url\":\"https://search.proquest.com/docview/2159776873/abstract/571D6FDB86ED4163PQ/1\",\"doi\":\"http://dx.doi.org/10.1177/0004944118808364\",\"abstract\":\"This article focuses on leadership by women in Indigenous research in the higher education sector of Australia. The research that provided the context for this exploration of Indigenous women’s leadership involved archiving ceremonial cultural knowledge from the Daly and Wagait regions of the Northern Territory. The article introduces the concept of Aboriginal corporeality and the struggle within colonial Australia and through to the present to prevent its erasure from Australia’s history. This struggle is referenced in the paradigm shifts underway in Indigenist research. The article acknowledges the past commitments of powerful Aboriginal women to the advancement of their clans’ people under the new circumstances that they had to confront from the 1880s. It is argued that the cultural agenda of these women prepared the ground for the advances in Indigenist research reported in this article. The article concludes with an example of the close, culturally significant partnership that was forged by the research project across two Aboriginal communities of the Northern Territory.\",\"language\":\"English\",\"number\":\"3\",\"urldate\":\"2020-11-02\",\"journal\":\"Australian Journal of Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Ford\"],\"firstnames\":[\"Linda\",\"Payi\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Guthadjaka\"],\"firstnames\":[\"Kathy\",\"Gotha\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Daymangu\"],\"firstnames\":[\"James\",\"Walung\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Danganbar\"],\"firstnames\":[\"Bettina\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Baker\"],\"firstnames\":[\"Colin\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Ford\"],\"firstnames\":[\"Chloe\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Ford\"],\"firstnames\":[\"Emily\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Thompson\"],\"firstnames\":[\"Nicole\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Ford\"],\"firstnames\":[\"Mark\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Wallace\"],\"firstnames\":[\"Ruth\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Clair\"],\"firstnames\":[\"Marianne\",\"St\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Murtagh\"],\"firstnames\":[\"David\"],\"suffixes\":[]}],\"year\":\"2018\",\"keywords\":\"Aboriginal culture, Aboriginal leadership, Aboriginal women, Indigenous research, archival research, higher education, intergenerational transfer\",\"pages\":\"276\",\"bibtex\":\"@article{ford_re-imaging_2018,\\n\\ttitle = {Re-imaging {Aboriginal} leadership in higher education – {A} new {Indigenous} research paradigm},\\n\\tvolume = {62},\\n\\tcopyright = {© Australian Council for Educational Research 2018},\\n\\tissn = {00049441},\\n\\turl = {https://search.proquest.com/docview/2159776873/abstract/571D6FDB86ED4163PQ/1},\\n\\tdoi = {http://dx.doi.org/10.1177/0004944118808364},\\n\\tabstract = {This article focuses on leadership by women in Indigenous research in the higher education sector of Australia. The research that provided the context for this exploration of Indigenous women’s leadership involved archiving ceremonial cultural knowledge from the Daly and Wagait regions of the Northern Territory. The article introduces the concept of Aboriginal corporeality and the struggle within colonial Australia and through to the present to prevent its erasure from Australia’s history. This struggle is referenced in the paradigm shifts underway in Indigenist research. The article acknowledges the past commitments of powerful Aboriginal women to the advancement of their clans’ people under the new circumstances that they had to confront from the 1880s. It is argued that the cultural agenda of these women prepared the ground for the advances in Indigenist research reported in this article. The article concludes with an example of the close, culturally significant partnership that was forged by the research project across two Aboriginal communities of the Northern Territory.},\\n\\tlanguage = {English},\\n\\tnumber = {3},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Australian Journal of Education},\\n\\tauthor = {Ford, Linda Payi and Guthadjaka, Kathy Gotha and Daymangu, James Walung and Danganbar, Bettina and Baker, Colin and Ford, Chloe and Ford, Emily and Thompson, Nicole and Ford, Mark and Wallace, Ruth and Clair, Marianne St and Murtagh, David},\\n\\tyear = {2018},\\n\\tkeywords = {Aboriginal culture, Aboriginal leadership, Aboriginal women, Indigenous research, archival research, higher education, intergenerational transfer},\\n\\tpages = {276},\\n}\\n\\n\",\"author_short\":[\"Ford, L. P.\",\"Guthadjaka, K. G.\",\"Daymangu, J. W.\",\"Danganbar, B.\",\"Baker, C.\",\"Ford, C.\",\"Ford, E.\",\"Thompson, N.\",\"Ford, M.\",\"Wallace, R.\",\"Clair, M. S.\",\"Murtagh, D.\"],\"key\":\"ford_re-imaging_2018\",\"id\":\"ford_re-imaging_2018\",\"bibbaseid\":\"ford-guthadjaka-daymangu-danganbar-baker-ford-ford-thompson-etal-reimagingaboriginalleadershipinhighereducationanewindigenousresearchparadigm-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.proquest.com/docview/2159776873/abstract/571D6FDB86ED4163PQ/1\"},\"keyword\":[\"Aboriginal culture\",\"Aboriginal leadership\",\"Aboriginal women\",\"Indigenous research\",\"archival research\",\"higher education\",\"intergenerational transfer\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"“I wonder what lies beyond that horizon?”\",\"volume\":\"62\",\"copyright\":\"© Australian Council for Educational Research 2018\",\"issn\":\"00049441\",\"shorttitle\":\"“I wonder what lies beyond that horizon?\",\"url\":\"https://search.proquest.com/docview/2159776936/abstract/9EAE598F84634169PQ/1\",\"doi\":\"http://dx.doi.org/10.1177/0004944118798659\",\"abstract\":\"The horizon can mean many things to individuals. The author gives an account of those within her ‘sphere of influence’ who enabled her to stand on their broad shoulders to face the challenges and bask in the joys within the tertiary sector and, around the world. Having been raised in an atmosphere of colonisation where assimilation was the norm, the writer extrapolates her encounter with the education system to find her ‘true’ identity and place within the ‘system’. How does one transfer the learnings of living in ‘two worlds’ to a largely non-Indigenous student cohort? How can one remain true to oneself when writing a PhD thesis within a Western system? Finally, as a Churchill Fellowship recipient, the writer travelled the world to seek out how other Indigenous nations around the world have found ways to heal the wounds of colonisation. This writer has experienced the horizon as both a challenger and a nurturer of knowledge.\",\"language\":\"English\",\"number\":\"3\",\"urldate\":\"2020-11-02\",\"journal\":\"Australian Journal of Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Fergie\"],\"firstnames\":[\"Doseena\"],\"suffixes\":[]}],\"month\":\"November\",\"year\":\"2018\",\"keywords\":\"Aboriginal education, Torres Strait Islander education, mothers, resilience (personality), storytelling, women\",\"pages\":\"289\",\"bibtex\":\"@article{fergie_i_2018,\\n\\ttitle = {“{I} wonder what lies beyond that horizon?”},\\n\\tvolume = {62},\\n\\tcopyright = {© Australian Council for Educational Research 2018},\\n\\tissn = {00049441},\\n\\tshorttitle = {“{I} wonder what lies beyond that horizon?},\\n\\turl = {https://search.proquest.com/docview/2159776936/abstract/9EAE598F84634169PQ/1},\\n\\tdoi = {http://dx.doi.org/10.1177/0004944118798659},\\n\\tabstract = {The horizon can mean many things to individuals. The author gives an account of those within her ‘sphere of influence’ who enabled her to stand on their broad shoulders to face the challenges and bask in the joys within the tertiary sector and, around the world. Having been raised in an atmosphere of colonisation where assimilation was the norm, the writer extrapolates her encounter with the education system to find her ‘true’ identity and place within the ‘system’. How does one transfer the learnings of living in ‘two worlds’ to a largely non-Indigenous student cohort? How can one remain true to oneself when writing a PhD thesis within a Western system? Finally, as a Churchill Fellowship recipient, the writer travelled the world to seek out how other Indigenous nations around the world have found ways to heal the wounds of colonisation. This writer has experienced the horizon as both a challenger and a nurturer of knowledge.},\\n\\tlanguage = {English},\\n\\tnumber = {3},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Australian Journal of Education},\\n\\tauthor = {Fergie, Doseena},\\n\\tmonth = nov,\\n\\tyear = {2018},\\n\\tkeywords = {Aboriginal education, Torres Strait Islander education, mothers, resilience (personality), storytelling, women},\\n\\tpages = {289},\\n}\\n\\n\",\"author_short\":[\"Fergie, D.\"],\"key\":\"fergie_i_2018\",\"id\":\"fergie_i_2018\",\"bibbaseid\":\"fergie-iwonderwhatliesbeyondthathorizon-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.proquest.com/docview/2159776936/abstract/9EAE598F84634169PQ/1\"},\"keyword\":[\"Aboriginal education\",\"Torres Strait Islander education\",\"mothers\",\"resilience (personality)\",\"storytelling\",\"women\"],\"metadata\":{\"authorlinks\":{}},\"downloads\":1,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Aboriginal identity in education settings: Privileging our stories as a way of deconstructing the past and re-imagining the future\",\"volume\":\"44\",\"copyright\":\"The Australian Educational Researcher is a copyright of Springer, 2017.\",\"issn\":\"03116999\",\"shorttitle\":\"Aboriginal identity in education settings\",\"url\":\"https://search.proquest.com/docview/1870550550/abstract/9E681248ABEB433FPQ/1\",\"doi\":\"http://dx.doi.org/10.1007/s13384-017-0232-0\",\"abstract\":\"From Aboriginal Australian perspectives and experiences, Aunty Judi Wickes and Marnee Shay bring a cross-generational, critical race analysis of Aboriginal identities and how they are implicated in the schooling experiences of Aboriginal young people. Using autoethnography, Aunty Judi and Marnee discuss their educational experiences in the Australian education systems from primary schooling experiences to university settings. These narratives bring forth the dominant discourses that continue to subjugate and subordinate Aboriginal Australians and Aboriginal Australian identities in Education settings. The paper distinguishes the narratives of two Aboriginal women and how on-going colonial and racialised constructions of Aboriginal identity continue to impact upon the educational experiences of Aboriginal peoples and consequently the engagement of Aboriginal young people in school settings. Moreover, we will use the process of critical self-reflection to re-imagine educational approaches to reconstruct our own experiences and consider what changes might improve the outcomes of Indigenous young people for future generations.\",\"language\":\"English\",\"number\":\"1\",\"urldate\":\"2020-11-02\",\"journal\":\"Australian Educational Researcher; Dordrecht\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Shay\"],\"firstnames\":[\"Marnee\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Wickes\"],\"firstnames\":[\"Judi\"],\"suffixes\":[]}],\"year\":\"2017\",\"keywords\":\"Aboriginal education, Aboriginal identity, Certificate of exemption, Race and school, School engagement\",\"pages\":\"107–122\",\"bibtex\":\"@article{shay_aboriginal_2017,\\n\\ttitle = {Aboriginal identity in education settings: {Privileging} our stories as a way of deconstructing the past and re-imagining the future},\\n\\tvolume = {44},\\n\\tcopyright = {The Australian Educational Researcher is a copyright of Springer, 2017.},\\n\\tissn = {03116999},\\n\\tshorttitle = {Aboriginal identity in education settings},\\n\\turl = {https://search.proquest.com/docview/1870550550/abstract/9E681248ABEB433FPQ/1},\\n\\tdoi = {http://dx.doi.org/10.1007/s13384-017-0232-0},\\n\\tabstract = {From Aboriginal Australian perspectives and experiences, Aunty Judi Wickes and Marnee Shay bring a cross-generational, critical race analysis of Aboriginal identities and how they are implicated in the schooling experiences of Aboriginal young people. Using autoethnography, Aunty Judi and Marnee discuss their educational experiences in the Australian education systems from primary schooling experiences to university settings. These narratives bring forth the dominant discourses that continue to subjugate and subordinate Aboriginal Australians and Aboriginal Australian identities in Education settings. The paper distinguishes the narratives of two Aboriginal women and how on-going colonial and racialised constructions of Aboriginal identity continue to impact upon the educational experiences of Aboriginal peoples and consequently the engagement of Aboriginal young people in school settings. Moreover, we will use the process of critical self-reflection to re-imagine educational approaches to reconstruct our own experiences and consider what changes might improve the outcomes of Indigenous young people for future generations.},\\n\\tlanguage = {English},\\n\\tnumber = {1},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Australian Educational Researcher; Dordrecht},\\n\\tauthor = {Shay, Marnee and Wickes, Judi},\\n\\tyear = {2017},\\n\\tkeywords = {Aboriginal education, Aboriginal identity, Certificate of exemption, Race and school, School engagement},\\n\\tpages = {107--122},\\n}\\n\\n\",\"author_short\":[\"Shay, M.\",\"Wickes, J.\"],\"key\":\"shay_aboriginal_2017\",\"id\":\"shay_aboriginal_2017\",\"bibbaseid\":\"shay-wickes-aboriginalidentityineducationsettingsprivilegingourstoriesasawayofdeconstructingthepastandreimaginingthefuture-2017\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://search.proquest.com/docview/1870550550/abstract/9E681248ABEB433FPQ/1\"},\"keyword\":[\"Aboriginal education\",\"Aboriginal identity\",\"Certificate of exemption\",\"Race and school\",\"School engagement\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Emerging ideas for innovation in Indigenous education: a research synthesis of Indigenous educative roles in mainstream and flexi schools\",\"volume\":\"28\",\"issn\":\"1047-6210\",\"shorttitle\":\"Emerging Ideas for Innovation in Indigenous Education\",\"doi\":\"10.1080/10476210.2016.1210594\",\"abstract\":\"The Indigenous education agenda in Australia remains focused on mainstream schooling contexts. Although overlooked in Indigenous education discourse, flexi schools appear to be engaging with disproportionately high numbers of Indigenous students and staff. The educative roles of Indigenous peoples in broader Indigenous education discourse are relatively underexplored. Even less is known about Indigenous educative roles in flexi schools. This paper presents a research synthesis of Indigenous staff roles in mainstream and flexi schools. The literature paints a contrasting picture between the two schooling approaches. The disparity in Indigenous student and staff numbers in mainstream and flexi schools offers new ideas to the broader Indigenous education agenda that may have implications for all education settings.\",\"language\":\"en\",\"number\":\"1\",\"urldate\":\"2020-11-02\",\"journal\":\"Teaching Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Shay\"],\"firstnames\":[\"Marnee\"],\"suffixes\":[]}],\"year\":\"2017\",\"keywords\":\"Culturally Relevant Education, Educational Methods, Employment Qualifications, Foreign Countries, Indigenous Populations, Literature Reviews, Minority Group Students, Nontraditional Education, Principals, School Personnel, Student Needs, Teacher Role\",\"pages\":\"12–26\",\"bibtex\":\"@article{shay_emerging_2017,\\n\\ttitle = {Emerging ideas for innovation in {Indigenous} education: a research synthesis of {Indigenous} educative roles in mainstream and flexi schools},\\n\\tvolume = {28},\\n\\tissn = {1047-6210},\\n\\tshorttitle = {Emerging {Ideas} for {Innovation} in {Indigenous} {Education}},\\n\\tdoi = {10.1080/10476210.2016.1210594},\\n\\tabstract = {The Indigenous education agenda in Australia remains focused on mainstream schooling contexts. Although overlooked in Indigenous education discourse, flexi schools appear to be engaging with disproportionately high numbers of Indigenous students and staff. The educative roles of Indigenous peoples in broader Indigenous education discourse are relatively underexplored. Even less is known about Indigenous educative roles in flexi schools. This paper presents a research synthesis of Indigenous staff roles in mainstream and flexi schools. The literature paints a contrasting picture between the two schooling approaches. The disparity in Indigenous student and staff numbers in mainstream and flexi schools offers new ideas to the broader Indigenous education agenda that may have implications for all education settings.},\\n\\tlanguage = {en},\\n\\tnumber = {1},\\n\\turldate = {2020-11-02},\\n\\tjournal = {Teaching Education},\\n\\tauthor = {Shay, Marnee},\\n\\tyear = {2017},\\n\\tkeywords = {Culturally Relevant Education, Educational Methods, Employment Qualifications, Foreign Countries, Indigenous Populations, Literature Reviews, Minority Group Students, Nontraditional Education, Principals, School Personnel, Student Needs, Teacher Role},\\n\\tpages = {12--26},\\n}\\n\\n\",\"author_short\":[\"Shay, M.\"],\"key\":\"shay_emerging_2017\",\"id\":\"shay_emerging_2017\",\"bibbaseid\":\"shay-emergingideasforinnovationinindigenouseducationaresearchsynthesisofindigenouseducativerolesinmainstreamandflexischools-2017\",\"role\":\"author\",\"urls\":{},\"keyword\":[\"Culturally Relevant Education\",\"Educational Methods\",\"Employment Qualifications\",\"Foreign Countries\",\"Indigenous Populations\",\"Literature Reviews\",\"Minority Group Students\",\"Nontraditional Education\",\"Principals\",\"School Personnel\",\"Student Needs\",\"Teacher Role\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Past, present and future: acknowledging Indigenous achievement and aspiration in higher education\",\"volume\":\"4\",\"shorttitle\":\"Past, present and future\",\"url\":\"https://researchers.mq.edu.au/en/publications/past-present-and-future-acknowledging-indigenous-achievement-and-\",\"language\":\"English\",\"urldate\":\"2020-11-02\",\"journal\":\"HERDSA Review of Higher Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Page\"],\"firstnames\":[\"Susan\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Trudgett\"],\"firstnames\":[\"Michelle\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Sullivan\"],\"firstnames\":[\"Corrinne\"],\"suffixes\":[]}],\"year\":\"2017\",\"keywords\":\"Higher Education, Indigenous knowledge, Indigenous staff, Indigenous student education\",\"pages\":\"29–51\",\"bibtex\":\"@article{page_past_2017,\\n\\ttitle = {Past, present and future: acknowledging {Indigenous} achievement and aspiration in higher education},\\n\\tvolume = {4},\\n\\tshorttitle = {Past, present and future},\\n\\turl = {https://researchers.mq.edu.au/en/publications/past-present-and-future-acknowledging-indigenous-achievement-and-},\\n\\tlanguage = {English},\\n\\turldate = {2020-11-02},\\n\\tjournal = {HERDSA Review of Higher Education},\\n\\tauthor = {Page, Susan and Trudgett, Michelle and Sullivan, Corrinne},\\n\\tyear = {2017},\\n\\tkeywords = {Higher Education, Indigenous knowledge, Indigenous staff, Indigenous student education},\\n\\tpages = {29--51},\\n}\\n\",\"author_short\":[\"Page, S.\",\"Trudgett, M.\",\"Sullivan, C.\"],\"key\":\"page_past_2017\",\"id\":\"page_past_2017\",\"bibbaseid\":\"page-trudgett-sullivan-pastpresentandfutureacknowledgingindigenousachievementandaspirationinhighereducation-2017\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://researchers.mq.edu.au/en/publications/past-present-and-future-acknowledging-indigenous-achievement-and-\"},\"keyword\":[\"Higher Education\",\"Indigenous knowledge\",\"Indigenous staff\",\"Indigenous student education\"],\"metadata\":{\"authorlinks\":{}},\"html\":\"\"}],\n      metadata: {\"authorlinks\":{}},\n      ownerID: undefined\n    };\n  </script>\n\n  <script type=\"text/javascript\">\n  var site$;\n  if (typeof $ != 'undefined') {\n    console.log('existing jquery: storing and then restoring');\n    site$ = $;\n    $ = null;\n  }\n  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class=\"nav nav-pills\" style=\"margin: 0px;\">\n\n      <li class=\"dropdown\" id=\"groupby_dropdown\">\n      <a class=\"dropdown-toggle\"\n         data-toggle=\"dropdown\"\n         href=\"#\">\n          Group by\n          <b class=\"caret\"></b>\n      </a>\n      <ul class=\"dropdown-menu\">\n        <li class=\"groupby year\"><a onclick=\"groupby('year')\">\n            Year</a>\n        </li>\n        <li class=\"groupby author\"><a onclick=\"groupby('author_short')\">\n            Author</a>\n        </li>\n        <li class=\"groupby type\"><a onclick=\"groupby('type')\">\n            Type</a>\n        </li>\n        <li class=\"groupby keyword\"><a onclick=\"groupby('keyword')\">\n            Keyword</a>\n        </li>\n        <li class=\"groupby downloads\"><a onclick=\"groupby('downloads')\">\n            Downloads</a>\n        </li>\n      </ul>\n      </li>\n\n\n      <li class=\"dropdown\" id=\"menu_dropdown\">\n      <a class=\"dropdown-toggle\"\n         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	title = {Will closing the achievement gap solve the problem? {An} analysis of primary and secondary effects for indigenous university entry},
	issn = {1440-7833},
	shorttitle = {Will closing the achievement gap solve the problem?},
	url = {https://doi.org/10.1177/1440783313498946},
	doi = {https://doi.org/10.1177/1440783313498946},
	abstract = {Effective intervention into educational inequalities is dependent on having an accurate understanding of the factors which predict it. Research on the educational attainment gap between Indigenous and non-Indigenous youth in Australia has typically focused on closing the academic achievement gap in the hope that this will resolve the issue. However, recent research is beginning to find that Indigenous youth also have significantly different choice behaviours and resources. Using the work of Boudon, the current research used a Bayesian logistic regression model to explore the extent to which differences in university entry rates are due to achievement differentials (primary effects) versus differences in choice behaviours and resources (secondary effects) for Indigenous and non-Indigenous youth in Australia. This was applied to 10,000 Australian youth, followed over eight years. Results suggest that primary effects were predominant, however, a moderate proportion of the Indigenous university entrance rate gap is due to secondary effects.},
	urldate = {2020-11-02},
	journal = {Journal of Sociology},
	author = {Parker, P. D. and Bodkin-Andrews, G. and Marsh, H. W. and Jerrim, J. and Schoon, I.},
	year = {2015},
	keywords = {educational attainment, indigenous Australians, inequality, primary and secondary effects},
}



@phdthesis{hogarth_addressing_2018,
	type = {phd},
	title = {Addressing the rights of {Indigenous} peoples in education: {A} critical analysis of {Indigenous} education policy},
	copyright = {free\_to\_read},
	shorttitle = {Addressing the rights of {Indigenous} peoples in education},
	url = {https://eprints.qut.edu.au/118573/},
	abstract = {For far too long, Aboriginal and Torres Strait Islander peoples' voices have been silenced. This study critically analyses the National Aboriginal and Torres Strait Islander Education Strategy 2015 through the lens of the Coolangatta Statement on Indigenous peoples' rights in Education. Focus is placed on how the Strategy addresses the rights of Aboriginal and Torres Strait Islander peoples in education when seeking to improve the educational attainment of Indigenous primary and secondary students. In turn, the representations of Aboriginal and Torres Strait Islander students, parents and communities are explored and established.},
	language = {en},
	urldate = {2023-11-09},
	school = {Queensland University of Technology},
	author = {Hogarth, Melitta D.},
	year = {2018},
	keywords = {Aboriginal and Torres Strait Islander education, Indigenous Critical Discourse Analysis, Indigenous education, Indigenous methodologies, Policy analysis, Representations in text, critical discourse analysis, indigenist research principles, indigenous standpoint theory, social justice},
}



@article{nakata_culture_1995,
	title = {Culture in education: {A} political strategy for us or for them?},
	shorttitle = {Culture in education},
	abstract = {In the Year of Indigenous Peoples, many writings around the Globe will celebrate and record events of significance. S o me will be content with reciting noble events, unpleasant events, or even events that condemn the invasion of their lands. Others may report more recent stories of continued disenfranchisement, powerlessness, or perhaps reconciliation with alien governments and their institutions. I suspect they will be gauged in terms of colonisers versus colonised, dominant versus minority, centre versus margins, or even society versus individual. This paper also considers historical data and transformations but it is not content with the recitation of notable events. This paper takes issue with theoretical themes that have become habitual in practice, and evident in educational writings both liberal and emancipatory in intents. Pertinent to the issue is the theme 'culture', here described in the context of the National Aboriginal and Torres Strait Islander Education Policy (1989) - a national policy that sets the educational agenda for the Islander and the Aborigine in the Australian States and Territories.},
	language = {EN},
	number = {11},
	urldate = {2020-11-02},
	journal = {Ngoonjook},
	author = {Nakata, M.},
	year = {1995},
	note = {Publisher: Educational Media Unit, Batchelor College},
	keywords = {Aboriginal Australians--Education, Education and state, Educational equalization, Torres Strait Islanders--Education},
	pages = {40--61},
}



@article{andersen_indigenous_2008,
	title = {Indigenous higher education: {The} role of universities in releasing the potential},
	volume = {37},
	issn = {1326-0111, 2049-7784},
	shorttitle = {Indigenous higher education},
	url = {https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/abs/indigenous-higher-education-the-role-of-universities-in-releasing-the-potential/376CB78C399BB978DE354C30FA4B8F06},
	doi = {10.1017/S1326011100016033},
	abstract = {The participation rate of Indigenous people in higher education is comparatively disparately low across all sectors. In this paper we examine the pivotal role of the university sector in addressing this inequity and releasing the potential for increased Indigenous enrolment, participation and completion in higher education. Indigenous higher education, we argue, is core university business, not an equity issue, and a unique opportunity currently exists for achieving significant progress. Using examples of best practice we show how universities can take positive practical steps to overcome the commonly identified barriers to Indigenous higher education success. We also propose four specific strategies for increasing Indigenous higher education success across all facets. We extend our analysis to the low Indigenous representation among university staff arguing that a greater presence and nurturing of Indigenous staff, academic and general is a vital facet of improving Indigenous higher education access and success. Finally, we argue that a longitudinal study of Indigenous higher education participation is needed to provide an evidence base to inform and increase the efficacy of policy in this area.},
	language = {en},
	number = {1},
	urldate = {2023-09-27},
	journal = {The Australian Journal of Indigenous Education},
	author = {Andersen, Clair and Bunda, Tracey and Walter, Maggie},
	year = {2008},
	note = {Publisher: Cambridge University Press},
	pages = {1--8},
}



@article{fricker_first_2023,
	title = {A {First} {Nations} perspective of written vs oral history},
	volume = {58},
	issn = {00446726},
	abstract = {The article focuses on the First Nations perspective of written versus oral history, highlighting the outdated notion that written documents are more reliable. It explores the importance of oral histories in Australia, challenges the dominance of written history and suggests classroom activities to engage students with the strengths of oral traditions.},
	number = {2},
	urldate = {2023-10-23},
	journal = {Agora},
	author = {Fricker, Aleryk},
	year = {2023},
	keywords = {Colonization, Cultural property, Oral historians, Reliability (Personality trait), Student participation},
	pages = {14--17},
}



@article{fricker_why_2023,
	title = {'{Why} can't we be smart?' {Exploring} school community partnerships through {Decolonising} {Race} {Theory}},
	volume = {50},
	issn = {03116999},
	shorttitle = {'{Why} can't we be smart?},
	doi = {10.1007/s13384-022-00590-9},
	abstract = {For over a century, since Aboriginal children were permitted to access mainstream Australian schools, there has been a significant gap in academic achievement between Aboriginal and non-Aboriginal students. Community engagement by schools is recognised as a key factor in Aboriginal student success, but school approaches to community engagement remain inconsistent and driven by deficit thinking. As part of the Aboriginal Voices Project, this paper explores community engagement at six New South Wales (NSW) public school sites and applies Decolonising Race Theory (DRT) as a critical Indigenous lens to interpret and understand the challenges that students, families, and schools face within their relationships. While we find evidence of school–community partnerships that prioritise Indigenous healing, for the schools in this paper, there is a complexity within relationships with community that reflects the interaction between assimilationist positioning of Aboriginal students that often contains positive and negative elements simultaneously.},
	journal = {Australian Educational Researcher},
	author = {Fricker, Aleryk and Moodie, Nikki and Burgess, Cathie},
	month = mar,
	year = {2023},
	keywords = {Academic achievement, Achievement gap, Communities, Community schools, Decolonisation, Decolonising Race Theory, Decolonization, Engagement, Families, Indigenous, Indigenous children, Leadership, Reconciliation, Student engagement},
	pages = {55--71},
}



@article{fricker_intersections_2018,
	title = {The intersections of education, sport and culture at {Papunya}: {The} need for field-based research in remote inland {Australia}},
	volume = {21},
	shorttitle = {The intersections of education, sport and culture at {Papunya}},
	url = {https://search.informit.org/doi/abs/10.3316/informit.142672679550489},
	abstract = {This paper explores the operation of Australian (Rules) Football in the remote Aboriginal community of Papunya in the Northern Territory (NT). The playing and organisation of football by and for the Anangu (i.e. Australian Aboriginal) peoples of Central Australia constitutes an important expression of Aboriginal sovereignty in the context of post-NT Intervention politics. Australian (Rules) Football, along with traditional 'men's ceremonial business' remains one of few areas of social life where Anangu exercise decision-making authority over their own lives and that of their community in ways that might be said to be self-determining and consistent with United Nations (UN) declaration definitions. Football is, therefore, an important realm in which young men (Wati) learn from male Elders (Tjilpi). This paper explores Australian Football as it is played on Luritja country as a realm of Anangu learning and asks why formal education systems fail to recognise football played On Country as a valid forum of learning.},
	number = {1-2},
	urldate = {2023-10-23},
	journal = {Journal of Australian Indigenous Issues},
	author = {Fricker, Al and Judd, Barry},
	year = {2018},
	note = {Publisher: Federation University of Australia},
	keywords = {Aboriginal Australians--Education, Aboriginal Australians--Government policy, Academic achievement, Australian football, Competency-based education, Northern Territory--Papunya Native Settlement, Pitjantjatjara (Australian people)},
	pages = {2--22},
}



@article{burgess_lessons_2023,
	title = {Lessons to learn, discourses to change, relationships to build: {How} {Decolonising} {Race} {Theory} can articulate the interface between school leadership and {Aboriginal} students' schooling experiences},
	volume = {50},
	issn = {03116999},
	shorttitle = {Lessons to learn, discourses to change, relationships to build},
	doi = {10.1007/s13384-022-00546-z},
	abstract = {When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school–community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view these themes through a critical Indigenous lens to understand the Principals' discourses around Aboriginal student experiences at school and their role in improving outcomes. This revealed contradictory positionings within and between Principal comments, from blaming students and their families for their underachievement, to implementing cultural programmes to build confidence to become self-determining adults. This data provides new ways of thinking through discourses about Aboriginal students and their families, communities, schools, teachers and Principals, and challenges some of the 'regimes of truth' that position these groups in particular ways.},
	number = {1},
	journal = {Australian Educational Researcher},
	author = {Burgess, Cathie and Fricker, Aleryk and Weuffen, Sara},
	year = {2023},
	keywords = {Aboriginal community engagement, Aboriginal students, Communities, Community-school relationships, Decolonisation, Decolonising Race Theory, Decolonization, Educational leadership, Student engagement, Student leadership, Teacher development},
	pages = {111--129},
}



@article{fricker_indigenous_2017,
	title = {Indigenous perspectives: {Controversy} in the history classroom?},
	volume = {52},
	shorttitle = {Indigenous perspectives},
	abstract = {This article discusses the 'browning' of the history classroom and the role of history teachers in challenging the 'Great Australian Silence.'},
	number = {4},
	urldate = {2023-09-27},
	journal = {Agora},
	author = {Fricker, Aleryk},
	year = {2017},
	note = {Publisher: History Teachers’ Association of Victoria},
	keywords = {Aboriginal Australians--Politics and government, Australia, Federal government, History teachers, Political correctness},
	pages = {4--12},
}



@article{weuffen_doing_2023,
	title = {Doing decolonisation: cultural reconnection as political resistance in schooling},
	volume = {50},
	issn = {03116999},
	shorttitle = {Doing decolonisation},
	doi = {10.1007/s13384-022-00603-7},
	abstract = {As the final piece of scholarship in the special issue, this paper pulls together data from the Aboriginal Voices project to analyse how Aboriginal students in Australia today experience schooling, particularly in relation to the futurity of their identity as sovereign First Nations Peoples. Using Decolonising Race Theory as a key methodological framework in this special issue enabled an assessment of the purpose and effects of coloniality to acknowledge the survival and innovation of First Nations Peoples in resisting and imagining a future otherwise. In doing so, the empirical data, and provocations, presented throughout this collection, opens up possibilities for exploring how the centrality of sovereignty impacts young Aboriginal students' interactions with and experienced success within the Australian schooling system.},
	number = {1},
	journal = {Australian Educational Researcher},
	author = {Weuffen, Sara and Lowe, Kevin and Moodie, Nikki and Fricker, Aleryk},
	month = mar,
	year = {2023},
	keywords = {Aboriginal voices, Australia, Decolonisation, Decolonising race theory, Decolonization, Indigeneity, Indigenous education, Indigenous methodologies, Sovereignty},
	pages = {147--165},
}



@article{moodie_applying_2023,
	title = {Applying {Decolonising} {Race} {Theory} to the {Aboriginal} {Voices} project},
	volume = {50},
	issn = {03116999},
	doi = {10.1007/s13384-022-00601-9},
	abstract = {The Aboriginal Voices project has sought to understand how Aboriginal students and parents tackle pervasive discourses that largely characterise these students as failures, disinterested in education, or without aspiration. This paper presents the conceptual and methodological approach to a multi-site case study of six whole-school communities, adding to the 10 systematic reviews of literature provided in the first phase of this project. Working through Moodie's Decolonising Race Theory framework, we describe the methodology, research questions and methods adopted in this empirical extension of the project. This paper emphasises the perspectives of Aboriginal students and their communities on schooling structures, common pedagogical and curricula practices, as well as the importance of cultural activities and connection. Moodie's framework enables us to provide a holistic analysis of daily classroom discourses, how these discourses impact young people and their families, and contributes to the interruption of settler colonialism in Australian schooling systems.},
	number = {1},
	journal = {Australian Educational Researcher},
	author = {Moodie, Nikki and Fricker, Aleryk},
	month = mar,
	year = {2023},
	keywords = {Communities, Decolonisation, Decolonising Race Theory, Decolonization, Indigenous children, Student attitudes, Young adults, indigenous education, schooling},
	pages = {11--31},
}



@article{peacock_upholding_2020,
	title = {Upholding heightened expectations of {Indigenous} children? {Parents} do, teachers do not},
	volume = {50},
	issn = {1326-0111},
	shorttitle = {Upholding heightened expectations of indigenous children?},
	doi = {10.1017/jie.2020.28},
	abstract = {This paper argues that a component of increasing the rate of Aboriginal and Torres Strait Islander children and youths completing their secondary education is having parents and teachers maintain heightened expectations of these children in achieving this goal. To understand this phenomenon, we investigate the importance of, and discrepancies between, primary caregiver and teacher outlooks regarding Indigenous youths completing year 12. For the purpose of this paper, we adopt the term 'primary caregiver' in place of parent. This is because the majority (87.7\%) of P1s analysed are the biological mothers with the remainder being close female relatives. P2s analysed are all male, 93.3\% are biological fathers; remainder are step-fathers or adoptive fathers. This paper uses quantitative data from the Longitudinal Study of Indigenous Children to measure expectations from parents and teachers of Indigenous children. Results suggest that parents maintain exceptionally high expectations of their children, while teachers' expectations significantly decline over the course of Indigenous children's primary and secondary schooling years. We suggest that relationships and communication between parents and teachers, regarding expectations of students, are important to establishing an equilibrium in expectations of children, and that teachers may benefit from further training to address any underlying biases towards Indigenous children.},
	number = {2},
	journal = {Australian Journal of Indigenous Education},
	author = {Peacock, Huw and Prehn, Jacob and Guerzoni, Michael A. and Aitken, Wendy and Andersen, Clair},
	month = dec,
	year = {2020},
	note = {Publisher: Australian Journal of Indigenous Education},
	keywords = {Academic Achievement, Australia, Bias, Educational achievement, Foreign Countries, High School Graduates, Indigenous Populations, Indigenous education, Longitudinal Studies, Longitudinal Surveys of Australian Youth, Parent Aspiration, Secondary School Students, Surveys, Teacher Expectations of Students, primary and secondary schooling, quantitative, schooling completion},
	pages = {331--339},
}



@article{obrien_school_2020,
	title = {School house to big house},
	volume = {49},
	issn = {13260111},
	doi = {10.1017/jie.2018.13},
	abstract = {In 1991, the Australian Government released the Royal Commission into Aboriginal Deaths in Custody Report. Of the 339 recommendations, Recommendation 62 identified that there was an alarming over-representation of Indigenous youth in contact with the criminal justice system. The report called for immediate action by governments to develop strategies that would urgently reduce retention rates of Indigenous youth within the prison system. Analysis of the literature indicates that almost three decades after the release of this report, the high numbers of Indigenous youth who are incarcerated, or who have come into contact with the juvenile justice system remains the same. Although there is a good deal of literature investigating the criminological characteristics of this phenomena; there is a substantial gap in the literature surrounding the educational exclusion of young Indigenous males from the formal education system. This paper focusses specifically on the literature surrounding student exclusion from state schools and how this may provide some insight into the subsequent over-representation of young Indigenous males within the Queensland juvenile justice system.},
	number = {1},
	journal = {Australian Journal of Indigenous Education},
	author = {O'Brien, Grace and Trudgett, Michelle},
	month = aug,
	year = {2020},
	pages = {98--106},
}



@article{sarra_high-expectations_2020,
	title = {High-expectations relationships: {A} foundation for enacting high expectations in all {Australian} schools},
	volume = {49},
	issn = {13260111},
	shorttitle = {High-expectations relationships},
	doi = {10.1017/jie.2018.10},
	abstract = {Enacting high expectations for all students in the classroom is a complex undertaking. Underlying, out-of-awareness assumptions may lead to actions, behaviours or pedagogic choices that do not support these high expectations beliefs and intentions. For Indigenous education, this is compounded by public and professional discourses around deficit positioning, and by historical conditioning, where many Indigenous students do not see achieving in school as part of their cultural identity. High expectations are usually considered as a performance agenda — in terms of effort, learning and achievement. In this paper, we introduce the concept of high-expectations relationships where viewing and enacting high expectations through a relational lens equips educators with strategies to support such performance outcomes. We describe this relational lens where fair, socially just relating establishes a relational space of trust, thus enabling both student motivation and the firm, critically reflective relating necessary for quality learning. Using the voices of educators, we describe how high-expectations relationships can promote collegiate staff environments, strong teacher–student relationships and trusting and supportive relationships with parents and carers. We show how these positive educational attributes of any school community, seeded through a focus on high-expectations relationships, work to support the performance outcomes of a high-expectations educational agenda.},
	number = {1},
	journal = {Australian Journal of Indigenous Education},
	author = {Sarra, Chris and Spillman, David and Jackson, Cathy and Davis, John and Bray, John},
	month = aug,
	year = {2020},
	pages = {32--45},
}



@phdthesis{hogarth_critical_2015,
	type = {Masters of {Education} ({Research})},
	title = {A critical analysis of the {Aboriginal} and {Torres} {Strait} {Islander} {Education} {Action} {Plan}},
	url = {https://eprints.qut.edu.au/89754/},
	abstract = {This study involves the analysis of one of the most recent Indigenous Education policies, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, 2011). It examines how the language used within policy positions Aboriginal and Torres Strait Islander peoples. Articulating Rigney's (1999) Indigenist Research Principles with Fairclough's (2001) Critical Discourse Analysis provides a platform for critical dialogues about policy decision-making. In doing so, this articulation enables and emphasises the need for potential policy revision to contribute to the Aboriginal and Torres Strait Islander struggle for self-determination.},
	language = {en},
	urldate = {2020-12-08},
	school = {Queensland University of Technology},
	author = {Hogarth, Melitta Dorn},
	year = {2015},
	keywords = {Attendance, Critical Discourse Analysis, Engagement and Connections, Indigenous education, Indigenous education policy, Thesis},
}



@phdthesis{worrell_text_2019,
	type = {Master ({Research}) {Thesis}},
	title = {Text choice: teaching {Aboriginal} and {Torres} {Strait} {Islander} perspectives in {English}},
	shorttitle = {Text choice},
	url = {http://hdl.handle.net/1959.14/1279764},
	abstract = {The secondary subject of English offers a unique context to embed Aboriginal and Torres Strait Islander perspectives for the benefit of all students through the availability and variety of text choices. Currently, in New South Wales, teachers are mandated to select quality texts that are “widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia” (NESA, 2019a). There is currently limited understanding of what text choices English teachers make, and how they make these choices in order to teach about Aboriginal and Torres Strait Islander perspectives, cultures and histories. Without an understanding of the texts English teachers select and the nature of these choices, it is difficult to evaluate the inclusion of these perspectives. This study aims to address this gap through a qualitative study which will provide a glimpse into the current practice of NSW English teachers text selection choices and processes. This will be carried out through semi-structured interviews with NSW English teachers in Sydney secondary schools.},
	author = {Worrell, Tamika},
	year = {2019},
	keywords = {Aboriginal Education, Aboriginal Perspectives, English Teaching, Thesis},
}



@incollection{davis_durithunga_2019,
	address = {Singapore},
	title = {Durithunga {Boul}: {A} pattern of respectful relationships, reciprocity and socially just literacy education in one urban school},
	copyright = {free\_to\_read},
	isbn = {9789811386282},
	shorttitle = {Durithunga {Boul}},
	url = {https://link.springer.com/chapter/10.1007/978-981-13-8629-9_4},
	abstract = {Systems and schools in Australia continue to be challenged to provide equitable, socially just literacy education for Aboriginal and Torres Strait Islander young people and children in schools. This task seems to continue to be more difficult than might be expected, and this suggests that the current policy approach which relies on a variety of isolated ‘programs’ and new – or old – approaches that layer on top of each other may not be the best way forward. This chapter provides insight into one locally developed, Indigenous led education community and describes the possibilities created when these educators brokered relationships with other systems, approaches and researchers to reform schooling in the best interests of Aboriginal and Torres Strait Islander students. Details of the variety of strategies taken at one urban school are provided to focus on the important elements of what a socially just literacy education could be when Aboriginal and Torres Strait Islander education perspectives are foregrounded in authentic ways.},
	language = {en},
	urldate = {2023-10-18},
	booktitle = {Literacy education and {Indigenous} {Australians}: {Theory}, research and practice},
	publisher = {Springer},
	author = {Davis, John and Woods, Annette},
	editor = {Rennie, J. and Harper, H.},
	year = {2019},
	pages = {51--69},
}



@article{patfield_untold_2022,
	title = {The untold story of middle-class {Indigenous} {Australian} school students who aspire to university},
	volume = {63},
	issn = {17508487},
	url = {https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345421&site=ehost-live&custid=s2775460},
	doi = {10.1080/17508487.2019.1572022},
	abstract = {While university participation rates among Indigenous Australians have been on the rise in recent years, parity targets remain elusive. In this context, surprisingly little attention has been paid to how aspirations for higher education are formed and nurtured. Studies tend to focus on barriers to access, often in ways that position Indigenous Australians as a homogeneous 'Otherised' group. This paper counter-balances hegemonic narratives of Indigeneity by analysing what Indigenous students from middle-class families say about their aspirations for university. Drawing on interview data collected in 2016 in government schools in New South Wales, Australia, it offers fresh understandings of school–to–university transitions, both empirically and conceptually. Using the lens of four–dimensional social space as conceived by Indigenous scholar Maggie Walter, we illustrate how race and class function in powerful but complex ways to shape the aspirations of two young Indigenous women. We argue that if we are to shift longstanding demographic patterns of university participation, then visible stories of Indigenous success, such as those told here, can help to redefine current discourses on Indigenous aspirations for higher education.},
	number = {1},
	urldate = {2023-10-17},
	journal = {Critical Studies in Education},
	author = {Patfield, Sally and Gore, Jennifer and Fray, Leanne and Gruppetta, Maree},
	month = mar,
	year = {2022},
	keywords = {Education of the middle class, Indigenous Australians, Universities \& colleges},
	pages = {80--95},
}



@article{bodkin-andrews_shaming_2022,
	title = {Shaming the silences: {Indigenous} graduate attributes and the privileging of {Aboriginal} and {Torres} {Strait} {Islander} voices},
	volume = {63},
	issn = {17508487},
	shorttitle = {Shaming the silences},
	url = {https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345420&site=ehost-live&custid=s2775460},
	doi = {10.1080/17508487.2018.1553795},
	abstract = {An increasing number of Australian universities are committing to Indigenous Graduate Attributes across a wide range of academic disciplines. This paper critiques not only the slow up-take of Indigenous Graduate Attributes in the last 10 years, but also how such attributes may realistically contribute to university students graduating with increased 'awareness', 'knowledges' and 'abilities' to work with Aboriginal and Torres Strait Islander peoples and communities. It is reasoned that any commitment to Indigenous Graduate Attributes must be carefully and critically monitored for the silencing effects of colonial narratives that also are prevalent throughout Australian Indigenous Studies (which is arguably the foundation of realising Indigenous Graduate Attributes). Drawing from a diversity of Indigenous standpoint theories, critical studies and research methodologies, the paper offers a critical evaluative framework through which both Indigenous Graduate Attributes and the content within the teaching and learning of Australian Indigenous Studies may be evaluated. This includes an acute awareness of imposed colonial narratives, a critical awareness of one's own positioning, engagement with Indigenous voices, knowledge of Indigenous Research Methodologies, and more meaningful levels of Indigenous engagement through Indigenous ethics and protocols.},
	number = {1},
	urldate = {2023-10-17},
	journal = {Critical Studies in Education},
	author = {Bodkin-Andrews, Gawaian and Page, Susan and Trudgett, Michelle},
	month = mar,
	year = {2022},
	keywords = {College curriculum, Graduates, Universities \& colleges},
	pages = {96--113},
}



@article{bishop_indigenous_2022,
	title = {Indigenous education sovereignty: {Another} way of 'doing' education},
	volume = {63},
	issn = {17508487},
	shorttitle = {Indigenous education sovereignty},
	url = {https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=155345426&site=ehost-live&custid=s2775460},
	doi = {10.1080/17508487.2020.1848895},
	abstract = {With schools known to be sites of harm for many Indigenous peoples, both historically and currently, this paper re-considers 'doing' education another way. As a Gamilaroi woman, educator and researcher, I contemplate the ways Indigenous sovereignty is conceptualised and enacted by Aboriginal and Torres Strait Islander people in the country now known as Australia. This provides the foundations to apply broader understandings of sovereignty to the notion of education sovereignty. Using narrative and storytelling, I aim to show education sovereignty before considering potential elements involved in doing education sovereignty. I identify six interconnected elements that underpin education sovereignty, including: Pattern Thinking; Country; Time; Relationality; Intergenerational Reciprocity; and Agency. These elements provide a deeper understanding of what education sovereignty could look like, and therefore another way of 'doing' education for all students, grounded in Indigenous axiologies, ontologies and epistemologies.},
	number = {1},
	urldate = {2023-10-17},
	journal = {Critical Studies in Education},
	author = {Bishop, Michelle},
	month = mar,
	year = {2022},
	keywords = {Indigenous peoples, Sovereignty, Storytelling},
	pages = {131--146},
}



@incollection{atkinson_schools_2008,
	address = {Carlton, Vic},
	title = {The schools of human experience},
	isbn = {978-0-522-85315-5},
	language = {EN},
	urldate = {2020-10-21},
	booktitle = {First {Australians}: {An} illustrated history},
	publisher = {Miegunyah Press},
	author = {Atkinson, Wayne},
	editor = {Perkins, Rachel and Langton, Marcia},
	year = {2008},
	keywords = {Aboriginal history, Aboriginal land rights, Australian Aboriginal Progressive Association, Cooper, William, Historiography, Identifier: Yorta Yorta people (Aboriginal people), New South Wales: History, Victoria: History},
	pages = {(286)--329, 383--384},
}



@article{herbert_interrogating_2013,
	title = {Interrogating social justice in early years education: {How} effectively do contemporary policies and practices create equitable learning environments for {Indigenous} {Australian} children?},
	volume = {14},
	issn = {1463-9491},
	shorttitle = {Interrogating {Social} {Justice} in {Early} {Years} {Education}},
	url = {https://doi.org/10.2304/ciec.2013.14.4.300},
	doi = {10.2304/ciec.2013.14.4.300},
	abstract = {This article examines some of the contemporary policies and practices in Australian early years education to provide an insight into why social justice is such a critical element in preparing Australia's Indigenous children to engage in learning experiences in ways that will enable them to establish sound foundations for their future learning journeys. In order to understand why social justice and equity are central to delivering quality early years education to Indigenous children, it is vital that the modern educator has some knowledge of educational history, in particular the role of education in promoting and maintaining the status quo, thus ensuring the continuing dominance of those who occupied positions of power. Viewing the expectations of contemporary early years education against the backdrop of past realities serves to highlight the way in which education sets the scene for the cultural destruction and dispossession that has, in too many parts of the world, been the long-term outcome of education for Indigenous peoples. Examining the themes and forms of discourse that have informed the theorising and practice underpinning the development of concepts around social justice demonstrates the importance of addressing diversity in early years education contexts.},
	language = {en},
	number = {4},
	urldate = {2020-10-30},
	journal = {Contemporary Issues in Early Childhood},
	author = {Herbert, Jeannie},
	year = {2013},
	keywords = {Cultural Differences, Early Childhood Education, Educational History, Educational Policy, Equal Education, Indigenous Populations, Minority Group Students, Power Structure, Social Bias, Social Influences, Social Justice, Student Diversity},
	pages = {300--310},
}



@techreport{gruppetta_yarning_2018,
	address = {Newcastle, Australia},
	title = {Yarning the way: the role of {Indigenous} paraprofessionals in guiding the post-school educational pathways of {Aboriginal} and {Torres} {Strait} {Islander} youth},
	shorttitle = {Yarning the way},
	url = {https://researchers.mq.edu.au/files/94778595/94758516.pdf},
	abstract = {This project examined the role of Indigenous education paraprofessionals in facilitating post-school education options and access for Indigenous young people, and sought insight into barriers to, and enablers of, post-school education for this cohort. Literature review, yarning circles and interviews informed a set of culturally appropriate principles, applicable to policy and practice strategies, to increase Indigenous student access to, and participation in, higher education.},
	language = {English},
	urldate = {2020-12-08},
	institution = {University of Newcastle},
	author = {Gruppetta, Maree and Southgate, Erica and Ober, Robyn and Cameron, Liz and John, Fischetti and Thunig, Amy and Heath, Treesa and Burns, Karinda and Clifton, Shirley},
	year = {2018},
}



@article{fuller_emu_2014,
	title = {The emu sky knowledge of the {Kamilaroi} and {Euahlayi} peoples},
	volume = {17},
	url = {https://arxiv.org/ftp/arxiv/papers/1403/1403.0304.pdf},
	abstract = {This paper presents a detailed study of the knowledge of the Kamilaroi and Euahlayi peoples
about the Emu in the Sky. This study was done with ethnographic data that was not
previously reported in detail. We surveyed the literature to find that there are widespread
reports of an Emu in the Sky across Australian Aboriginal language groups, but little detailed
knowledge available in the literature. This paper reports and describes a comprehensive
Kamilaroi and Euahlayi knowledge of the Emu in the Sky and its cultural context.},
	number = {2},
	journal = {Journal of Astronomical History and Heritage},
	author = {Fuller, Robert and Anderson, Michael and Norris, Ray and Trudgett, Michelle},
	year = {2014},
	keywords = {Australian ethnoastronomy, Emu in the Sky, Euahlayi people, Kamilaroi people, Physics - History and Philosophy of Physics},
	pages = {171--179},
}



@incollection{connell_indigenous_2013,
	address = {South Melbourne, Victoria},
	edition = {Third edition},
	title = {Indigenous {Australia} and the education system},
	isbn = {978-0-19-552227-3},
	abstract = {Helps students understand how contemporary education systems, their issues, policies and institutions operate and fit into Australia's broad social landscape. It focuses on the connection between local and global in explaining contemporary educational change, and considers the role that globalisation plays in increasing the rate of change in society, as well as its impact on education and education systems},
	booktitle = {Education, change and society},
	publisher = {Oxford University Press},
	author = {Foley, Dennis},
	collaborator = {Connell, Raewyn and Welch, Tony and Vickers, Margaret and Foley, Dennis and Bagnall, Nigel and Hayes, Debra and Proctor, Helen and Sriprakash, Arathi and Campbell, Graig},
	year = {2013},
	keywords = {Australia, Australian, Education, Educational change, Social aspects, Social aspects Study and teaching (Higher), Textbooks},
	pages = {131--159},
}



@incollection{dudgeon_social_2010,
	title = {The social, cultural and historical context of {Aboriginal} and {Torres} {Strait} {Islander} {Australians}},
	isbn = {978-1-74241-090-6},
	abstract = {To understand the contemporary life of Indigenous Australians, a historical and cultural background is essential. This chapter sets the context for further discussions about Aboriginal and Torres Strait Islander people and issues related to their social and emotional wellbeing and mental health. The history of colonisation is addressed, the subsequent devastation of Indigenous Australians, and their resilience and struggle to claim equality and cultural recognition, and to shape the present. Indigenous Australia is made up of two cultural groups who have shared the same struggle, yet often when using the term Indigenous, a Torres Strait Islander history is absent. In this chapter both cultures are equally presented. Brief overviews are given of pre-contact times, colonisation, resistance and adaptation, shifting government policies, and the struggle for recognition. Indigenous identity and meanings of belonging in country, community and family are also briefly covered. Contemporary issues confronting Indigenous people are included, with particular attention to racism.},
	language = {en},
	urldate = {2020-12-08},
	booktitle = {Working together: {Aboriginal} and {Torres} {Strait} {Islander} mental health and wellbeing principles and practice},
	publisher = {Commonwealth of Australia},
	author = {Dudgeon, P. and Wright, M. and Paradies, Y. and Garvey, Darren and Walker, I.},
	year = {2010},
	pages = {25--42},
}



@incollection{bishop_yarning_2020,
	address = {Abingdon, Oxon ; New York, NY},
	title = {Yarning through the intricacies, tensions, and potentialities of ({Indigenous}) autoethnography},
	isbn = {978-0-429-28001-6 978-0-367-23476-8 978-0-367-23477-5},
	abstract = {Michelle and Dakota Jericho present this chapter as a written yarn, a dialogic and dynamic approach, which builds upon and respects the knowledge presented before, rather than debating or critiquing each other’s ideas. They grapple with autoethnography as simultaneously embracing subjectivities, and positioning yourself, yet also inherent with risks and vulnerabilities. Contradictions continue to unfold as the yarn progresses – the written form as dominant yet stagnant and the incessant work of exposing whiteness in the academy and being commended/confronted. Potentially jarring (for some), Michelle and Dakota Jericho hold the future in their thoughts/bodies as they contemplate the importance of ‘speaking’ rather than always ‘speaking back’.},
	language = {English},
	urldate = {2020-11-02},
	booktitle = {Critical autoethnography and intercultural learning: emerging voices},
	publisher = {Routledge},
	author = {Bishop, Michelle and Smith, Dakota Jericho},
	year = {2020},
	pages = {33--41},
}



@article{thunig_dont_2018,
	title = {Don't buy the body lie},
	volume = {28},
	abstract = {Gazing out the window of the bus, I noticed a woman seated in the sheltered stoop of a closed office building. With her was a shopping trolley which appeared to be housing her possessions. She was brushing her hair with her fingers, using the reflective window glass as a mirror.},
	language = {EN},
	number = {16},
	urldate = {2020-11-02},
	journal = {Eureka Street},
	author = {Thunig, Amy},
	year = {2018},
	keywords = {Eurocentrism, Human rights--Social aspects, Humanity},
	pages = {70},
}



@article{rigney_indigenous_2002,
	title = {Indigenous education and treaty: building {Indigenous} management capacity. [{Paper} in: {Treaty} - {Let}'s {Get} {It} {Right}.]},
	volume = {4},
	shorttitle = {Indigenous education and treaty},
	abstract = {Informit is an online service offering a wide range of database and full content publication products that deliver the vast majority of Australasian scholarly research to the education, research and business sectors. Informit encompasses online products: Informit Indexes, Informit Plus Text and Informit Collections.},
	language = {EN},
	number = {2002},
	urldate = {2020-11-02},
	journal = {Balayi: Culture, Law and Colonialism},
	author = {Rigney, Lester},
	year = {2002},
	keywords = {Aboriginal education, Australia: Social policy, Citizenship, Community involvement, Racial discrimination, Treaties},
	pages = {73},
}



@article{nakata_anthropological_1998,
	title = {Anthropological texts and {Indigenous} standpoints},
	abstract = {1998 marks the centenary of the Cambridge Anthropological Expedition to the Torres Strait. This was an expedition of ambitious proportion and logistics, an expedition at the cutting edge of new scientific disciplines and knowledge emerging during the last century. The scholars (AC Haddon, W H R Rivers, CS Myers, W McDougall, S H Ray, A Wilkin, CS Seligmann) involved in this expedition were experts in a number of fields: zoology, ethnology, music, experimental psychology, and linguistics. Their work challenged and extended the intellectual boundaries of what was known and understood about 'primitive' peoples. The six-volume reports (hereafter Haddon Reports) produced from this expedition stand as one of the most comprehensive early attempts to document the lives and characteristics of a society of people before the onslaught of colonial expansion changed them forever and before Indigenous skills and knowledges were lost to the world.},
	language = {EN},
	number = {2},
	urldate = {2020-11-02},
	journal = {Australian Aboriginal Studies},
	author = {Nakata, Martin},
	year = {1998},
	keywords = {Indigenous peoples--Education, Indigenous peoples--Social life and customs, Intellectuals--Attitudes},
	pages = {3--12},
}



@article{moreton-robinson_witnessing_1998,
	title = {Witnessing whiteness in the wake of {Wik}},
	volume = {17},
	language = {EN},
	number = {2},
	urldate = {2020-11-01},
	journal = {Social Alternatives},
	author = {Moreton-Robinson, Aileen},
	year = {1998},
	keywords = {Aboriginal land rights, Aborigines, Aborigines and the law, Australia. Native Title Act 1993, Australia: Culture, Australia: Politics and government, Disadvantaged groups;, Pastoral leases, Power (Philosophy), Racial discrimination, Right to negotiate},
	pages = {: 11},
}



@article{lewthwaite_epistemological_2015,
	title = {Epistemological considerations for approaching teaching in an on-line environment {Aboriginal} and {Torres} {Strait} {Islander} teacher education program: {Reconsidering} {TPACK}},
	volume = {40},
	shorttitle = {Epistemological considerations for approaching teaching in an on-line environment {Aboriginal} and {Torres} {Strait} {Islander} teacher education program},
	abstract = {This research inquiry explores teacher educator knowledge, understandings and beliefs informing their teaching in a web-based Australian teacher education program for Aboriginal and Torres Strait Islander students. Through the use of a phenomenologically aligned interview process, the study investigates instructors' consideration of practice for teaching in an on-line environment. Using the TPACK framework (Mishra and Koehler, 2006) as a lens for analysis, what emerges from the data is how lecturers' knowledge and beliefs about students influences the roles they adopt as educators, and how this influences, in turn, what and how technology is used to support student learning. The study ends by critiquing and re-conceptualizing TPACK and providing insights that program developers and teacher educators need to consider in the conceptualization and enrichment of web-based learning, especially those which engage with minority students, such as Aboriginal and Torres Strait Islander learners.},
	language = {EN},
	number = {9},
	urldate = {2020-10-30},
	journal = {Australian Journal of Teacher Education (Online)},
	author = {Lewthwaite, Brian Ellis and Knight, Cecily and Lenoy, Max},
	year = {2015},
	keywords = {Activity programs in education, Indigenous peoples--Education, Information and communications technologies, Student-centered learning, Teachers--Training of},
	pages = {63},
}



@article{jackson-barrett_context_2011,
	title = {The context for change: {Reconceptualising} the {3Rs} in education for indigenous students},
	volume = {36},
	shorttitle = {The context for change},
	abstract = {In 2011, three years on from the Apology given by Prime Minister, Kevin Rudd to the Stolen Generations and coupled with the Federal Governments agenda to 'close the gap' in education for Aboriginal students, perhaps it is time to retrospectively look at the issues and challenges that have moulded the terrain of Aboriginal education in Western Australia. It is clear that over the last 200 years there has been progress in improving the access of schooling for many Aboriginal students. However the retention and successful completion of compulsory schooling still remain at unacceptable levels. Given that historically many Indigenous students have underachieved in most aspects of their 'western' education then it stands to reason that the basic 3R concept of Reading, [W]riting and [A]rithmetic are inaccessible for many Indigenous students in their present form. Perhaps the most appropriate strategy today, in outcome-based education, and to assist with 'closing the gap', would be to reconceptualise the 3R concept into a more tangible form.},
	language = {EN},
	number = {12},
	urldate = {2020-10-30},
	journal = {Australian Journal of Teacher Education (Online)},
	author = {Jackson-Barrett, Elizabeth M.},
	year = {2011},
	keywords = {Academic Persistence, Access to Education, Disadvantaged, Human Dignity, Indigenous Knowledge, Indigenous Populations, Intelligence Differences, Interpersonal Relationship, Multiple Intelligences, Outcome Based Education, Politics of Education, Racial Discrimination, Responsibility, School Holding Power, Social Attitudes, Social Change, Time Perspective},
	pages = {21},
}



@inproceedings{anderson_priorities_1996,
	address = {Darwin},
	title = {Priorities in {Aboriginal} health.},
	isbn = {0-949070-86-6},
	abstract = {Conference summary: presents recent medical research into causes of Aboriginal ill-health and mortality, studies of the social, cultural and environmental determinants of health, an examination of women's and infant health, discussions of the need for Aboriginal participation in health care and a discussion of initiatives in mental health.},
	language = {EN},
	urldate = {2020-10-21},
	booktitle = {Aboriginal health, social and cultural transitions: proceedings of a conference at the {Northern} {Territory} {University}},
	publisher = {NTU Press},
	author = {Anderson, Pat},
	year = {1996},
	pages = {15--18},
}



@article{bodkinandrews_teacher_2013,
	title = {Teacher racism, academic self-concept, and multiculturation: {Investigating} adaptive and maladaptive relations with academic disengagement and self-sabotage for {Indigenous} and non-indigenous {Australian} students.},
	volume = {48},
	copyright = {© 2012 The Australian Psychological Society},
	issn = {1742-9544},
	shorttitle = {Teacher {Racism}, {Academic} {Self}-{Concept}, and {Multiculturation}},
	url = {https://aps.onlinelibrary.wiley.com/doi/abs/10.1111/j.1742-9544.2012.00069.x},
	doi = {10.1111/j.1742-9544.2012.00069.x},
	abstract = {The issue of patterns of educational disengagement for Indigenous Australian students has long been of considerable concern within Indigenous education research. Although there is an expanding research base identifying factors that may increase (or decrease) the risk of disengagement for Indigenous students, little acknowledgement has been given to international research highlighting how stigma and discrimination may be associated with student disengagement and the resiliency factors that may nullify these associations. Utilising a sample of 1,376 (305 Indigenous; 1,071 non-Indigenous) students from five New South Wales high schools in Australia, this study sought to examine the influence of academic self-concept and two culturally sensitive constructs—specifically, perceived multiculturation (perceived cultural respect) and racial discrimination—on two disengagement-orientated outcomes: affective disengagement and self-sabotaging behaviour (behavioural disengagement) for both Indigenous and non-Indigenous students. The findings showed relatively consistent direct and positive effects of academic self-concept and direct negative effect of teacher racism for both groups of students. An interaction effect (discrimination × multiculturation) for the Indigenous students only was also identified, which suggested that the negative effects of racial discrimination on self-sabotaging behaviour are exacerbated when the Indigenous students perceived higher levels of cultural respect from others. Overall, while these findings suggest that promoting higher levels of inter-cultural respect may be beneficial for Indigenous and non-Indigenous alike (e.g., culturally inclusive programmes), such positive perceptions may put Indigenous students at greater risk if the impact of racism is not also addressed. The implications of these findings suggest that cultural safety must be framed both in promoting the positive (cultural respect) and in eliminating the negative (racism).},
	language = {en},
	number = {3},
	urldate = {2020-10-30},
	journal = {Australian Psychologist},
	author = {Bodkin‐Andrews, Gawaian H. and Denson, Nida and Bansel, Peter},
	year = {2013},
	keywords = {academic disengagement, academic self-concept, multiculturation, racial discrimination, self-sabotage},
	pages = {226--237},
}



@incollection{read_coolangatta_2006,
	address = {Canberra},
	series = {Aboriginal history monograph},
	title = {The {Coolangatta} {Statement} on {Indigenous} {Peoples}' rights in education.},
	isbn = {978-1-920942-90-8},
	url = {https://press.anu.edu.au/publications/series/aboriginal-history/what-good-condition#pdf},
	abstract = {Papers address the issue of a treaty in Australia; in the first part the papers consider the context and legacy of the resideu of treaty proposals and negotiations in past decades; in the second part they consider the implications of treaty in an Indigenous, national and international context; in the third part papers reflect on regional aspirations and achievements [p.ix]},
	number = {no. 13},
	booktitle = {What good condition? reflections on an {Australian} {Aboriginal} treaty 1986-2006},
	publisher = {ANU E Press},
	author = {Morgan, B and West, E and Nakata, M and Hall, K and Swisher, K and Ahenakew, F and Blair, N},
	editor = {Read, Peter and Meyers, Gary D. and Reece, Bob},
	year = {2006},
	keywords = {Aboriginal Australians, Canada, Civil rights, Government relations, Land tenure, Law - Constitutional law - Treaty movement, Law - Indigenous, Law - International law, Native title - Agreements, Treaties, Western Australia (WA)},
}



@incollection{stanley_learning_2020,
	address = {Abingdon, Oxon ; New York, NY},
	title = {Learning, critiquing, emerging.},
	isbn = {978-0-367-23477-5 978-0-367-23476-8},
	abstract = {"Qualitative Research and Intercultural Learning shows how critical autoethnographic writing in a field such as intercultural education can help inform and change existing research paradigms. Engaging story-telling and insightful analysis from emerging scholars of diverse backgrounds and communities shows the impact of lived experience on teaching and learning. Different areas of intercultural learning are considered, including language education; student and teacher mobilities; Indigenous education; backpacker tourism, and religious learning. The book provides a worked example of how critical autoethnography can help shift thinking within any discipline, and reflects critically upon the multidimensional nature of migrant teacher and learner identities. This book will be essential reading for upper-level students of qualitative research methods, and on international education courses, including language education"--},
	booktitle = {Critical autoethnography and intercultural learning: emerging voices},
	publisher = {Routledge},
	author = {Stanley, P and Bishop, M and Manchi, M.M. and Delesclefs, D and Zakeri, E and Bryant, A},
	editor = {Stanley, Phiona},
	year = {2020},
	keywords = {Biographical methods, Biography, Critical pedagogy, Education, Multicultural education, Reflective learning, Reflective teaching, Students, Teachers},
	pages = {185--190},
}



@techreport{sarra_high_2015,
	title = {High expectations realities through high expectations relationships: {Delivering} beyond the {Indigenous} policy rhetoric - {Senate} {Occasional} {Lecture} (13th {November}, 2015)},
	copyright = {http://www.aph.gov.au/Help/Disclaimer\_Privacy\_Copyright},
	shorttitle = {High {Expectations} {Realities} through {High} {Expectations} {Relationships}},
	url = {https://www.aph.gov.au/about_parliament/senate/powers_practice_n_procedures/pops/pop64/c06},
	abstract = {High Expectations Realities through High
  Expectations Relationships: Delivering beyond the Indigenous Policy Rhetoric},
	language = {en-AU},
	number = {no. 64},
	urldate = {2021-01-15},
	author = {Sarra, C},
	year = {2015},
	note = {Last Modified: 2019-05-02
Publisher: corporateName=Commonwealth Parliament; address=Parliament House, Canberra, ACT, 2600; contact=+61 2 6277 7111},
}



@techreport{sanders_towards_2002,
	address = {Canberra},
	title = {Towards an indigenous order of {Australian} government: rethinking self-determination as indigenous affairs policy},
	shorttitle = {Towards an indigenous order of {Australian} government},
	url = {https://apo.org.au/sites/default/files/resource-files/2002-09/apo-nid8943.pdf},
	abstract = {Analyses the rhetoric of self-determination in Indigenous affairs policy and the emergence of Indigenous institutions since 1972 before considering the implications of a policy that recognises the Indigenous organisational sector as a source of governmental authority within the Australian government},
	language = {eng},
	number = {no. 2002/230},
	institution = {Centre for Aboriginal Policy Research},
	author = {Sanders, W.},
	collaborator = {Australian National University},
	year = {2002},
	keywords = {Aboriginal Australians, Australia, Community organisations, Government policy - Commonwealth, Government policy - Self determination, Government policy - Self determination - 1993-2004, Government relations, Race relations, Self-determination, National},
}



@incollection{rudolph_contested_2020,
	address = {Cham},
	title = {Contested citizenship education in settler colonies on {First} {Nations} land},
	isbn = {978-3-319-67905-1},
	url = {https://doi.org/10.1007/978-3-319-67905-1_77-1},
	abstract = {Citizenship education in British settler colonies is no straightforward issue. The history of colonization, imbued with racism, and the ongoing presence of settler peoples and their institutions and government on unceded First Nations land, creates deep citizenship dilemmas. For many years British settler states, such as Australia, Canada, New Zealand, and America, have sought to silence and subdue First Nations peoples through policies and practices that marginalize Indigenous languages, knowledges, and histories. The institution of education has played a key role in these acts of marginalization. This chapter explores the ethical and political dilemmas of citizenship and education in these contexts. It examines the citizenship tensions produced by settler colonies occupying First Nations land, the making of the settler citizen through education systems dominated by whiteness, and the limit points for citizenship education under these conditions. It is argued that justice and citizenship education may be incompatible and that a stance of “anti-citizenship” may be the only possibility for a pathway toward justice in these settler colonial contexts.},
	language = {en},
	urldate = {2021-01-15},
	booktitle = {The {Palgrave} handbook of citizenship and education},
	publisher = {Springer International Publishing},
	author = {Rudolph, Sophie and Hogarth, Melitta},
	editor = {Peterson, Andrew and Stahl, Garth and Soong, Hannah},
	year = {2020},
	doi = {10.1007/978-3-319-67905-1_77-1},
	keywords = {Indigenous sovereignty, Self-determination, Settler colonialism, Whiteness},
	pages = {1--12},
}



@incollection{gobby_understanding_2017,
	address = {South Melbourne, Victoria},
	title = {Understanding the techniques of colonialism: {Indigenous} {Educational} {Justice}.},
	isbn = {978-0-19-030370-9},
	abstract = {Dr Brad Gobby is a Lecturer at Curtin University in Western Australia. He has experience as a secondary school teacher and currently researches and teaches in the areas of government policy, school reform and curriculum.Dr Rebecca Walker is a Lecturer at Curtin University in Western Australia. She has had extensive teaching experience both in the metropolitan and rural areas of Western Australia and overseas. Her current research focuses on assessment and feedback; digital technologies and learning; and trauma-informed and restorative practices},
	booktitle = {Powers of curriculum: sociological perspectives on education},
	publisher = {Oxford University Press},
	author = {Rudolph, S and Brown, L},
	editor = {Gobby, Brad and Walker, Rebecca},
	year = {2017},
	keywords = {Aims and objectives, Australia, Australian, Curricula Social aspects, Curriculum planning, Education},
	pages = {288--320},
}



@incollection{price_silent_2012,
	address = {Port Melbourne, Vic},
	title = {The “silent apartheid” as the practitioner’s blindspot.},
	isbn = {978-1-107-68589-5},
	abstract = {"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students."--publisher website},
	booktitle = {Aboriginal and {Torres} {Strait} {Islander} education: an introduction for the teaching profession},
	publisher = {Cambridge University Press},
	author = {Rose, Mark},
	editor = {Price, Kaye},
	year = {2012},
	keywords = {Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of},
	pages = {64--80},
}



@incollection{price_brief_2012,
	address = {Port Melbourne, Vic},
	title = {A brief history of {Aboriginal} and {Torres} {Strait} {Islander} education in {Australia}.},
	isbn = {978-1-107-68589-5},
	abstract = {"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students."--publisher website},
	booktitle = {Aboriginal and {Torres} {Strait} {Islander} education: an introduction for the teaching profession},
	publisher = {Cambridge University Press},
	author = {Price, Kaye},
	editor = {Price, Kaye},
	year = {2012},
	keywords = {Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of},
	pages = {1--20},
}



@book{price_aboriginal_2012,
	address = {Port Melbourne, Vic},
	title = {Aboriginal and {Torres} {Strait} {Islander} education: an introduction for the teaching profession},
	isbn = {978-1-107-68589-5},
	shorttitle = {Aboriginal and {Torres} {Strait} {Islander} education},
	abstract = {"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students."--publisher website},
	publisher = {Cambridge University Press},
	editor = {Price, Kaye},
	year = {2012},
	keywords = {Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of},
}



@book{poroch_spirituality_2009,
	address = {Casuarina, N. T},
	series = {Discussion paper series / {Cooperative} {Research} {Centre} for {Aboriginal} {Health}},
	title = {Spirituality and {Aboriginal} people's social and emotional wellbeing: a review},
	isbn = {978-0-7340-4138-8},
	shorttitle = {Spirituality and {Aboriginal} people's social and emotional wellbeing},
	url = {https://www.lowitja.org.au/content/Document/Lowitja-Publishing/DP_11_spirituality_review.pdf},
	abstract = {This review examines the concepts and experiences of Indigenous spirituality and the evidence for the role of spirituality in promoting or enhancing Aboriginal people's social and emotional wellbeing. It also examines the the connections between spirituality and good health. The Winnunga Nimmityjah Aboriginal Health Service and the Muuji Regional Centre for Social and Emotional Wellbeing linked with the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) to gain a broader understanding about spirituality and good health - for individuals, families and communities},
	number = {no. 11},
	publisher = {Cooperative Research Centre for Aboriginal Health},
	author = {Poroch, Nerelle and Cooperative Research Centre for Aboriginal Health (Australia) and Winnunga Nimmityjah Aboriginal Health Service and Australian Institute of Aboriginal {and} Torres Strait Islander Studies},
	year = {2009},
	note = {OCLC: 748203753},
	keywords = {Aboriginal Australians, Australia, Australian, Health and hygiene Research, Mental health, Religion, Religion - Spirituality, Religious life, Social conditions Research, Spirituality},
}



@techreport{peters-little_community_2000,
	address = {Canberra},
	title = {The community game: {Aboriginal} self-definition at the local level {\textbar} {AIATSIS}},
	shorttitle = {The community game},
	url = {https://aiatsis.gov.au/publication/35754},
	abstract = {This paper researches the Aboriginal people living in the Walgett region of New South Wales. Topics include a brief history; the missions, reserves and pastoral stations; the elders; and the community as it relates to identity, self-determination,},
	language = {en},
	number = {AITSIS Research Discussion Paper No. 10},
	urldate = {2021-01-15},
	institution = {Australian Institute of Aboriginal and Torres Strait Islander Studies},
	author = {Peters-Little, Frances},
	year = {2000},
	keywords = {Defining Aboriginality, communities, community},
}



@incollection{walter_aboriginal_2019,
	address = {Docklands, Victoria, Australia},
	edition = {Fourth edition},
	title = {Aboriginal and {Torres} {Strait} {Islander} {Community}-based {Research}},
	isbn = {978-0-19-031011-0},
	booktitle = {Social research methods},
	publisher = {Oxford University Press},
	author = {Lovett, R and Muwadda, L and Lee, V},
	editor = {Walter, Maggie},
	year = {2019},
	keywords = {New Zealand, Research, Research Methodology, Social sciences},
	pages = {113--33},
}



@incollection{price_long_2015,
	address = {Port Melbourne, VIC},
	title = {A long, slow dance: {The} nation’s history.},
	isbn = {978-1-107-47742-1},
	abstract = {This text provide students with a comprehensive guide to Aboriginal and Torres Strait Islander Australia. The result of extensive research and experience, it offers fresh insights into a range of topics and, most importantly, is written by Aboriginal and Torres Strait Islander academics. It addresses topics ranging from history and reconciliation, to literature and politics, toart, sport and health. It presents social, cultural and political perspectives on these areas in a manner that is accessible to undergraduate students from a range of backgrounds and academic disciplines. Each chapter opens with a precis of the author's journey to engage students and offer them an insight into the author's experiences. These authentic voices encourage students to think about the wider issues surrounding each chapter and their real-life implications. This text emphasises the importance of relationships between non-Indigenous and Aboriginal and Torres Strait Islander cultures},
	booktitle = {Knowledge of life: {Aboriginal} and {Torres} {Strait} {Islander} {Australia}},
	publisher = {Cambridge University Press},
	author = {Kinnane, S},
	editor = {Price, Kaye},
	year = {2015},
	keywords = {Aboriginal Australians, Australian, Government relations, Health and hygiene, History, Legal status, laws, etc, Politics and government, Social conditions, Social life and customs, Study and teaching (Higher), Torres Strait Islanders},
	pages = {1--25},
}



@incollection{sherwood_thousand_1982,
	address = {Perth [W.A.]},
	series = {Perspectives in multicultural education},
	title = {A thousand {Aboriginal} teachers by 1990.},
	isbn = {978-0-908469-18-5},
	number = {v. 2},
	booktitle = {Aboriginal education: issues and innovations},
	publisher = {Creative Research},
	author = {Hughes, P and Willmot, E},
	editor = {Sherwood, John},
	year = {1982},
	keywords = {Aboriginal Australians, Australian Aborigines. Education. Essays, Education, Teachers, Teachers and community, Training of},
	pages = {45--49},
}



@incollection{scevak_another_2007,
	address = {Camberwell, Vic.},
	title = {Another world, not a brave new world: {Is} there a place for {Aboriginal} people in higher education?},
	isbn = {978-0-86431-414-7},
	abstract = {Entering university study as a mature-aged student is a life-changing event. Mature-aged students face many challenges as they try to balance study commitments with the demands of work and family. This book acknowledges the very personal journerys that mature-aged students take when they embark on university study. This book goes beyond the 'how to' of university life to give a deeper understanding of the experience that lies ahead. It provides prospective mature-aged students with strategies and skills for a successful learning experience and for managing life with study.},
	language = {eng},
	booktitle = {Stepping stones: a guide for mature-aged students at university / edited by {Jill} {Scevak} and {Robert} {Cantwell}.},
	publisher = {ACER Press},
	author = {Gilbert, Stephanie},
	editor = {Scevak, Jill Janina and Cantwell, Robert Harley},
	year = {2007},
	keywords = {Admission, Adult college students, Australia; College students, Australia; Universities and colleges},
}



@article{herbert_ceaselessly_2012,
	title = {"{Ceaselessly} circling the centre": {Historical} contextualization of indigenous education within {Australia}},
	volume = {41},
	shorttitle = {"{Ceaselessly} circling the centre"},
	doi = {10.1108/08198691311269484},
	abstract = {Purpose ‐ The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery
in this country has been used to position the nation's "first peoples" within a context of centre/periphery thinking. Design/methodology/approach ‐ The paper established an overview of the educational service provision for indigenous Australians through a review of
archival materials, historical texts and education reports. This information was then aligned with the data gathered through face-to-face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous
experience. Findings ‐ The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of
lens provided through interviews/meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country. Originality/value ‐ This paper provides an historical overview of indigenous Australian
education that, in clarifying some of the connections and ruptures between "centre and periphery", provides valuable insights into the full diversity of the indigenous historical experience in Australian education.},
	number = {2},
	journal = {History of Education Review},
	author = {Herbert, Jeannie},
	year = {2012},
	keywords = {Australian aboriginals, Education, Empowerment, History, Indigenous studies},
	pages = {91--103},
}



@article{acton_conversations_2017,
	title = {Conversations on cultural sustainability: stimuli for embedding {Indigenous} knowledges and ways of being into curriculum},
	volume = {36},
	issn = {0729-4360},
	shorttitle = {Conversations on {Cultural} {Sustainability}},
	url = {https://www.tandfonline.com/doi/full/10.1080/02188790903097505},
	doi = {http://dx.doi.org/10.1080/07294360.2017.1325852},
	abstract = {While Australian higher education agendas and literature prioritise Indigenous knowledges and perspectives across policy, curriculum and pedagogy, enacting this in practice remains problematic and contentious. Often the result is the inclusion of simplified Indigenous knowledges, rather than sustained engagement with and embedding of multiple and "messy" ontological and epistemological positions. This paper explores ways of engaging with this "messiness." Taking messiness as a focal point within our own context of teacher education at a regional university, this agenda and tension inform an ongoing dialogue about ways of assuring a conscious approach to cultural sustainability to embed, value and foreground Indigenous knowledges and ways of being and doing in curriculum. This endeavour can be conceptualised as a heuristic project, an ongoing conversation in response to multiple stimuli rather than a fixed endpoint or framework. In response to this exploration, this paper presents the stimuli for our conversation: situated, plural and reflexive knowledges that work together in inherently relational ways to nourish the cultural sustainability of Indigenous knowledges.},
	number = {7},
	journal = {Higher Education Research and Development},
	author = {Acton, Renae and Salter, Peta and Lenoy, Max and Stevenson, Robert},
	year = {2017},
	keywords = {Critical Theory, Cultural Education, Definitions, Educational Practices, Educational Principles, Educational Strategies, Epistemology, Higher Education, Indigenous Knowledge, Integrated Curriculum, Regional Schools, Sustainability, Teaching Methods},
	pages = {1311--1325},
}



@book{martin_please_2008,
	address = {Teneriffe, Qld},
	title = {Please knock before you enter: {Aboriginal} regulation of outsiders and the implications for researchers},
	isbn = {978-1-921214-37-0},
	shorttitle = {Please knock before you enter},
	abstract = {"The regulation of Outsiders to Aboriginal Country is theorised by scholars as invasion and contact, race relations, frontiers and acculturation. In these theories Aboriginal People are represented as powerless and hopeless in the face of their inevitable assimilation. Aboriginal regulation of Outsiders is rarely investigated for Aboriginal agency. This research study investigated the agency of a Rainforest Aboriginal Community, the Burungu, Kuku-Yalanji of Far North Queensland, Australia in the regulation of Outsiders to their Country of past, present and future. A major feature of this research study is its development of an Indigenist research paradigm founded on the principles of cultural respect and cultural safety and embedded in Aboriginal ontology, epistemology and axiology. It is through an ontological premise of relatedness and with the use of traditional devices such as First Stories and visual Stories that this Indigenist research paradigm makes transparent the assumptions, theory, methodology and ethics of the research study."--Provided by publisher},
	publisher = {Post Pressed},
	author = {Martin, Karen Lillian},
	year = {2008},
	keywords = {Aboriginal Australians, Cape York Peninsula (Qld SC54, SD54, SD55), Cultural property, Cultural protocols, Cultural protocols - Welcome to Country, Culture - Theory and criticism - Postcolonial, Customary law, Discourse analysis - Theory and criticism, Economic sectors - Tourism, Government policy - State and territory - Queensland, History - Cultural - Origins, Indigenous knowledge, Kuku Yalanji / Gugu Yalandji people (Y78) (Qld SD55-13), Legal status, laws, etc, Northeast Queensland (NE Qld SE55), Nunukul / Noonuccal people (E21) (Qld SG56-15), Protection, Race relations - Power relations, Race relations - Representation - History, Research - Ethics, Research - Methodology and techniques, Sacred sites (Aboriginal Australian), Settlement and contacts, Social life and customs},
}



@book{beresford_reform_2012,
	address = {Crawley, W.A},
	edition = {Fully rev. ed},
	title = {Reform and resistance in aboriginal education: {The} {Australian} experience},
	isbn = {978-1-74258-389-1},
	shorttitle = {Reform and resistance in aboriginal education},
	abstract = {This revised edition of Reform and Resistance in Aboriginal Education takes a fresh look at the challenges and achievements that have occurred in this important area since the book's original release in 2003. Interest in Aboriginal education in Australia has increased through federal government policy commitments arising out of the 2007 national apology and the 'Closing the Gap' commitment by state and federal governments. As a result of the increased awareness which led to these initiatives, there have been a number of state and federal government responses giving prominence to Aboriginal education as a public policy and educational issue. Examining the impact of initiatives - such as the 'Shared Responsibility Agreements,' the 'Follow the Dream' program, the 'NT Intervention,' and Noel Pearson's blueprint for educational reform on Cape York - Reform and Resistance in Aboriginal Education provides a comprehensive look at the effects on Indigenous students of these reform efforts. Experts in various fields provide well-researched and strongly-argued chapters on family, language, health, attendance, classroom management, and the criminal justice system. The book presents programs and approaches that work, ensuring that this updated edition will remain an invaluable reference.},
	publisher = {UWA Publishing},
	editor = {Beresford, Quentin and Partington, Gary and Gower, Graeme},
	year = {2012},
	keywords = {Education, Educational change, Youth, Aboriginal Australian},
}



@book{frawley_cultural_2020,
	title = {Cultural competence and the higher education sector: {Australian} perspectives, policies and practice},
	isbn = {9789811553615},
	shorttitle = {Cultural {Competence} and the {Higher} {Education} {Sector}},
	url = {https://www.springer.com/gp/book/9789811553615},
	abstract = {This open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.},
	language = {English},
	publisher = {Springer},
	editor = {Frawley, Jack and Russell, Gabrielle and Sherwood, Juanita},
	year = {2020},
	keywords = {Higher Education, cultural competence},
}



@article{maxwell_re-creation_2018,
	title = {The re-creation and resolution of the ‘problem’ of {Indigenous} education in the {Aboriginal} and {Torres} {Strait} {Islander} cross-curriculum priority},
	volume = {45},
	copyright = {The Australian Educational Researcher is a copyright of Springer, (2018). All Rights Reserved.},
	issn = {03116999},
	url = {https://search.proquest.com/docview/1992787415/abstract/315E1E24E4E24CA8PQ/1},
	doi = {http://dx.doi.org/10.1007/s13384-017-0254-7},
	abstract = {This paper focuses on the ‘problem’ of Aboriginal and Torres Strait Islander education represented in the Australian Curriculum’s Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Looking beyond particular curriculum content, we uncover the policy discourses that construct (and reconstruct) the cross-curriculum priority. In the years after the Australian Curriculum’s creation, curriculum authors have moulded the priority from an initiative without a clear purpose into a purported solution to the ‘Indigenous problem’ of educational underachievement, student resistance and disengagement. As the cross-curriculum priority was created and subsequently reframed, the ‘problem’ of Aboriginal and Torres Strait Islander education has thereby been manifested in policy, strategised as curriculum content and precipitated in the cross-curriculum priority. These policy problematisations perpetuate contemporary racialisation and actively construct Aboriginal and Torres Strait Islander people, histories and knowledges as deficient.},
	language = {English},
	number = {2},
	urldate = {2020-10-30},
	journal = {Australian Educational Researcher},
	author = {Maxwell, Jacinta and Lowe, Kevin and Salter, Peta},
	year = {2018},
	keywords = {Aboriginal and Torres Strait Islander education, Australian curriculum, Cross-curriculum priority, Indigenous education, Policy problematisation},
	pages = {161--177},
}



@article{munns_seeding_2013,
	title = {Seeding success: {Schools} that work for {Aboriginal} students},
	volume = {42},
	issn = {1326-0111, 2049-7784},
	shorttitle = {Seeding {Success}},
	url = {https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/seeding-success-schools-that-work-for-aboriginal-students/1C3AED12D1343840981A78E3AF9779FC},
	doi = {10.1017/jie.2013.6},
	abstract = {This article reports on a large mixed methods research project that investigated the conditions of success for Aboriginal school students. The article presents the qualitative case study component of the research. It details the work of four schools identified as successful for Aboriginal students with respect to social and academic outcomes, and showed what was common and contextually different in their relationships with community and their approaches to curriculum and pedagogy. The article shows there were eight common themes that emerged in the analysis of the schools’ approaches, and these themes are considered key indicators of the ‘seeding success’.},
	language = {en},
	number = {1},
	urldate = {2020-11-02},
	journal = {The Australian Journal of Indigenous Education},
	author = {Munns, Geoff and O'Rourke, Virginia and Bodkin-Andrews, Gawaian},
	year = {2013},
	keywords = {Aboriginal Australians--Education, Aboriginal school students, Academic achievement--Evaluation, Education--Curricula, curriculum, pedagogy, success factors},
	pages = {1--11},
}



@article{fforde_discourse_2013,
	title = {Discourse, deficit and identity: {Aboriginality}, the race paradigm and the language of representation in contemporary {Australia}},
	volume = {149},
	issn = {1329-878X},
	shorttitle = {Discourse, {Deficit} and {Identity}},
	url = {https://doi.org/10.1177/1329878X1314900117},
	doi = {10.1177/1329878X1314900117},
	abstract = {Deficit discourse is expressed in a mode of language that consistently frames Aboriginal identity in a narrative of deficiency. It is interwoven with notions of ‘authenticity’, which in turn adhere to models of identity still embedded within the race paradigm, suffering from all of its constraints but perniciously benefiting from all of its tenacity. Recent work shows that deficit discourse surrounding Aboriginality is intricately entwined within and across different sites of representation, policy and expression, and is active both within and outside Indigenous Australia. It thus appears to exhibit all the characteristics of what Foucault has termed a discursive formation, and its analysis requires a multi-disciplinary approach. Developing research overseas on the prevalence and social impact of deficit discourse indicates a significant link between discourse surrounding indigeneity and outcomes for indigenous peoples. However, while there is emerging work in this field in Aboriginal education, as well as a growing understanding of the social impact of related behaviours such as lateral violence, the influence of deficit discourse is significantly under-theorised and little understood in the Indigenous Australian context. This article will problematise the issues and explore theory and methods for change.},
	language = {en},
	number = {1},
	urldate = {2020-10-30},
	journal = {Media International Australia},
	author = {Fforde, Cressida and Bamblett, Lawrence and Lovett, Ray and Gorringe, Scott and Fogarty, Bill},
	year = {2013},
	keywords = {Aboriginal Australians--Ethnic identity, Discourse analysis, Foucault, Michel},
	pages = {162--173},
}



@incollection{calma_perilous_2009,
	address = {Sydney},
	title = {The perilous state of {Indigenous} languages in {Australia}},
	url = {https://humanrights.gov.au/our-work/chapter-3-introduction-social-justice-report-2009},
	urldate = {2020-11-02},
	booktitle = {Social {Justice} {Report} 2009},
	publisher = {Australian Human Rights Commission},
	author = {Calma, Tom},
	year = {2009},
}



@article{green_claiming_2018,
	title = {Claiming the space, creating the future},
	volume = {62},
	copyright = {© Australian Council for Educational Research 2018},
	issn = {00049441},
	url = {https://search.proquest.com/docview/2159777617/abstract/FF8F587386C14BE4PQ/1},
	doi = {http://dx.doi.org/10.1177/0004944118802594},
	abstract = {Abstract
Academia is a world based on individualism and competitiveness, which for Indigenous peoples, and particularly Indigenous women, is culturally unsafe. Furthermore, whilst the academy is rushing forward to be inclusive of Indigenous peoples, cultures and knowledges, it does so whilst still maintaining its structures of white, patriarchal privilege. Hence, the academy is a place that frequently leaves Indigenous women feeling isolated and patronised and questioning if there is a place for them. However, despite the barriers and the obstacles of academia, Indigenous women continue to enter and carve out a place for themselves and for other Indigenous women. This article, through the words of each of the three women, will explore their experiences as an Associate Professor and two PhD students on their journeys of claiming their places within the academia as Indigenous women. In the recent past, each of these women has separately and together worked to create and claim their places within the academy. This article will conclude with advice for the upcoming generations of Indigenous women academics on how to stand strong and, most importantly, in solidarity with one another.},
	language = {English},
	number = {3},
	urldate = {2020-11-02},
	journal = {Australian Journal of Education},
	author = {Green, Sue and Russ-Smith, Jessica and Tynan, Lauren},
	year = {2018},
	keywords = {Indigenous education, Indigenous knowledges, Indigenous women, White fragility, higher education, racism},
	pages = {256},
}



@article{arens_self-concept_2014,
	title = {Self-concept of {Indigenous} and non-{Indigenous} {Australian} students: {Competence} and affect components and relations to achievement},
	volume = {32},
	issn = {1041-6080},
	shorttitle = {Self-concept of {Indigenous} and non-{Indigenous} {Australian} students},
	doi = {10.1016/j.lindif.2014.03.019},
	abstract = {Previous research on differences and similarities in self-concept of Indigenous and non-Indigenous Australian students did not consider the possible differentiation between competence and affect components. As a result, it is unknown whether previously found differences between Indigenous and non-Indigenous students' self-concepts are the result of their beliefs about their abilities or their feelings about specific domains. Thus, the present study aims to examine and compare the structure, the mean levels, and the relations to achievement measures of Indigenous and non-Indigenous Australian students' self-concepts in academic and non-academic domains when taking the competence–affect separation into account. Self-concepts in math, English, school, physical ability, and art were measured with 1809 secondary school students including 343 Indigenous students. For Indigenous and non-Indigenous students, confirmatory factor analyses demonstrated that all self-concept facets measured could be separated into competence and affect components although the correlations between competence and affect components were high, particularly for art and physical ability self-concepts. Non-Indigenous students demonstrated higher levels of school competence, English competence, English affect, and math competence self-concepts. Indigenous students displayed higher levels of physical ability competence self-concept while no group differences could be found for school affect, math affect, physical ability affect, and art competence and art affect self-concepts. Invariance tests revealed an invariant factor structure and invariant relations between the multiple self-concept facets and achievement factors across Indigenous and non-Indigenous students. Hence, the present study adds to our understanding of the similarities and differences regarding Indigenous and non-Indigenous Australian students' self-concepts.},
	journal = {Learning and Individual Differences},
	author = {Arens, A. Katrin and Bodkin-Andrews, Gawaian and Craven, Rhonda G. and Yeung, Alexander Seeshing},
	year = {2014},
	keywords = {Achievement relations, Affect self-perceptions, Competence self-perceptions, Indigenous students, Self-concept},
	pages = {93--103},
}



@article{rahman_belonging_2013,
	title = {Belonging and learning to belong in school: {The} implications of the hidden curriculum for indigenous students},
	volume = {34},
	issn = {0159-6306},
	shorttitle = {Belonging and {Learning} to {Belong} in {School}},
	doi = {10.1080/01596306.2013.728362},
	abstract = {This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the "white" dominant culture values and practices, and that it is generally those who don't have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students "… need to feel that schools belong to them as much as any child" and that to "… move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom." This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school.},
	language = {en},
	number = {5},
	urldate = {2020-11-02},
	journal = {Discourse: Studies in the Cultural Politics of Education},
	author = {Rahman, Kiara},
	year = {2013},
	keywords = {Academic Achievement, Biculturalism, Cultural Awareness, Cultural Differences, Culturally Relevant Education, Disadvantaged, Educational Strategies, Guidelines, Hidden Curriculum, Indigenous Populations, Native Language, Student School Relationship, Uncommonly Taught Languages, Whites},
	pages = {660--672},
}



@article{walter_politics_2010,
	title = {The politics of the data: {How} the {Australian} statistical {Indigene} is constructed},
	volume = {3},
	copyright = {Copyright (c)},
	issn = {1837-0144},
	url = {https://doi.org/10.5204/ijcis.v3i2.51},
	doi = {https://doi.org/10.5204/ijcis.v3i2.51},
	abstract = {The International Journal of Critical Indigenous Studies disseminates scholarship across the Humanities, Social Sciences, Health Sciences, Law and Education in the field of Indigenous Studies. Indigenous scholars from around the world share common experiences of colonisation. Our collective politics have been shaped by our intellectual traditions which inform our work within the academy.},
	language = {en},
	number = {2},
	urldate = {2020-11-02},
	journal = {International Journal of Critical Indigenous Studies},
	author = {Walter, Maggie M.},
	year = {2010},
	pages = {45--56},
}



@article{nakata_cultural_2007,
	title = {The {Cultural} {Interface}},
	volume = {36},
	issn = {1326-0111, 2049-7784},
	url = {https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/the-cultural-interface/B8321A596C2BFF62FA6B81E7F214BC38},
	doi = {10.1017/S1326011100004646},
	abstract = {For a while now I have been researching and writing about Australian Indigenous education issues. Like you all, I have seen much good work and learnt much from what is going on across the country and internationally to improve outcomes for Indigenous learners in formal education processes. And still we go on with the struggle and with the limitations that Western sciences and practices place on us in the process. This paper draws together theoretical propositions from the work we have been progressing for the higher education sector over the past decade and to point to some foundational principles that can help establish some early beginnings with Indigenous education as a discipline in the higher education sector.},
	language = {en},
	number = {S1},
	urldate = {2020-11-02},
	journal = {The Australian Journal of Indigenous Education},
	author = {Nakata, Martin},
	year = {2007},
	keywords = {Australian Indigenous education, higher education},
	pages = {7--14},
}



@techreport{dodson_assimilation_1996,
	address = {[Canberra]},
	title = {Assimilation versus self-determination : {No} contest},
	url = {http://hdl.handle.net/1885/9870},
	abstract = {H.C.(Nugget) Coombs is known as the whitefella's most senior elder. In the Foreword to his book, Aboriginal Autonomy, in 1994 I wrote the following: On the morning just prior to the commencement of the meeting, Nugget Coombs, who had been invited to attend, arrived to wish us well and briefly renew acquaintances with many old Aboriginal and Islander friends. There were warm greetings and well wishing until shortly Nugget departed. A young Aboriginal man of perhaps 16 or 17 years inquired of me as to 'who was that old man?' My response was, 'that old man must be respected; he is the whitefella's most senior elder. The context of these comments was the Eva Valley meeting in 1993, when the Indigenous people met to discuss the proposed legislative response to the High Court's native title decision. That old man wished us well in our deliberations - the High Court recognised our rights to our land under Indigenous law. It was an act of justice that in shaping an entire environment of thought and understanding to which this man made such a substantial contribution, he was there, still fighting, still holding hope, still with us. Why does this man, this whitefella, draw such respect and love from all Indigenous Australians who know his story? We honour him as a 'senior man', an 'elder'; we honour him in our terms - because he has always honoured us in ours. He has always seen who we are and listened to our voices. The greatness of Nugget Coombs lies in the fact that he did this at a time when it was fashionable to simply tell us what to do, to tell us what the whitefella wanted and what the whitefella expected of us. There has been much discussion of late about assimilation and self­ determination and I intend to add to the discussion. The really essential difference between the two tracks assimilation and self-determination and the difference that Nugget Coombs made to Aboriginal Affairs in Australia is revealed in the following statement by Paul Hasluck: We do not want a submerged caste or any other social pariahs in our community but want a homogeneous society. Assimilation was then, just as it is now, about what whitefellas want. First, what they want for themselves and second, what they want for us. I believe that the real essence of Nugget's contribution is that he cared about us, thought about what we wanted, what we saw as our futures, what is our concept of what is our place in our country. Nugget's achievements are testimony to this fact. His work is proof of the rewards of developing policy within a broader social context. Nugget's understanding of the importance of the principle of self-determination to effect and appropriate policy making in Aboriginal affairs is, I believe, echoed in his work in the arts and at the Reserve Bank. Nugget was responsible, for example, for the establishment of the Aboriginal Arts Board which was set up in 1973. That signalled the beginning of Indigenous control of public funding for the arts. It was also an example of Nugget's keenness to see Australians include 'Aboriginality' within their sense of national heritage-a genuine act of inclusion. Nugget's integrated approach to policy development is also illustrated by his appointment to the chair of the Australian Conservation Foundation. In this position Nugget was informed by his interest in environmental matters and their connection with Indigenous rights. In the current climate of fiscal restraint and the deficit black hole (I sometimes wonder why it has to be black) Nugget Coombs' approach to public policy has much to offer. Today, Nugget's ways could well be seen as radical. Nugget once said that the power of Indigenous elders may not amount to more than a right to be consulted and listened to with respect. I am not saying we should all agree with Nugget's ways-what I am saying is that now, more than ever before, we should listen to what he has to say and take lessons from his understanding.},
	urldate = {2020-11-02},
	institution = {ANU, North Australia Research Unit (NARU)},
	author = {Dodson, Mick},
	year = {1996},
}



@article{bunda_indigenous_2002,
	title = {Indigenous higher education : {Myths}, cuts and obvious decline.},
	shorttitle = {Indigenous higher education},
	abstract = {Participation of Indigenous Australians in the higher education sector is contracting at a rate never before experienced. The authors examine recent trends, the policy changes driving them, and the immediate priorities for reversing the decline.},
	language = {EN},
	urldate = {2020-10-30},
	journal = {Campus Review},
	author = {Bunda, T. and McConville, G.},
	year = {2002},
	keywords = {Aboriginal education, Aboriginal students, Educational policy, Educational trends, Higher education, Participation, Student financial aid, University students, Vocational education},
	pages = {13},
}



@article{burgess_decolonising_2020,
	title = {Decolonising {Indigenous} education: {The} case for cultural mentoring in supporting {Indigenous} knowledge reproduction},
	volume = {0},
	issn = {0159-6306},
	shorttitle = {Decolonising {Indigenous} education},
	url = {https://doi.org/10.1080/01596306.2020.1774513},
	doi = {10.1080/01596306.2020.1774513},
	abstract = {Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for teachers, shifting the narrative away from racialised discourses about Aboriginal peoples to acknowledging Aboriginal educators as sovereign peoples. Key findings reveal that teachers’ growing understanding of the ongoing impact of colonisation on Aboriginal families resulted in increased confidence in building relationships with Aboriginal communities, Country and students and implementing culturally responsive curriculum and pedagogies. The DRT analysis also raises serious questions about systemic challenges to be addressed if Aboriginal student outcomes are to improve.},
	number = {0},
	urldate = {2020-10-30},
	journal = {Discourse: Studies in the Cultural Politics of Education},
	author = {Burgess, Catherine and Bishop, Michelle and Lowe, Kevin},
	year = {2020},
	keywords = {Aboriginal education, Decolonising Race Theory, Indigenous, cultural mentoring, culturally responsive schooling, teacher professional learning},
	pages = {1--14},
}



@article{bishop_what_2020,
	title = {What are the personal attributes a teacher needs to engage {Indigenous} students effectively in the learning process? {Re}-viewing the literature},
	volume = {62},
	issn = {0013-1881},
	shorttitle = {What are the personal attributes a teacher needs to engage {Indigenous} students effectively in the learning process?},
	url = {https://doi.org/10.1080/00131881.2020.1755334},
	doi = {10.1080/00131881.2020.1755334},
	abstract = {Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making.Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature.Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action.Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.},
	number = {2},
	urldate = {2020-10-22},
	journal = {Educational Research},
	author = {Bishop, Michelle and Durksen, Tracy L.},
	year = {2020},
	keywords = {Indigenous students, education, literature review, personal attributes, teacher motivation, teacher ontology},
	pages = {181--198},
}



@article{bishop_dont_2020,
	title = {‘{Don}’t tell me what to do’ encountering colonialism in the academy and pushing back with {Indigenous} autoethnography},
	issn = {0951-8398},
	url = {https://doi.org/10.1080/09518398.2020.1761475},
	doi = {10.1080/09518398.2020.1761475},
	abstract = {As an Aboriginal woman critiquing Australia’s education system as a site of ongoing colonialism, I aim to actively resist the temptation to perform research within Western hegemonic research paradigms, and instead seek ways to disrupt normative research practices with the what, how, and why of research. In this paper, I utilise Indigenous autoethnography as a cultural imperative to ‘walk my talk’, embedding an autoethnographic dataset of reflection, poetry, emotion, and subjective blurting in response to my experiences of colonialism in the academy. Indigenous autoethnography allows a space from which I can expose (and resist) the abnormality of the ‘normal’; fulfil cultural, ethical and relational obligations; and recentre axiology and ontology as a starting place for research. This paper seeks to contribute to the small but growing literature on Indigenous autoethnography, to offer another pathway for Indigenous scholars to follow, as well as illuminate normative research practices for non-Indigenous researchers.},
	urldate = {2020-10-22},
	journal = {International Journal of Qualitative Studies in Education},
	author = {Bishop, Michelle},
	year = {2020},
	keywords = {Indigenous autoethnography, Indigenous knowledges, colonialism, decolonising methodologies, education},
	pages = {1--12},
}



@article{tynan_disembodied_2019,
	title = {Disembodied experts, accountability and refusal: an autoethnography of two (ab){Original} women},
	volume = {25},
	issn = {1323-238X},
	shorttitle = {Disembodied experts, accountability and refusal},
	url = {https://doi.org/10.1080/1323238X.2019.1574202},
	doi = {10.1080/1323238X.2019.1574202},
	language = {English},
	number = {2},
	urldate = {2020-11-02},
	journal = {Australian Journal of Human Rights},
	author = {Tynan, Lauren and Bishop, Michelle},
	year = {2019},
	keywords = {Indigenous autoethnography, development, disembodied expert, education, refusal, whiteness},
	pages = {217--231},
}



@article{page_tactics_2019,
	title = {Tactics or strategies? {Exploring} everyday conditions to facilitate implementation of an {Indigenous} graduate attributes project},
	volume = {41},
	issn = {1360-080X},
	shorttitle = {Tactics or {Strategies}?},
	doi = {10.1080/1360080X.2019.1609390},
	abstract = {In 2017 Universities Australia (UA), the peak body representing Australian universities released its "Indigenous Strategy 2017-2020." The document unites universities together in common goals for Indigenous achievement, filling a notable gap in the Australian higher education landscape. The "Strategy" outlines a comprehensive plan for enhanced Indigenous outcomes in critical areas of higher education including student access and success, graduate research, and community engagement. This paper focuses on the implementation of Indigenous curriculum for all Australian university graduates which is a key aspect of the "Strategy." The changing Indigenous higher education landscape invites the nuanced analysis that critical examination of universities, as organisations, might elicit. Drawing on de Certeau's notion of tactics and strategies, the paper examines the policy and cultural climate of an Australian university which supports an Indigenous Graduate Attribute curriculum project.},
	language = {en},
	number = {4},
	urldate = {2020-11-02},
	journal = {Journal of Higher Education Policy and Management},
	author = {Page, Susan and Trudgett, Michelle and Bodkin-Andrews, Gawaian},
	year = {2019},
	keywords = {Academic Achievement, College Administration, College Graduates, Curriculum Implementation, Indigenous Knowledge, Minority Group Students, Outcomes of Education, Power Structure, School Culture, Strategic Planning, Universities, graduate attributes, higher education, policy},
	pages = {390--403},
}



@article{page_creating_2019,
	title = {Creating a degree-focused pedagogical framework to guide {Indigenous} graduate attribute curriculum development},
	volume = {78},
	issn = {0018-1560},
	doi = {10.1007/s10734-018-0324-4},
	abstract = {Globally, rapid technological advancement is creating widespread concern about workforces of the future, and universities are expected to produce highly skilled graduates to meet the unremitting demands of knowledge economies. In this context, graduate attributes are a means for developing employability skills and an avenue for institutions to demonstrate to employers and potential graduates that the requisite skills will be developed during a degree. To meet these needs, graduate attributes tend to emphasise a range of generic abilities such as team work, communicating effectively, or critical thinking. While these soft skills are common in suites of graduate attributes, more recently, a next generation of attributes is emerging. The curriculum has now become a site for critical global issues such as sustainability. Also, globalisation is driving universities to foster graduates' intercultural and international skills, reflecting a diversifying and internationalised workforce. In Australian universities, and those in other colonised nations such as Canada and New Zealand, there is a growing emphasis on ensuring that graduates engage with Indigenous content and develop the capacity to work effectively with and for Indigenous peoples to address inequities and promote social justice. Using a case example from an Australian university curriculum project, we describe a degree framework developed to guide the institution wide implementation of Indigenous graduate attributes. Although the case context is quite specific, the guiding principles have widespread relevance for embedding graduate attributes into university curricula.},
	language = {en},
	number = {1},
	urldate = {2020-11-02},
	journal = {Higher Education: The International Journal of Higher Education Research},
	author = {Page, Susan and Trudgett, Michelle and Bodkin-Andrews, Gawaian},
	year = {2019},
	keywords = {College Curriculum, College Graduates, Culturally Relevant Education, Curriculum Development, Indigenous Knowledge, Indigenous Populations, Student Characteristics},
	pages = {1--15},
}



@article{brown_indigenous_2019,
	title = {Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum},
	volume = {55},
	issn = {1440-7833},
	url = {https://doi.org/10.1177/1440783318794295},
	doi = {10.1177/1440783318794295},
	abstract = {In this article, I argue that settler colonial violence is manifest both in the experiences of Indigenous young people in their engagement with the education system, and in the fact that despite a decade of targeted efforts to close the gap in Indigenous educational ‘disadvantage’ – it still remains. Drawing on a small qualitative study undertaken with Indigenous high school students from across New South Wales, Australia, this research reveals that the dismissal of Indigenous knowledge, stories and perspectives within the classroom is reflective of the broader absence in education policy of a critical engagement with the past and how it impacts both the present and the future. Before concluding, I bring settler colonial theory in relation to sociologist Johan Galtung’s conceptualisation of violence to put forward a complex reading of Indigenous educational disadvantage as a product of colonial dispossession.},
	language = {en},
	number = {1},
	urldate = {2020-10-30},
	journal = {Journal of Sociology},
	author = {Brown, Lilly},
	year = {2019},
	keywords = {Indigenous education, Indigenous studies, Indigenous youth, education, educational sociology, justice, social justice, sociological theory, youth},
	pages = {54--71},
}



@article{bodkin-andrews_working_2019,
	title = {Working towards accountability in embedding {Indigenous} studies: {Evidence} from an {Indigenous} graduate attribute evaluation instrument},
	volume = {63},
	issn = {0004-9441},
	shorttitle = {Working towards accountability in embedding {Indigenous} studies},
	url = {https://doi.org/10.1177/0004944119863927},
	doi = {10.1177/0004944119863927},
	abstract = {Whilst Indigenous Graduate Attributes – or the embedding Indigenous cultural competencies within broad graduate attributes – are becoming increasingly popular within some universities, it is essential that universities be held accountable for the realisation of such policies. Considering that Australian Indigenous Studies – an essential component of Indigenous Graduate Attributes – is a highly contested space where colonial and Indigenous knowledges collide, this article presents evidence from analyses, engaging with Indigenous Standpoints, aimed at evaluating critically the degree to which university subjects may contribute to the realisation of Indigenous Graduate Attributes. Results identify not only an array of psychometrically sound factors which measure Student Knowledges and Attitudes to Indigenous Issues as well as Applied Indigenous Learning, but also indicate that the embedding of Australian Indigenous Studies content may vary across disciplines. In addition, results show that the impact of such embedding on student attitudes also varies greatly according to discipline, with positive, negative, and contradicting results across disciplines. These findings strongly suggest that any commitment to embedding Indigenous Graduate Attributes must be monitored very carefully.},
	language = {en},
	number = {2},
	urldate = {2020-10-30},
	journal = {Australian Journal of Education},
	author = {Bodkin-Andrews, Gawaian and Page, Susan and Trudgett, Michelle},
	year = {2019},
	keywords = {Australian Indigenous Studies, Indigenous Graduate Attributes, Indigenous standpoints, colonisation, confirmatory factor analysis, higher education},
	pages = {232--260},
}



@article{bishop_decolonising_2019,
	title = {Decolonising schooling practices through relationality and reciprocity: embedding local {Aboriginal} perspectives in the classroom},
	volume = {0},
	issn = {1468-1366},
	shorttitle = {Decolonising schooling practices through relationality and reciprocity},
	url = {https://doi.org/10.1080/14681366.2019.1704844},
	doi = {10.1080/14681366.2019.1704844},
	abstract = {Indigenous communities share concerns related to power, tokenism, and the reproduction of patterns of privilege and discrimination within formal schooling systems. These are issues that were central to ambitions of the Culture, Community and Curriculum Project (CCCP), the focus of this paper. The CCCP was a three-year ‘pilot’ study that accepted from the outset that Aboriginal parents and community members should have a genuine and meaningful role in education-related decision making and practices. We report on the processes and experiences of community members and teachers as they drew on local expertise to embed contextually responsive perspectives, knowledges, and ways of teaching that met national curriculum requirements, while concurrently fostering learners’ critical social consciousness. We hope to illustrate how and why the embedding of local Aboriginal perspectives has enriched the learning experiences for all involved, whilst highlighting some of the challenges of such an approach being genuinely taken up more widely.},
	number = {0},
	urldate = {2020-11-02},
	journal = {Pedagogy, Culture \& Society},
	author = {Bishop, Michelle and Vass, Greg and Thompson, Katherine},
	year = {2019},
	keywords = {Decolonising, Indigenous education, community engagement, culturally responsive pedagogy, professional learning, relationality},
	pages = {1--19},
}



@article{mooney_yarning_2018,
	title = {Yarning up: {Stories} of challenges and success},
	volume = {62},
	copyright = {© Australian Council for Educational Research 2018},
	issn = {00049441},
	shorttitle = {Yarning up},
	url = {https://search.proquest.com/docview/2159776895/abstract/6C8DA2666F3B4F41PQ/1},
	doi = {http://dx.doi.org/10.1177/0004944118803403},
	abstract = {This paper explores the lives of three New South Wales Aboriginal women, mothers, artists and academics. It will identify the women’s success in academia as demonstrated by their pathways to education, employment, job satisfaction, commitment and leadership experiences. In addition, the challenges they have faced, together with balancing family and community commitments and the importance and influence of mentors who assisted them on their pathway to success will be discussed. They employ Aboriginal methodologies that privilege Aboriginal ways of being, knowing and doing utilising a yarning methodology which is a culturally appropriate conversational process of sharing stories to develop knowledge and educate younger generations. In this way, they generate new knowledge on what works and why for Aboriginal women in academia, identifying historical pathways and platforms to success, revealing common significant influences in order to uncover key drivers of success and aspects of cultural and social life, which have enabled them as Aboriginal women to succeed.},
	language = {English},
	number = {3},
	urldate = {2020-11-02},
	journal = {Australian Journal of Education},
	author = {Mooney, Janet and Riley, Lyn and Blacklock, Fabri},
	year = {2018},
	keywords = {Aboriginal Australians--Education, Aboriginal methodologies, Aboriginal women, Australian Research Council, Higher education, Indigenous women, Research--Methodology, academia, challenges, leadership, success, yarning},
	pages = {266},
}



@article{locke_wirrawi_2018,
	title = {Wirrawi {Bubuwul} – {Aboriginal} women strong},
	volume = {62},
	copyright = {© Australian Council for Educational Research 2018},
	issn = {00049441},
	url = {https://search.proquest.com/docview/2159777354/abstract/3DFCBF39CE834F2APQ/1},
	doi = {http://dx.doi.org/10.1177/0004944118799483},
	abstract = {The scholastic success of Bolongaia (Maria Lock), at the Parramatta Native Institution in 1819, arguably positions her as an academic giant. Bolongaia’s exam results challenged the opinions of the day when she ‘bore away the chief prize’. Bolongaia’s academic success was based purely on her acquisition of western based knowledges and values. In contrast, I was awarded a Masters of Indigenous Education in 2016. This academic achievement draws attention to a significant change in the positioning of Aboriginal Knowledges in the academy. This article is a letter to my ancestral grandmother, Bolongaia, to tell her about the Aboriginal women who have challenged the status quo of western based educational frameworks and research paradigms. This article honours the Aboriginal women who have paved a way for Aboriginal knowledges in mainstream educational institutions in ways that Bolongaia was unable to experience and perhaps even imagine in her lifetime.},
	language = {English},
	number = {3},
	urldate = {2020-11-02},
	journal = {Australian Journal of Education},
	author = {Locke, Michelle Lea},
	year = {2018},
	keywords = {Aboriginal ancestry, Aboriginal knowledges, Aboriginal scholars, Aboriginal women, higher degree research, higher education, indigenous learning, western based knowledge},
	pages = {299},
}



@article{hogarth_talkin_2018,
	title = {Talkin’ bout a revolution: the call for transformation and reform in {Indigenous} education},
	volume = {45},
	copyright = {The Australian Educational Researcher is a copyright of Springer, (2018). All Rights Reserved.},
	issn = {03116999},
	shorttitle = {Talkin’ bout a revolution},
	url = {https://search.proquest.com/docview/2087788928/abstract/2E519F8C97E245A3PQ/1},
	doi = {http://dx.doi.org/10.1007/s13384-018-0277-8},
	abstract = {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 Strait Islander students remain at the lower rungs of educational outcome indicators maintaining societal and institutional constructs. In this paper, I argue that there is a need to dramatically reform the approach to Indigenous education transforming the hegemonic positioning assumed by the coloniser. Essentially, this would take a revolution: a revolutionary transformation of institutional and societal constructs; a cognitive awareness of how language and discourses are used to maintain power and a need to privilege Indigenous voices and knowledges to ensure that Aboriginal and Torres Strait Islander peoples’ rights in education are achieved.},
	language = {English},
	number = {5},
	urldate = {2020-10-30},
	journal = {Australian Educational Researcher; Dordrecht},
	author = {Hogarth, Melitta},
	year = {2018},
	keywords = {Discourse, Indigenous critical discourse analysis, Indigenous education, Policy},
	pages = {663--674},
}



@article{ford_re-imaging_2018,
	title = {Re-imaging {Aboriginal} leadership in higher education – {A} new {Indigenous} research paradigm},
	volume = {62},
	copyright = {© Australian Council for Educational Research 2018},
	issn = {00049441},
	url = {https://search.proquest.com/docview/2159776873/abstract/571D6FDB86ED4163PQ/1},
	doi = {http://dx.doi.org/10.1177/0004944118808364},
	abstract = {This article focuses on leadership by women in Indigenous research in the higher education sector of Australia. The research that provided the context for this exploration of Indigenous women’s leadership involved archiving ceremonial cultural knowledge from the Daly and Wagait regions of the Northern Territory. The article introduces the concept of Aboriginal corporeality and the struggle within colonial Australia and through to the present to prevent its erasure from Australia’s history. This struggle is referenced in the paradigm shifts underway in Indigenist research. The article acknowledges the past commitments of powerful Aboriginal women to the advancement of their clans’ people under the new circumstances that they had to confront from the 1880s. It is argued that the cultural agenda of these women prepared the ground for the advances in Indigenist research reported in this article. The article concludes with an example of the close, culturally significant partnership that was forged by the research project across two Aboriginal communities of the Northern Territory.},
	language = {English},
	number = {3},
	urldate = {2020-11-02},
	journal = {Australian Journal of Education},
	author = {Ford, Linda Payi and Guthadjaka, Kathy Gotha and Daymangu, James Walung and Danganbar, Bettina and Baker, Colin and Ford, Chloe and Ford, Emily and Thompson, Nicole and Ford, Mark and Wallace, Ruth and Clair, Marianne St and Murtagh, David},
	year = {2018},
	keywords = {Aboriginal culture, Aboriginal leadership, Aboriginal women, Indigenous research, archival research, higher education, intergenerational transfer},
	pages = {276},
}



@article{fergie_i_2018,
	title = {“{I} wonder what lies beyond that horizon?”},
	volume = {62},
	copyright = {© Australian Council for Educational Research 2018},
	issn = {00049441},
	shorttitle = {“{I} wonder what lies beyond that horizon?},
	url = {https://search.proquest.com/docview/2159776936/abstract/9EAE598F84634169PQ/1},
	doi = {http://dx.doi.org/10.1177/0004944118798659},
	abstract = {The horizon can mean many things to individuals. The author gives an account of those within her ‘sphere of influence’ who enabled her to stand on their broad shoulders to face the challenges and bask in the joys within the tertiary sector and, around the world. Having been raised in an atmosphere of colonisation where assimilation was the norm, the writer extrapolates her encounter with the education system to find her ‘true’ identity and place within the ‘system’. How does one transfer the learnings of living in ‘two worlds’ to a largely non-Indigenous student cohort? How can one remain true to oneself when writing a PhD thesis within a Western system? Finally, as a Churchill Fellowship recipient, the writer travelled the world to seek out how other Indigenous nations around the world have found ways to heal the wounds of colonisation. This writer has experienced the horizon as both a challenger and a nurturer of knowledge.},
	language = {English},
	number = {3},
	urldate = {2020-11-02},
	journal = {Australian Journal of Education},
	author = {Fergie, Doseena},
	month = nov,
	year = {2018},
	keywords = {Aboriginal education, Torres Strait Islander education, mothers, resilience (personality), storytelling, women},
	pages = {289},
}



@article{shay_aboriginal_2017,
	title = {Aboriginal identity in education settings: {Privileging} our stories as a way of deconstructing the past and re-imagining the future},
	volume = {44},
	copyright = {The Australian Educational Researcher is a copyright of Springer, 2017.},
	issn = {03116999},
	shorttitle = {Aboriginal identity in education settings},
	url = {https://search.proquest.com/docview/1870550550/abstract/9E681248ABEB433FPQ/1},
	doi = {http://dx.doi.org/10.1007/s13384-017-0232-0},
	abstract = {From Aboriginal Australian perspectives and experiences, Aunty Judi Wickes and Marnee Shay bring a cross-generational, critical race analysis of Aboriginal identities and how they are implicated in the schooling experiences of Aboriginal young people. Using autoethnography, Aunty Judi and Marnee discuss their educational experiences in the Australian education systems from primary schooling experiences to university settings. These narratives bring forth the dominant discourses that continue to subjugate and subordinate Aboriginal Australians and Aboriginal Australian identities in Education settings. The paper distinguishes the narratives of two Aboriginal women and how on-going colonial and racialised constructions of Aboriginal identity continue to impact upon the educational experiences of Aboriginal peoples and consequently the engagement of Aboriginal young people in school settings. Moreover, we will use the process of critical self-reflection to re-imagine educational approaches to reconstruct our own experiences and consider what changes might improve the outcomes of Indigenous young people for future generations.},
	language = {English},
	number = {1},
	urldate = {2020-11-02},
	journal = {Australian Educational Researcher; Dordrecht},
	author = {Shay, Marnee and Wickes, Judi},
	year = {2017},
	keywords = {Aboriginal education, Aboriginal identity, Certificate of exemption, Race and school, School engagement},
	pages = {107--122},
}



@article{shay_emerging_2017,
	title = {Emerging ideas for innovation in {Indigenous} education: a research synthesis of {Indigenous} educative roles in mainstream and flexi schools},
	volume = {28},
	issn = {1047-6210},
	shorttitle = {Emerging {Ideas} for {Innovation} in {Indigenous} {Education}},
	doi = {10.1080/10476210.2016.1210594},
	abstract = {The Indigenous education agenda in Australia remains focused on mainstream schooling contexts. Although overlooked in Indigenous education discourse, flexi schools appear to be engaging with disproportionately high numbers of Indigenous students and staff. The educative roles of Indigenous peoples in broader Indigenous education discourse are relatively underexplored. Even less is known about Indigenous educative roles in flexi schools. This paper presents a research synthesis of Indigenous staff roles in mainstream and flexi schools. The literature paints a contrasting picture between the two schooling approaches. The disparity in Indigenous student and staff numbers in mainstream and flexi schools offers new ideas to the broader Indigenous education agenda that may have implications for all education settings.},
	language = {en},
	number = {1},
	urldate = {2020-11-02},
	journal = {Teaching Education},
	author = {Shay, Marnee},
	year = {2017},
	keywords = {Culturally Relevant Education, Educational Methods, Employment Qualifications, Foreign Countries, Indigenous Populations, Literature Reviews, Minority Group Students, Nontraditional Education, Principals, School Personnel, Student Needs, Teacher Role},
	pages = {12--26},
}



@article{page_past_2017,
	title = {Past, present and future: acknowledging {Indigenous} achievement and aspiration in higher education},
	volume = {4},
	shorttitle = {Past, present and future},
	url = {https://researchers.mq.edu.au/en/publications/past-present-and-future-acknowledging-indigenous-achievement-and-},
	language = {English},
	urldate = {2020-11-02},
	journal = {HERDSA Review of Higher Education},
	author = {Page, Susan and Trudgett, Michelle and Sullivan, Corrinne},
	year = {2017},
	keywords = {Higher Education, Indigenous knowledge, Indigenous staff, Indigenous student education},
	pages = {29--51},
}
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It explores the importance of oral histories in Australia, challenges the dominance of written history and suggests classroom activities to engage students with the strengths of oral traditions.},\n\tnumber = {2},\n\turldate = {2023-10-23},\n\tjournal = {Agora},\n\tauthor = {Fricker, Aleryk},\n\tyear = {2023},\n\tkeywords = {Colonization, Cultural property, Oral historians, Reliability (Personality trait), Student participation},\n\tpages = {14--17},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  The article focuses on the First Nations perspective of written versus oral history, highlighting the outdated notion that written documents are more reliable. It explores the importance of oral histories in Australia, challenges the dominance of written history and suggests classroom activities to engage students with the strengths of oral traditions.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"fricker-moodie-burgess-whycantwebesmartexploringschoolcommunitypartnershipsthroughdecolonisingracetheory-2023\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  'Why can't we be smart?' Exploring school community partnerships through Decolonising Race Theory.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Fricker, A.; Moodie, N.;  and Burgess, C.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Educational Researcher</i>, 50: 55–71. March 2023.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1007/s13384-022-00590-9\"\n     onclick=\"log_download('fricker-moodie-burgess-whycantwebesmartexploringschoolcommunitypartnershipsthroughdecolonisingracetheory-2023', 'http://doi.org/10.1007/s13384-022-00590-9', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/fricker-moodie-burgess-whycantwebesmartexploringschoolcommunitypartnershipsthroughdecolonisingracetheory-2023\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('fricker-moodie-burgess-whycantwebesmartexploringschoolcommunitypartnershipsthroughdecolonisingracetheory-2023')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{fricker_why_2023,\n\ttitle = {&#x27;{Why} can&#x27;t we be smart?&#x27; {Exploring} school community partnerships through {Decolonising} {Race} {Theory}},\n\tvolume = {50},\n\tissn = {03116999},\n\tshorttitle = {&#x27;{Why} can&#x27;t we be smart?},\n\tdoi = {10.1007/s13384-022-00590-9},\n\tabstract = {For over a century, since Aboriginal children were permitted to access mainstream Australian schools, there has been a significant gap in academic achievement between Aboriginal and non-Aboriginal students. Community engagement by schools is recognised as a key factor in Aboriginal student success, but school approaches to community engagement remain inconsistent and driven by deficit thinking. As part of the Aboriginal Voices Project, this paper explores community engagement at six New South Wales (NSW) public school sites and applies Decolonising Race Theory (DRT) as a critical Indigenous lens to interpret and understand the challenges that students, families, and schools face within their relationships. While we find evidence of school–community partnerships that prioritise Indigenous healing, for the schools in this paper, there is a complexity within relationships with community that reflects the interaction between assimilationist positioning of Aboriginal students that often contains positive and negative elements simultaneously.},\n\tjournal = {Australian Educational Researcher},\n\tauthor = {Fricker, Aleryk and Moodie, Nikki and Burgess, Cathie},\n\tmonth = mar,\n\tyear = {2023},\n\tkeywords = {Academic achievement, Achievement gap, Communities, Community schools, Decolonisation, Decolonising Race Theory, Decolonization, Engagement, Families, Indigenous, Indigenous children, Leadership, Reconciliation, Student engagement},\n\tpages = {55--71},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  For over a century, since Aboriginal children were permitted to access mainstream Australian schools, there has been a significant gap in academic achievement between Aboriginal and non-Aboriginal students. Community engagement by schools is recognised as a key factor in Aboriginal student success, but school approaches to community engagement remain inconsistent and driven by deficit thinking. As part of the Aboriginal Voices Project, this paper explores community engagement at six New South Wales (NSW) public school sites and applies Decolonising Race Theory (DRT) as a critical Indigenous lens to interpret and understand the challenges that students, families, and schools face within their relationships. While we find evidence of school–community partnerships that prioritise Indigenous healing, for the schools in this paper, there is a complexity within relationships with community that reflects the interaction between assimilationist positioning of Aboriginal students that often contains positive and negative elements simultaneously.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"burgess-fricker-weuffen-lessonstolearndiscoursestochangerelationshipstobuildhowdecolonisingracetheorycanarticulatetheinterfacebetweenschoolleadershipandaboriginalstudentsschoolingexperiences-2023\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Lessons to learn, discourses to change, relationships to build: How Decolonising Race Theory can articulate the interface between school leadership and Aboriginal students' schooling experiences.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Burgess, C.; Fricker, A.;  and Weuffen, S.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Educational Researcher</i>, 50(1): 111–129.  2023.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1007/s13384-022-00546-z\"\n     onclick=\"log_download('burgess-fricker-weuffen-lessonstolearndiscoursestochangerelationshipstobuildhowdecolonisingracetheorycanarticulatetheinterfacebetweenschoolleadershipandaboriginalstudentsschoolingexperiences-2023', 'http://doi.org/10.1007/s13384-022-00546-z', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/burgess-fricker-weuffen-lessonstolearndiscoursestochangerelationshipstobuildhowdecolonisingracetheorycanarticulatetheinterfacebetweenschoolleadershipandaboriginalstudentsschoolingexperiences-2023\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('burgess-fricker-weuffen-lessonstolearndiscoursestochangerelationshipstobuildhowdecolonisingracetheorycanarticulatetheinterfacebetweenschoolleadershipandaboriginalstudentsschoolingexperiences-2023')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{burgess_lessons_2023,\n\ttitle = {Lessons to learn, discourses to change, relationships to build: {How} {Decolonising} {Race} {Theory} can articulate the interface between school leadership and {Aboriginal} students&#x27; schooling experiences},\n\tvolume = {50},\n\tissn = {03116999},\n\tshorttitle = {Lessons to learn, discourses to change, relationships to build},\n\tdoi = {10.1007/s13384-022-00546-z},\n\tabstract = {When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school–community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view these themes through a critical Indigenous lens to understand the Principals&#x27; discourses around Aboriginal student experiences at school and their role in improving outcomes. This revealed contradictory positionings within and between Principal comments, from blaming students and their families for their underachievement, to implementing cultural programmes to build confidence to become self-determining adults. This data provides new ways of thinking through discourses about Aboriginal students and their families, communities, schools, teachers and Principals, and challenges some of the &#x27;regimes of truth&#x27; that position these groups in particular ways.},\n\tnumber = {1},\n\tjournal = {Australian Educational Researcher},\n\tauthor = {Burgess, Cathie and Fricker, Aleryk and Weuffen, Sara},\n\tyear = {2023},\n\tkeywords = {Aboriginal community engagement, Aboriginal students, Communities, Community-school relationships, Decolonisation, Decolonising Race Theory, Decolonization, Educational leadership, Student engagement, Student leadership, Teacher development},\n\tpages = {111--129},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school–community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view these themes through a critical Indigenous lens to understand the Principals' discourses around Aboriginal student experiences at school and their role in improving outcomes. This revealed contradictory positionings within and between Principal comments, from blaming students and their families for their underachievement, to implementing cultural programmes to build confidence to become self-determining adults. This data provides new ways of thinking through discourses about Aboriginal students and their families, communities, schools, teachers and Principals, and challenges some of the 'regimes of truth' that position these groups in particular ways.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"weuffen-lowe-moodie-fricker-doingdecolonisationculturalreconnectionaspoliticalresistanceinschooling-2023\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Doing decolonisation: cultural reconnection as political resistance in schooling.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Weuffen, S.; Lowe, K.; Moodie, N.;  and Fricker, A.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Educational Researcher</i>, 50(1): 147–165. March 2023.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1007/s13384-022-00603-7\"\n     onclick=\"log_download('weuffen-lowe-moodie-fricker-doingdecolonisationculturalreconnectionaspoliticalresistanceinschooling-2023', 'http://doi.org/10.1007/s13384-022-00603-7', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/weuffen-lowe-moodie-fricker-doingdecolonisationculturalreconnectionaspoliticalresistanceinschooling-2023\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('weuffen-lowe-moodie-fricker-doingdecolonisationculturalreconnectionaspoliticalresistanceinschooling-2023')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{weuffen_doing_2023,\n\ttitle = {Doing decolonisation: cultural reconnection as political resistance in schooling},\n\tvolume = {50},\n\tissn = {03116999},\n\tshorttitle = {Doing decolonisation},\n\tdoi = {10.1007/s13384-022-00603-7},\n\tabstract = {As the final piece of scholarship in the special issue, this paper pulls together data from the Aboriginal Voices project to analyse how Aboriginal students in Australia today experience schooling, particularly in relation to the futurity of their identity as sovereign First Nations Peoples. Using Decolonising Race Theory as a key methodological framework in this special issue enabled an assessment of the purpose and effects of coloniality to acknowledge the survival and innovation of First Nations Peoples in resisting and imagining a future otherwise. In doing so, the empirical data, and provocations, presented throughout this collection, opens up possibilities for exploring how the centrality of sovereignty impacts young Aboriginal students&#x27; interactions with and experienced success within the Australian schooling system.},\n\tnumber = {1},\n\tjournal = {Australian Educational Researcher},\n\tauthor = {Weuffen, Sara and Lowe, Kevin and Moodie, Nikki and Fricker, Aleryk},\n\tmonth = mar,\n\tyear = {2023},\n\tkeywords = {Aboriginal voices, Australia, Decolonisation, Decolonising race theory, Decolonization, Indigeneity, Indigenous education, Indigenous methodologies, Sovereignty},\n\tpages = {147--165},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  As the final piece of scholarship in the special issue, this paper pulls together data from the Aboriginal Voices project to analyse how Aboriginal students in Australia today experience schooling, particularly in relation to the futurity of their identity as sovereign First Nations Peoples. Using Decolonising Race Theory as a key methodological framework in this special issue enabled an assessment of the purpose and effects of coloniality to acknowledge the survival and innovation of First Nations Peoples in resisting and imagining a future otherwise. In doing so, the empirical data, and provocations, presented throughout this collection, opens up possibilities for exploring how the centrality of sovereignty impacts young Aboriginal students' interactions with and experienced success within the Australian schooling system.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"moodie-fricker-applyingdecolonisingracetheorytotheaboriginalvoicesproject-2023\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Applying Decolonising Race Theory to the Aboriginal Voices project.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Moodie, N.;  and Fricker, A.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Educational Researcher</i>, 50(1): 11–31. March 2023.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1007/s13384-022-00601-9\"\n     onclick=\"log_download('moodie-fricker-applyingdecolonisingracetheorytotheaboriginalvoicesproject-2023', 'http://doi.org/10.1007/s13384-022-00601-9', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/moodie-fricker-applyingdecolonisingracetheorytotheaboriginalvoicesproject-2023\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('moodie-fricker-applyingdecolonisingracetheorytotheaboriginalvoicesproject-2023')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{moodie_applying_2023,\n\ttitle = {Applying {Decolonising} {Race} {Theory} to the {Aboriginal} {Voices} project},\n\tvolume = {50},\n\tissn = {03116999},\n\tdoi = {10.1007/s13384-022-00601-9},\n\tabstract = {The Aboriginal Voices project has sought to understand how Aboriginal students and parents tackle pervasive discourses that largely characterise these students as failures, disinterested in education, or without aspiration. This paper presents the conceptual and methodological approach to a multi-site case study of six whole-school communities, adding to the 10 systematic reviews of literature provided in the first phase of this project. Working through Moodie&#x27;s Decolonising Race Theory framework, we describe the methodology, research questions and methods adopted in this empirical extension of the project. This paper emphasises the perspectives of Aboriginal students and their communities on schooling structures, common pedagogical and curricula practices, as well as the importance of cultural activities and connection. Moodie&#x27;s framework enables us to provide a holistic analysis of daily classroom discourses, how these discourses impact young people and their families, and contributes to the interruption of settler colonialism in Australian schooling systems.},\n\tnumber = {1},\n\tjournal = {Australian Educational Researcher},\n\tauthor = {Moodie, Nikki and Fricker, Aleryk},\n\tmonth = mar,\n\tyear = {2023},\n\tkeywords = {Communities, Decolonisation, Decolonising Race Theory, Decolonization, Indigenous children, Student attitudes, Young adults, indigenous education, schooling},\n\tpages = {11--31},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  The Aboriginal Voices project has sought to understand how Aboriginal students and parents tackle pervasive discourses that largely characterise these students as failures, disinterested in education, or without aspiration. This paper presents the conceptual and methodological approach to a multi-site case study of six whole-school communities, adding to the 10 systematic reviews of literature provided in the first phase of this project. Working through Moodie's Decolonising Race Theory framework, we describe the methodology, research questions and methods adopted in this empirical extension of the project. This paper emphasises the perspectives of Aboriginal students and their communities on schooling structures, common pedagogical and curricula practices, as well as the importance of cultural activities and connection. Moodie's framework enables us to provide a holistic analysis of daily classroom discourses, how these discourses impact young people and their families, and contributes to the interruption of settler colonialism in Australian schooling systems.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2022\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2022')\"\n      onkeypress=\"toggleGroup('group_2022')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2022</span>\n      <span class=\"bibbase_group_count\">\n        \n        (3)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"patfield-gore-fray-gruppetta-theuntoldstoryofmiddleclassindigenousaustralianschoolstudentswhoaspiretouniversity-2022\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345421&amp;site=ehost-live&amp;custid=s2775460\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'patfield-gore-fray-gruppetta-theuntoldstoryofmiddleclassindigenousaustralianschoolstudentswhoaspiretouniversity-2022', 'https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345421&amp;site=ehost-live&amp;custid=s2775460', event);\">\n    The untold story of middle-class Indigenous Australian school students who aspire to university.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Patfield, S.; Gore, J.; Fray, L.;  and Gruppetta, M.\n</span>\n\n  \n\n</span>\n\n  <i>Critical Studies in Education</i>, 63(1): 80–95. March 2022.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345421&amp;site=ehost-live&amp;custid=s2775460\"\n     onclick=\"log_download('patfield-gore-fray-gruppetta-theuntoldstoryofmiddleclassindigenousaustralianschoolstudentswhoaspiretouniversity-2022', 'https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345421&amp;site=ehost-live&amp;custid=s2775460', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"The untold story of middle-class Indigenous Australian school students who aspire to university [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/17508487.2019.1572022\"\n     onclick=\"log_download('patfield-gore-fray-gruppetta-theuntoldstoryofmiddleclassindigenousaustralianschoolstudentswhoaspiretouniversity-2022', 'http://doi.org/10.1080/17508487.2019.1572022', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/patfield-gore-fray-gruppetta-theuntoldstoryofmiddleclassindigenousaustralianschoolstudentswhoaspiretouniversity-2022\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>34 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('patfield-gore-fray-gruppetta-theuntoldstoryofmiddleclassindigenousaustralianschoolstudentswhoaspiretouniversity-2022')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{patfield_untold_2022,\n\ttitle = {The untold story of middle-class {Indigenous} {Australian} school students who aspire to university},\n\tvolume = {63},\n\tissn = {17508487},\n\turl = {https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345421&amp;site=ehost-live&amp;custid=s2775460},\n\tdoi = {10.1080/17508487.2019.1572022},\n\tabstract = {While university participation rates among Indigenous Australians have been on the rise in recent years, parity targets remain elusive. In this context, surprisingly little attention has been paid to how aspirations for higher education are formed and nurtured. Studies tend to focus on barriers to access, often in ways that position Indigenous Australians as a homogeneous &#x27;Otherised&#x27; group. This paper counter-balances hegemonic narratives of Indigeneity by analysing what Indigenous students from middle-class families say about their aspirations for university. Drawing on interview data collected in 2016 in government schools in New South Wales, Australia, it offers fresh understandings of school–to–university transitions, both empirically and conceptually. Using the lens of four–dimensional social space as conceived by Indigenous scholar Maggie Walter, we illustrate how race and class function in powerful but complex ways to shape the aspirations of two young Indigenous women. We argue that if we are to shift longstanding demographic patterns of university participation, then visible stories of Indigenous success, such as those told here, can help to redefine current discourses on Indigenous aspirations for higher education.},\n\tnumber = {1},\n\turldate = {2023-10-17},\n\tjournal = {Critical Studies in Education},\n\tauthor = {Patfield, Sally and Gore, Jennifer and Fray, Leanne and Gruppetta, Maree},\n\tmonth = mar,\n\tyear = {2022},\n\tkeywords = {Education of the middle class, Indigenous Australians, Universities \\&amp; colleges},\n\tpages = {80--95},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  While university participation rates among Indigenous Australians have been on the rise in recent years, parity targets remain elusive. In this context, surprisingly little attention has been paid to how aspirations for higher education are formed and nurtured. Studies tend to focus on barriers to access, often in ways that position Indigenous Australians as a homogeneous 'Otherised' group. This paper counter-balances hegemonic narratives of Indigeneity by analysing what Indigenous students from middle-class families say about their aspirations for university. Drawing on interview data collected in 2016 in government schools in New South Wales, Australia, it offers fresh understandings of school–to–university transitions, both empirically and conceptually. Using the lens of four–dimensional social space as conceived by Indigenous scholar Maggie Walter, we illustrate how race and class function in powerful but complex ways to shape the aspirations of two young Indigenous women. We argue that if we are to shift longstanding demographic patterns of university participation, then visible stories of Indigenous success, such as those told here, can help to redefine current discourses on Indigenous aspirations for higher education.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"bodkinandrews-page-trudgett-shamingthesilencesindigenousgraduateattributesandtheprivilegingofaboriginalandtorresstraitislandervoices-2022\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345420&amp;site=ehost-live&amp;custid=s2775460\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'bodkinandrews-page-trudgett-shamingthesilencesindigenousgraduateattributesandtheprivilegingofaboriginalandtorresstraitislandervoices-2022', 'https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345420&amp;site=ehost-live&amp;custid=s2775460', event);\">\n    Shaming the silences: Indigenous graduate attributes and the privileging of Aboriginal and Torres Strait Islander voices.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Bodkin-Andrews, G.; Page, S.;  and Trudgett, M.\n</span>\n\n  \n\n</span>\n\n  <i>Critical Studies in Education</i>, 63(1): 96–113. March 2022.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345420&amp;site=ehost-live&amp;custid=s2775460\"\n     onclick=\"log_download('bodkinandrews-page-trudgett-shamingthesilencesindigenousgraduateattributesandtheprivilegingofaboriginalandtorresstraitislandervoices-2022', 'https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345420&amp;site=ehost-live&amp;custid=s2775460', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Shaming the silences: Indigenous graduate attributes and the privileging of Aboriginal and Torres Strait Islander voices [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/17508487.2018.1553795\"\n     onclick=\"log_download('bodkinandrews-page-trudgett-shamingthesilencesindigenousgraduateattributesandtheprivilegingofaboriginalandtorresstraitislandervoices-2022', 'http://doi.org/10.1080/17508487.2018.1553795', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/bodkinandrews-page-trudgett-shamingthesilencesindigenousgraduateattributesandtheprivilegingofaboriginalandtorresstraitislandervoices-2022\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>4 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('bodkinandrews-page-trudgett-shamingthesilencesindigenousgraduateattributesandtheprivilegingofaboriginalandtorresstraitislandervoices-2022')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{bodkin-andrews_shaming_2022,\n\ttitle = {Shaming the silences: {Indigenous} graduate attributes and the privileging of {Aboriginal} and {Torres} {Strait} {Islander} voices},\n\tvolume = {63},\n\tissn = {17508487},\n\tshorttitle = {Shaming the silences},\n\turl = {https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345420&amp;site=ehost-live&amp;custid=s2775460},\n\tdoi = {10.1080/17508487.2018.1553795},\n\tabstract = {An increasing number of Australian universities are committing to Indigenous Graduate Attributes across a wide range of academic disciplines. This paper critiques not only the slow up-take of Indigenous Graduate Attributes in the last 10 years, but also how such attributes may realistically contribute to university students graduating with increased &#x27;awareness&#x27;, &#x27;knowledges&#x27; and &#x27;abilities&#x27; to work with Aboriginal and Torres Strait Islander peoples and communities. It is reasoned that any commitment to Indigenous Graduate Attributes must be carefully and critically monitored for the silencing effects of colonial narratives that also are prevalent throughout Australian Indigenous Studies (which is arguably the foundation of realising Indigenous Graduate Attributes). Drawing from a diversity of Indigenous standpoint theories, critical studies and research methodologies, the paper offers a critical evaluative framework through which both Indigenous Graduate Attributes and the content within the teaching and learning of Australian Indigenous Studies may be evaluated. This includes an acute awareness of imposed colonial narratives, a critical awareness of one&#x27;s own positioning, engagement with Indigenous voices, knowledge of Indigenous Research Methodologies, and more meaningful levels of Indigenous engagement through Indigenous ethics and protocols.},\n\tnumber = {1},\n\turldate = {2023-10-17},\n\tjournal = {Critical Studies in Education},\n\tauthor = {Bodkin-Andrews, Gawaian and Page, Susan and Trudgett, Michelle},\n\tmonth = mar,\n\tyear = {2022},\n\tkeywords = {College curriculum, Graduates, Universities \\&amp; colleges},\n\tpages = {96--113},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  An increasing number of Australian universities are committing to Indigenous Graduate Attributes across a wide range of academic disciplines. This paper critiques not only the slow up-take of Indigenous Graduate Attributes in the last 10 years, but also how such attributes may realistically contribute to university students graduating with increased 'awareness', 'knowledges' and 'abilities' to work with Aboriginal and Torres Strait Islander peoples and communities. It is reasoned that any commitment to Indigenous Graduate Attributes must be carefully and critically monitored for the silencing effects of colonial narratives that also are prevalent throughout Australian Indigenous Studies (which is arguably the foundation of realising Indigenous Graduate Attributes). Drawing from a diversity of Indigenous standpoint theories, critical studies and research methodologies, the paper offers a critical evaluative framework through which both Indigenous Graduate Attributes and the content within the teaching and learning of Australian Indigenous Studies may be evaluated. This includes an acute awareness of imposed colonial narratives, a critical awareness of one's own positioning, engagement with Indigenous voices, knowledge of Indigenous Research Methodologies, and more meaningful levels of Indigenous engagement through Indigenous ethics and protocols.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"bishop-indigenouseducationsovereigntyanotherwayofdoingeducation-2022\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345426&amp;site=ehost-live&amp;custid=s2775460\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'bishop-indigenouseducationsovereigntyanotherwayofdoingeducation-2022', 'https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345426&amp;site=ehost-live&amp;custid=s2775460', event);\">\n    Indigenous education sovereignty: Another way of 'doing' education.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Bishop, M.\n</span>\n\n  \n\n</span>\n\n  <i>Critical Studies in Education</i>, 63(1): 131–146. March 2022.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345426&amp;site=ehost-live&amp;custid=s2775460\"\n     onclick=\"log_download('bishop-indigenouseducationsovereigntyanotherwayofdoingeducation-2022', 'https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345426&amp;site=ehost-live&amp;custid=s2775460', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Indigenous education sovereignty: Another way of &#x27;doing&#x27; education [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/17508487.2020.1848895\"\n     onclick=\"log_download('bishop-indigenouseducationsovereigntyanotherwayofdoingeducation-2022', 'http://doi.org/10.1080/17508487.2020.1848895', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/bishop-indigenouseducationsovereigntyanotherwayofdoingeducation-2022\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>16 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('bishop-indigenouseducationsovereigntyanotherwayofdoingeducation-2022')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{bishop_indigenous_2022,\n\ttitle = {Indigenous education sovereignty: {Another} way of &#x27;doing&#x27; education},\n\tvolume = {63},\n\tissn = {17508487},\n\tshorttitle = {Indigenous education sovereignty},\n\turl = {https://search.ebscohost.com/login.aspx?direct=true&amp;AuthType=sso&amp;db=eue&amp;AN=155345426&amp;site=ehost-live&amp;custid=s2775460},\n\tdoi = {10.1080/17508487.2020.1848895},\n\tabstract = {With schools known to be sites of harm for many Indigenous peoples, both historically and currently, this paper re-considers &#x27;doing&#x27; education another way. As a Gamilaroi woman, educator and researcher, I contemplate the ways Indigenous sovereignty is conceptualised and enacted by Aboriginal and Torres Strait Islander people in the country now known as Australia. This provides the foundations to apply broader understandings of sovereignty to the notion of education sovereignty. Using narrative and storytelling, I aim to show education sovereignty before considering potential elements involved in doing education sovereignty. I identify six interconnected elements that underpin education sovereignty, including: Pattern Thinking; Country; Time; Relationality; Intergenerational Reciprocity; and Agency. These elements provide a deeper understanding of what education sovereignty could look like, and therefore another way of &#x27;doing&#x27; education for all students, grounded in Indigenous axiologies, ontologies and epistemologies.},\n\tnumber = {1},\n\turldate = {2023-10-17},\n\tjournal = {Critical Studies in Education},\n\tauthor = {Bishop, Michelle},\n\tmonth = mar,\n\tyear = {2022},\n\tkeywords = {Indigenous peoples, Sovereignty, Storytelling},\n\tpages = {131--146},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  With schools known to be sites of harm for many Indigenous peoples, both historically and currently, this paper re-considers 'doing' education another way. As a Gamilaroi woman, educator and researcher, I contemplate the ways Indigenous sovereignty is conceptualised and enacted by Aboriginal and Torres Strait Islander people in the country now known as Australia. This provides the foundations to apply broader understandings of sovereignty to the notion of education sovereignty. Using narrative and storytelling, I aim to show education sovereignty before considering potential elements involved in doing education sovereignty. I identify six interconnected elements that underpin education sovereignty, including: Pattern Thinking; Country; Time; Relationality; Intergenerational Reciprocity; and Agency. These elements provide a deeper understanding of what education sovereignty could look like, and therefore another way of 'doing' education for all students, grounded in Indigenous axiologies, ontologies and epistemologies.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2020\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2020')\"\n      onkeypress=\"toggleGroup('group_2020')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2020</span>\n      <span class=\"bibbase_group_count\">\n        \n        (10)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"peacock-prehn-guerzoni-aitken-andersen-upholdingheightenedexpectationsofindigenouschildrenparentsdoteachersdonot-2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Upholding heightened expectations of Indigenous children? Parents do, teachers do not.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Peacock, H.; Prehn, J.; Guerzoni, M. A.; Aitken, W.;  and Andersen, C.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Indigenous Education</i>, 50(2): 331–339. December 2020.\n  <span class=\"note\">Publisher: Australian Journal of Indigenous Education</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1017/jie.2020.28\"\n     onclick=\"log_download('peacock-prehn-guerzoni-aitken-andersen-upholdingheightenedexpectationsofindigenouschildrenparentsdoteachersdonot-2020', 'http://doi.org/10.1017/jie.2020.28', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/peacock-prehn-guerzoni-aitken-andersen-upholdingheightenedexpectationsofindigenouschildrenparentsdoteachersdonot-2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('peacock-prehn-guerzoni-aitken-andersen-upholdingheightenedexpectationsofindigenouschildrenparentsdoteachersdonot-2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{peacock_upholding_2020,\n\ttitle = {Upholding heightened expectations of {Indigenous} children? {Parents} do, teachers do not},\n\tvolume = {50},\n\tissn = {1326-0111},\n\tshorttitle = {Upholding heightened expectations of indigenous children?},\n\tdoi = {10.1017/jie.2020.28},\n\tabstract = {This paper argues that a component of increasing the rate of Aboriginal and Torres Strait Islander children and youths completing their secondary education is having parents and teachers maintain heightened expectations of these children in achieving this goal. To understand this phenomenon, we investigate the importance of, and discrepancies between, primary caregiver and teacher outlooks regarding Indigenous youths completing year 12. For the purpose of this paper, we adopt the term &#x27;primary caregiver&#x27; in place of parent. This is because the majority (87.7\\%) of P1s analysed are the biological mothers with the remainder being close female relatives. P2s analysed are all male, 93.3\\% are biological fathers; remainder are step-fathers or adoptive fathers. This paper uses quantitative data from the Longitudinal Study of Indigenous Children to measure expectations from parents and teachers of Indigenous children. Results suggest that parents maintain exceptionally high expectations of their children, while teachers&#x27; expectations significantly decline over the course of Indigenous children&#x27;s primary and secondary schooling years. We suggest that relationships and communication between parents and teachers, regarding expectations of students, are important to establishing an equilibrium in expectations of children, and that teachers may benefit from further training to address any underlying biases towards Indigenous children.},\n\tnumber = {2},\n\tjournal = {Australian Journal of Indigenous Education},\n\tauthor = {Peacock, Huw and Prehn, Jacob and Guerzoni, Michael A. and Aitken, Wendy and Andersen, Clair},\n\tmonth = dec,\n\tyear = {2020},\n\tnote = {Publisher: Australian Journal of Indigenous Education},\n\tkeywords = {Academic Achievement, Australia, Bias, Educational achievement, Foreign Countries, High School Graduates, Indigenous Populations, Indigenous education, Longitudinal Studies, Longitudinal Surveys of Australian Youth, Parent Aspiration, Secondary School Students, Surveys, Teacher Expectations of Students, primary and secondary schooling, quantitative, schooling completion},\n\tpages = {331--339},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This paper argues that a component of increasing the rate of Aboriginal and Torres Strait Islander children and youths completing their secondary education is having parents and teachers maintain heightened expectations of these children in achieving this goal. To understand this phenomenon, we investigate the importance of, and discrepancies between, primary caregiver and teacher outlooks regarding Indigenous youths completing year 12. For the purpose of this paper, we adopt the term 'primary caregiver' in place of parent. This is because the majority (87.7%) of P1s analysed are the biological mothers with the remainder being close female relatives. P2s analysed are all male, 93.3% are biological fathers; remainder are step-fathers or adoptive fathers. This paper uses quantitative data from the Longitudinal Study of Indigenous Children to measure expectations from parents and teachers of Indigenous children. Results suggest that parents maintain exceptionally high expectations of their children, while teachers' expectations significantly decline over the course of Indigenous children's primary and secondary schooling years. We suggest that relationships and communication between parents and teachers, regarding expectations of students, are important to establishing an equilibrium in expectations of children, and that teachers may benefit from further training to address any underlying biases towards Indigenous children.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"obrien-trudgett-schoolhousetobighouse-2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  School house to big house.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  O'Brien, G.;  and Trudgett, M.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Indigenous Education</i>, 49(1): 98–106. August 2020.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1017/jie.2018.13\"\n     onclick=\"log_download('obrien-trudgett-schoolhousetobighouse-2020', 'http://doi.org/10.1017/jie.2018.13', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/obrien-trudgett-schoolhousetobighouse-2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('obrien-trudgett-schoolhousetobighouse-2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{obrien_school_2020,\n\ttitle = {School house to big house},\n\tvolume = {49},\n\tissn = {13260111},\n\tdoi = {10.1017/jie.2018.13},\n\tabstract = {In 1991, the Australian Government released the Royal Commission into Aboriginal Deaths in Custody Report. Of the 339 recommendations, Recommendation 62 identified that there was an alarming over-representation of Indigenous youth in contact with the criminal justice system. The report called for immediate action by governments to develop strategies that would urgently reduce retention rates of Indigenous youth within the prison system. Analysis of the literature indicates that almost three decades after the release of this report, the high numbers of Indigenous youth who are incarcerated, or who have come into contact with the juvenile justice system remains the same. Although there is a good deal of literature investigating the criminological characteristics of this phenomena; there is a substantial gap in the literature surrounding the educational exclusion of young Indigenous males from the formal education system. This paper focusses specifically on the literature surrounding student exclusion from state schools and how this may provide some insight into the subsequent over-representation of young Indigenous males within the Queensland juvenile justice system.},\n\tnumber = {1},\n\tjournal = {Australian Journal of Indigenous Education},\n\tauthor = {O&#x27;Brien, Grace and Trudgett, Michelle},\n\tmonth = aug,\n\tyear = {2020},\n\tpages = {98--106},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  In 1991, the Australian Government released the Royal Commission into Aboriginal Deaths in Custody Report. Of the 339 recommendations, Recommendation 62 identified that there was an alarming over-representation of Indigenous youth in contact with the criminal justice system. The report called for immediate action by governments to develop strategies that would urgently reduce retention rates of Indigenous youth within the prison system. Analysis of the literature indicates that almost three decades after the release of this report, the high numbers of Indigenous youth who are incarcerated, or who have come into contact with the juvenile justice system remains the same. Although there is a good deal of literature investigating the criminological characteristics of this phenomena; there is a substantial gap in the literature surrounding the educational exclusion of young Indigenous males from the formal education system. This paper focusses specifically on the literature surrounding student exclusion from state schools and how this may provide some insight into the subsequent over-representation of young Indigenous males within the Queensland juvenile justice system.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"sarra-spillman-jackson-davis-bray-highexpectationsrelationshipsafoundationforenactinghighexpectationsinallaustralianschools-2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  High-expectations relationships: A foundation for enacting high expectations in all Australian schools.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Sarra, C.; Spillman, D.; Jackson, C.; Davis, J.;  and Bray, J.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Indigenous Education</i>, 49(1): 32–45. August 2020.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1017/jie.2018.10\"\n     onclick=\"log_download('sarra-spillman-jackson-davis-bray-highexpectationsrelationshipsafoundationforenactinghighexpectationsinallaustralianschools-2020', 'http://doi.org/10.1017/jie.2018.10', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/sarra-spillman-jackson-davis-bray-highexpectationsrelationshipsafoundationforenactinghighexpectationsinallaustralianschools-2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('sarra-spillman-jackson-davis-bray-highexpectationsrelationshipsafoundationforenactinghighexpectationsinallaustralianschools-2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{sarra_high-expectations_2020,\n\ttitle = {High-expectations relationships: {A} foundation for enacting high expectations in all {Australian} schools},\n\tvolume = {49},\n\tissn = {13260111},\n\tshorttitle = {High-expectations relationships},\n\tdoi = {10.1017/jie.2018.10},\n\tabstract = {Enacting high expectations for all students in the classroom is a complex undertaking. Underlying, out-of-awareness assumptions may lead to actions, behaviours or pedagogic choices that do not support these high expectations beliefs and intentions. For Indigenous education, this is compounded by public and professional discourses around deficit positioning, and by historical conditioning, where many Indigenous students do not see achieving in school as part of their cultural identity. High expectations are usually considered as a performance agenda — in terms of effort, learning and achievement. In this paper, we introduce the concept of high-expectations relationships where viewing and enacting high expectations through a relational lens equips educators with strategies to support such performance outcomes. We describe this relational lens where fair, socially just relating establishes a relational space of trust, thus enabling both student motivation and the firm, critically reflective relating necessary for quality learning. Using the voices of educators, we describe how high-expectations relationships can promote collegiate staff environments, strong teacher–student relationships and trusting and supportive relationships with parents and carers. We show how these positive educational attributes of any school community, seeded through a focus on high-expectations relationships, work to support the performance outcomes of a high-expectations educational agenda.},\n\tnumber = {1},\n\tjournal = {Australian Journal of Indigenous Education},\n\tauthor = {Sarra, Chris and Spillman, David and Jackson, Cathy and Davis, John and Bray, John},\n\tmonth = aug,\n\tyear = {2020},\n\tpages = {32--45},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Enacting high expectations for all students in the classroom is a complex undertaking. Underlying, out-of-awareness assumptions may lead to actions, behaviours or pedagogic choices that do not support these high expectations beliefs and intentions. For Indigenous education, this is compounded by public and professional discourses around deficit positioning, and by historical conditioning, where many Indigenous students do not see achieving in school as part of their cultural identity. High expectations are usually considered as a performance agenda — in terms of effort, learning and achievement. In this paper, we introduce the concept of high-expectations relationships where viewing and enacting high expectations through a relational lens equips educators with strategies to support such performance outcomes. We describe this relational lens where fair, socially just relating establishes a relational space of trust, thus enabling both student motivation and the firm, critically reflective relating necessary for quality learning. Using the voices of educators, we describe how high-expectations relationships can promote collegiate staff environments, strong teacher–student relationships and trusting and supportive relationships with parents and carers. We show how these positive educational attributes of any school community, seeded through a focus on high-expectations relationships, work to support the performance outcomes of a high-expectations educational agenda.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"bishop-smith-yarningthroughtheintricaciestensionsandpotentialitiesofindigenousautoethnography-2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Yarning through the intricacies, tensions, and potentialities of (Indigenous) autoethnography.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Bishop, M.;  and Smith, D. J.\n</span>\n\n  \n\n</span>\n\n  In <i>Critical autoethnography and intercultural learning: emerging voices</i>, pages 33–41. Routledge, Abingdon, Oxon ; New York, NY,  2020.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/bishop-smith-yarningthroughtheintricaciestensionsandpotentialitiesofindigenousautoethnography-2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('bishop-smith-yarningthroughtheintricaciestensionsandpotentialitiesofindigenousautoethnography-2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{bishop_yarning_2020,\n\taddress = {Abingdon, Oxon ; New York, NY},\n\ttitle = {Yarning through the intricacies, tensions, and potentialities of ({Indigenous}) autoethnography},\n\tisbn = {978-0-429-28001-6 978-0-367-23476-8 978-0-367-23477-5},\n\tabstract = {Michelle and Dakota Jericho present this chapter as a written yarn, a dialogic and dynamic approach, which builds upon and respects the knowledge presented before, rather than debating or critiquing each other’s ideas. They grapple with autoethnography as simultaneously embracing subjectivities, and positioning yourself, yet also inherent with risks and vulnerabilities. Contradictions continue to unfold as the yarn progresses – the written form as dominant yet stagnant and the incessant work of exposing whiteness in the academy and being commended/confronted. Potentially jarring (for some), Michelle and Dakota Jericho hold the future in their thoughts/bodies as they contemplate the importance of ‘speaking’ rather than always ‘speaking back’.},\n\tlanguage = {English},\n\turldate = {2020-11-02},\n\tbooktitle = {Critical autoethnography and intercultural learning: emerging voices},\n\tpublisher = {Routledge},\n\tauthor = {Bishop, Michelle and Smith, Dakota Jericho},\n\tyear = {2020},\n\tpages = {33--41},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Michelle and Dakota Jericho present this chapter as a written yarn, a dialogic and dynamic approach, which builds upon and respects the knowledge presented before, rather than debating or critiquing each other’s ideas. They grapple with autoethnography as simultaneously embracing subjectivities, and positioning yourself, yet also inherent with risks and vulnerabilities. Contradictions continue to unfold as the yarn progresses – the written form as dominant yet stagnant and the incessant work of exposing whiteness in the academy and being commended/confronted. Potentially jarring (for some), Michelle and Dakota Jericho hold the future in their thoughts/bodies as they contemplate the importance of ‘speaking’ rather than always ‘speaking back’.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"stanley-bishop-manchi-delesclefs-zakeri-bryant-learningcritiquingemerging-2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Learning, critiquing, emerging.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Stanley, P; Bishop, M; Manchi, M.; Delesclefs, D; Zakeri, E;  and Bryant, A\n</span>\n\n  \n\n</span>\n\n  In Stanley, P., editor(s), <i>Critical autoethnography and intercultural learning: emerging voices</i>, pages 185–190. Routledge, Abingdon, Oxon ; New York, NY,  2020.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/stanley-bishop-manchi-delesclefs-zakeri-bryant-learningcritiquingemerging-2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('stanley-bishop-manchi-delesclefs-zakeri-bryant-learningcritiquingemerging-2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{stanley_learning_2020,\n\taddress = {Abingdon, Oxon ; New York, NY},\n\ttitle = {Learning, critiquing, emerging.},\n\tisbn = {978-0-367-23477-5 978-0-367-23476-8},\n\tabstract = {&quot;Qualitative Research and Intercultural Learning shows how critical autoethnographic writing in a field such as intercultural education can help inform and change existing research paradigms. Engaging story-telling and insightful analysis from emerging scholars of diverse backgrounds and communities shows the impact of lived experience on teaching and learning. Different areas of intercultural learning are considered, including language education; student and teacher mobilities; Indigenous education; backpacker tourism, and religious learning. The book provides a worked example of how critical autoethnography can help shift thinking within any discipline, and reflects critically upon the multidimensional nature of migrant teacher and learner identities. This book will be essential reading for upper-level students of qualitative research methods, and on international education courses, including language education&quot;--},\n\tbooktitle = {Critical autoethnography and intercultural learning: emerging voices},\n\tpublisher = {Routledge},\n\tauthor = {Stanley, P and Bishop, M and Manchi, M.M. and Delesclefs, D and Zakeri, E and Bryant, A},\n\teditor = {Stanley, Phiona},\n\tyear = {2020},\n\tkeywords = {Biographical methods, Biography, Critical pedagogy, Education, Multicultural education, Reflective learning, Reflective teaching, Students, Teachers},\n\tpages = {185--190},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  \"Qualitative Research and Intercultural Learning shows how critical autoethnographic writing in a field such as intercultural education can help inform and change existing research paradigms. Engaging story-telling and insightful analysis from emerging scholars of diverse backgrounds and communities shows the impact of lived experience on teaching and learning. Different areas of intercultural learning are considered, including language education; student and teacher mobilities; Indigenous education; backpacker tourism, and religious learning. The book provides a worked example of how critical autoethnography can help shift thinking within any discipline, and reflects critically upon the multidimensional nature of migrant teacher and learner identities. This book will be essential reading for upper-level students of qualitative research methods, and on international education courses, including language education\"–\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"rudolph-hogarth-contestedcitizenshipeducationinsettlercoloniesonfirstnationsland-2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1007/978-3-319-67905-1_77-1\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'rudolph-hogarth-contestedcitizenshipeducationinsettlercoloniesonfirstnationsland-2020', 'https://doi.org/10.1007/978-3-319-67905-1_77-1', event);\">\n    Contested citizenship education in settler colonies on First Nations land.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Rudolph, S.;  and Hogarth, M.\n</span>\n\n  \n\n</span>\n\n  In Peterson, A.; Stahl, G.;  and Soong, H., editor(s), <i>The Palgrave handbook of citizenship and education</i>, pages 1–12. Springer International Publishing, Cham,  2020.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1007/978-3-319-67905-1_77-1\"\n     onclick=\"log_download('rudolph-hogarth-contestedcitizenshipeducationinsettlercoloniesonfirstnationsland-2020', 'https://doi.org/10.1007/978-3-319-67905-1_77-1', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Contested citizenship education in settler colonies on First Nations land [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1007/978-3-319-67905-1_77-1\"\n     onclick=\"log_download('rudolph-hogarth-contestedcitizenshipeducationinsettlercoloniesonfirstnationsland-2020', 'http://doi.org/10.1007/978-3-319-67905-1_77-1', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/rudolph-hogarth-contestedcitizenshipeducationinsettlercoloniesonfirstnationsland-2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('rudolph-hogarth-contestedcitizenshipeducationinsettlercoloniesonfirstnationsland-2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{rudolph_contested_2020,\n\taddress = {Cham},\n\ttitle = {Contested citizenship education in settler colonies on {First} {Nations} land},\n\tisbn = {978-3-319-67905-1},\n\turl = {https://doi.org/10.1007/978-3-319-67905-1_77-1},\n\tabstract = {Citizenship education in British settler colonies is no straightforward issue. The history of colonization, imbued with racism, and the ongoing presence of settler peoples and their institutions and government on unceded First Nations land, creates deep citizenship dilemmas. For many years British settler states, such as Australia, Canada, New Zealand, and America, have sought to silence and subdue First Nations peoples through policies and practices that marginalize Indigenous languages, knowledges, and histories. The institution of education has played a key role in these acts of marginalization. This chapter explores the ethical and political dilemmas of citizenship and education in these contexts. It examines the citizenship tensions produced by settler colonies occupying First Nations land, the making of the settler citizen through education systems dominated by whiteness, and the limit points for citizenship education under these conditions. It is argued that justice and citizenship education may be incompatible and that a stance of “anti-citizenship” may be the only possibility for a pathway toward justice in these settler colonial contexts.},\n\tlanguage = {en},\n\turldate = {2021-01-15},\n\tbooktitle = {The {Palgrave} handbook of citizenship and education},\n\tpublisher = {Springer International Publishing},\n\tauthor = {Rudolph, Sophie and Hogarth, Melitta},\n\teditor = {Peterson, Andrew and Stahl, Garth and Soong, Hannah},\n\tyear = {2020},\n\tdoi = {10.1007/978-3-319-67905-1_77-1},\n\tkeywords = {Indigenous sovereignty, Self-determination, Settler colonialism, Whiteness},\n\tpages = {1--12},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Citizenship education in British settler colonies is no straightforward issue. The history of colonization, imbued with racism, and the ongoing presence of settler peoples and their institutions and government on unceded First Nations land, creates deep citizenship dilemmas. For many years British settler states, such as Australia, Canada, New Zealand, and America, have sought to silence and subdue First Nations peoples through policies and practices that marginalize Indigenous languages, knowledges, and histories. The institution of education has played a key role in these acts of marginalization. This chapter explores the ethical and political dilemmas of citizenship and education in these contexts. It examines the citizenship tensions produced by settler colonies occupying First Nations land, the making of the settler citizen through education systems dominated by whiteness, and the limit points for citizenship education under these conditions. It is argued that justice and citizenship education may be incompatible and that a stance of “anti-citizenship” may be the only possibility for a pathway toward justice in these settler colonial contexts.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"frawley-russell-sherwood-culturalcompetenceandthehighereducationsectoraustralianperspectivespoliciesandpractice-2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://www.springer.com/gp/book/9789811553615\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'frawley-russell-sherwood-culturalcompetenceandthehighereducationsectoraustralianperspectivespoliciesandpractice-2020', 'https://www.springer.com/gp/book/9789811553615', event);\">\n    Cultural competence and the higher education sector: Australian perspectives, policies and practice.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Frawley, J.; Russell, G.;  and Sherwood, J.,\n  editors.\n  \n</span>\n\n  \n\n</span>\n\n  Springer,  2020.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://www.springer.com/gp/book/9789811553615\"\n     onclick=\"log_download('frawley-russell-sherwood-culturalcompetenceandthehighereducationsectoraustralianperspectivespoliciesandpractice-2020', 'https://www.springer.com/gp/book/9789811553615', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Cultural competence and the higher education sector: Australian perspectives, policies and practice [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/frawley-russell-sherwood-culturalcompetenceandthehighereducationsectoraustralianperspectivespoliciesandpractice-2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>4 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('frawley-russell-sherwood-culturalcompetenceandthehighereducationsectoraustralianperspectivespoliciesandpractice-2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@book{frawley_cultural_2020,\n\ttitle = {Cultural competence and the higher education sector: {Australian} perspectives, policies and practice},\n\tisbn = {9789811553615},\n\tshorttitle = {Cultural {Competence} and the {Higher} {Education} {Sector}},\n\turl = {https://www.springer.com/gp/book/9789811553615},\n\tabstract = {This open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.},\n\tlanguage = {English},\n\tpublisher = {Springer},\n\teditor = {Frawley, Jack and Russell, Gabrielle and Sherwood, Juanita},\n\tyear = {2020},\n\tkeywords = {Higher Education, cultural competence},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"burgess-bishop-lowe-decolonisingindigenouseducationthecaseforculturalmentoringinsupportingindigenousknowledgereproduction-2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1080/01596306.2020.1774513\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'burgess-bishop-lowe-decolonisingindigenouseducationthecaseforculturalmentoringinsupportingindigenousknowledgereproduction-2020', 'https://doi.org/10.1080/01596306.2020.1774513', event);\">\n    Decolonising Indigenous education: The case for cultural mentoring in supporting Indigenous knowledge reproduction.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Burgess, C.; Bishop, M.;  and Lowe, K.\n</span>\n\n  \n\n</span>\n\n  <i>Discourse: Studies in the Cultural Politics of Education</i>, 0(0): 1–14.  2020.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1080/01596306.2020.1774513\"\n     onclick=\"log_download('burgess-bishop-lowe-decolonisingindigenouseducationthecaseforculturalmentoringinsupportingindigenousknowledgereproduction-2020', 'https://doi.org/10.1080/01596306.2020.1774513', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Decolonising Indigenous education: The case for cultural mentoring in supporting Indigenous knowledge reproduction [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/01596306.2020.1774513\"\n     onclick=\"log_download('burgess-bishop-lowe-decolonisingindigenouseducationthecaseforculturalmentoringinsupportingindigenousknowledgereproduction-2020', 'http://doi.org/10.1080/01596306.2020.1774513', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/burgess-bishop-lowe-decolonisingindigenouseducationthecaseforculturalmentoringinsupportingindigenousknowledgereproduction-2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>4 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('burgess-bishop-lowe-decolonisingindigenouseducationthecaseforculturalmentoringinsupportingindigenousknowledgereproduction-2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{burgess_decolonising_2020,\n\ttitle = {Decolonising {Indigenous} education: {The} case for cultural mentoring in supporting {Indigenous} knowledge reproduction},\n\tvolume = {0},\n\tissn = {0159-6306},\n\tshorttitle = {Decolonising {Indigenous} education},\n\turl = {https://doi.org/10.1080/01596306.2020.1774513},\n\tdoi = {10.1080/01596306.2020.1774513},\n\tabstract = {Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for teachers, shifting the narrative away from racialised discourses about Aboriginal peoples to acknowledging Aboriginal educators as sovereign peoples. Key findings reveal that teachers’ growing understanding of the ongoing impact of colonisation on Aboriginal families resulted in increased confidence in building relationships with Aboriginal communities, Country and students and implementing culturally responsive curriculum and pedagogies. The DRT analysis also raises serious questions about systemic challenges to be addressed if Aboriginal student outcomes are to improve.},\n\tnumber = {0},\n\turldate = {2020-10-30},\n\tjournal = {Discourse: Studies in the Cultural Politics of Education},\n\tauthor = {Burgess, Catherine and Bishop, Michelle and Lowe, Kevin},\n\tyear = {2020},\n\tkeywords = {Aboriginal education, Decolonising Race Theory, Indigenous, cultural mentoring, culturally responsive schooling, teacher professional learning},\n\tpages = {1--14},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for teachers, shifting the narrative away from racialised discourses about Aboriginal peoples to acknowledging Aboriginal educators as sovereign peoples. Key findings reveal that teachers’ growing understanding of the ongoing impact of colonisation on Aboriginal families resulted in increased confidence in building relationships with Aboriginal communities, Country and students and implementing culturally responsive curriculum and pedagogies. The DRT analysis also raises serious questions about systemic challenges to be addressed if Aboriginal student outcomes are to improve.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"bishop-durksen-whatarethepersonalattributesateacherneedstoengageindigenousstudentseffectivelyinthelearningprocessreviewingtheliterature-2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1080/00131881.2020.1755334\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'bishop-durksen-whatarethepersonalattributesateacherneedstoengageindigenousstudentseffectivelyinthelearningprocessreviewingtheliterature-2020', 'https://doi.org/10.1080/00131881.2020.1755334', event);\">\n    What are the personal attributes a teacher needs to engage Indigenous students effectively in the learning process? Re-viewing the literature.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Bishop, M.;  and Durksen, T. L.\n</span>\n\n  \n\n</span>\n\n  <i>Educational Research</i>, 62(2): 181–198.  2020.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1080/00131881.2020.1755334\"\n     onclick=\"log_download('bishop-durksen-whatarethepersonalattributesateacherneedstoengageindigenousstudentseffectivelyinthelearningprocessreviewingtheliterature-2020', 'https://doi.org/10.1080/00131881.2020.1755334', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"What are the personal attributes a teacher needs to engage Indigenous students effectively in the learning process? Re-viewing the literature [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/00131881.2020.1755334\"\n     onclick=\"log_download('bishop-durksen-whatarethepersonalattributesateacherneedstoengageindigenousstudentseffectivelyinthelearningprocessreviewingtheliterature-2020', 'http://doi.org/10.1080/00131881.2020.1755334', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/bishop-durksen-whatarethepersonalattributesateacherneedstoengageindigenousstudentseffectivelyinthelearningprocessreviewingtheliterature-2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>8 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('bishop-durksen-whatarethepersonalattributesateacherneedstoengageindigenousstudentseffectivelyinthelearningprocessreviewingtheliterature-2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{bishop_what_2020,\n\ttitle = {What are the personal attributes a teacher needs to engage {Indigenous} students effectively in the learning process? {Re}-viewing the literature},\n\tvolume = {62},\n\tissn = {0013-1881},\n\tshorttitle = {What are the personal attributes a teacher needs to engage {Indigenous} students effectively in the learning process?},\n\turl = {https://doi.org/10.1080/00131881.2020.1755334},\n\tdoi = {10.1080/00131881.2020.1755334},\n\tabstract = {Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making.Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature.Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action.Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.},\n\tnumber = {2},\n\turldate = {2020-10-22},\n\tjournal = {Educational Research},\n\tauthor = {Bishop, Michelle and Durksen, Tracy L.},\n\tyear = {2020},\n\tkeywords = {Indigenous students, education, literature review, personal attributes, teacher motivation, teacher ontology},\n\tpages = {181--198},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making.Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature.Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action.Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"bishop-donttellmewhattodoencounteringcolonialismintheacademyandpushingbackwithindigenousautoethnography-2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1080/09518398.2020.1761475\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'bishop-donttellmewhattodoencounteringcolonialismintheacademyandpushingbackwithindigenousautoethnography-2020', 'https://doi.org/10.1080/09518398.2020.1761475', event);\">\n    ‘Don’t tell me what to do’ encountering colonialism in the academy and pushing back with Indigenous autoethnography.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Bishop, M.\n</span>\n\n  \n\n</span>\n\n  <i>International Journal of Qualitative Studies in Education</i>,1–12.  2020.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1080/09518398.2020.1761475\"\n     onclick=\"log_download('bishop-donttellmewhattodoencounteringcolonialismintheacademyandpushingbackwithindigenousautoethnography-2020', 'https://doi.org/10.1080/09518398.2020.1761475', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"‘Don’t tell me what to do’ encountering colonialism in the academy and pushing back with Indigenous autoethnography [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/09518398.2020.1761475\"\n     onclick=\"log_download('bishop-donttellmewhattodoencounteringcolonialismintheacademyandpushingbackwithindigenousautoethnography-2020', 'http://doi.org/10.1080/09518398.2020.1761475', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/bishop-donttellmewhattodoencounteringcolonialismintheacademyandpushingbackwithindigenousautoethnography-2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('bishop-donttellmewhattodoencounteringcolonialismintheacademyandpushingbackwithindigenousautoethnography-2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{bishop_dont_2020,\n\ttitle = {‘{Don}’t tell me what to do’ encountering colonialism in the academy and pushing back with {Indigenous} autoethnography},\n\tissn = {0951-8398},\n\turl = {https://doi.org/10.1080/09518398.2020.1761475},\n\tdoi = {10.1080/09518398.2020.1761475},\n\tabstract = {As an Aboriginal woman critiquing Australia’s education system as a site of ongoing colonialism, I aim to actively resist the temptation to perform research within Western hegemonic research paradigms, and instead seek ways to disrupt normative research practices with the what, how, and why of research. In this paper, I utilise Indigenous autoethnography as a cultural imperative to ‘walk my talk’, embedding an autoethnographic dataset of reflection, poetry, emotion, and subjective blurting in response to my experiences of colonialism in the academy. Indigenous autoethnography allows a space from which I can expose (and resist) the abnormality of the ‘normal’; fulfil cultural, ethical and relational obligations; and recentre axiology and ontology as a starting place for research. This paper seeks to contribute to the small but growing literature on Indigenous autoethnography, to offer another pathway for Indigenous scholars to follow, as well as illuminate normative research practices for non-Indigenous researchers.},\n\turldate = {2020-10-22},\n\tjournal = {International Journal of Qualitative Studies in Education},\n\tauthor = {Bishop, Michelle},\n\tyear = {2020},\n\tkeywords = {Indigenous autoethnography, Indigenous knowledges, colonialism, decolonising methodologies, education},\n\tpages = {1--12},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  As an Aboriginal woman critiquing Australia’s education system as a site of ongoing colonialism, I aim to actively resist the temptation to perform research within Western hegemonic research paradigms, and instead seek ways to disrupt normative research practices with the what, how, and why of research. In this paper, I utilise Indigenous autoethnography as a cultural imperative to ‘walk my talk’, embedding an autoethnographic dataset of reflection, poetry, emotion, and subjective blurting in response to my experiences of colonialism in the academy. Indigenous autoethnography allows a space from which I can expose (and resist) the abnormality of the ‘normal’; fulfil cultural, ethical and relational obligations; and recentre axiology and ontology as a starting place for research. This paper seeks to contribute to the small but growing literature on Indigenous autoethnography, to offer another pathway for Indigenous scholars to follow, as well as illuminate normative research practices for non-Indigenous researchers.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2019\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2019')\"\n      onkeypress=\"toggleGroup('group_2019')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2019</span>\n      <span class=\"bibbase_group_count\">\n        \n        (9)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"worrell-textchoiceteachingaboriginalandtorresstraitislanderperspectivesinenglish-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"http://hdl.handle.net/1959.14/1279764\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'worrell-textchoiceteachingaboriginalandtorresstraitislanderperspectivesinenglish-2019', 'http://hdl.handle.net/1959.14/1279764', event);\">\n    Text choice: teaching Aboriginal and Torres Strait Islander perspectives in English.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Worrell, T.\n</span>\n\n  \n\n</span>\n\n  Ph.D. Thesis,  2019.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"http://hdl.handle.net/1959.14/1279764\"\n     onclick=\"log_download('worrell-textchoiceteachingaboriginalandtorresstraitislanderperspectivesinenglish-2019', 'http://hdl.handle.net/1959.14/1279764', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Text choice: teaching Aboriginal and Torres Strait Islander perspectives in English [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/worrell-textchoiceteachingaboriginalandtorresstraitislanderperspectivesinenglish-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>6 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('worrell-textchoiceteachingaboriginalandtorresstraitislanderperspectivesinenglish-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@phdthesis{worrell_text_2019,\n\ttype = {Master ({Research}) {Thesis}},\n\ttitle = {Text choice: teaching {Aboriginal} and {Torres} {Strait} {Islander} perspectives in {English}},\n\tshorttitle = {Text choice},\n\turl = {http://hdl.handle.net/1959.14/1279764},\n\tabstract = {The secondary subject of English offers a unique context to embed Aboriginal and Torres Strait Islander perspectives for the benefit of all students through the availability and variety of text choices. Currently, in New South Wales, teachers are mandated to select quality texts that are “widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia” (NESA, 2019a). There is currently limited understanding of what text choices English teachers make, and how they make these choices in order to teach about Aboriginal and Torres Strait Islander perspectives, cultures and histories. Without an understanding of the texts English teachers select and the nature of these choices, it is difficult to evaluate the inclusion of these perspectives. This study aims to address this gap through a qualitative study which will provide a glimpse into the current practice of NSW English teachers text selection choices and processes. This will be carried out through semi-structured interviews with NSW English teachers in Sydney secondary schools.},\n\tauthor = {Worrell, Tamika},\n\tyear = {2019},\n\tkeywords = {Aboriginal Education, Aboriginal Perspectives, English Teaching, Thesis},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  The secondary subject of English offers a unique context to embed Aboriginal and Torres Strait Islander perspectives for the benefit of all students through the availability and variety of text choices. Currently, in New South Wales, teachers are mandated to select quality texts that are “widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia” (NESA, 2019a). There is currently limited understanding of what text choices English teachers make, and how they make these choices in order to teach about Aboriginal and Torres Strait Islander perspectives, cultures and histories. Without an understanding of the texts English teachers select and the nature of these choices, it is difficult to evaluate the inclusion of these perspectives. This study aims to address this gap through a qualitative study which will provide a glimpse into the current practice of NSW English teachers text selection choices and processes. This will be carried out through semi-structured interviews with NSW English teachers in Sydney secondary schools.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"davis-woods-durithungaboulapatternofrespectfulrelationshipsreciprocityandsociallyjustliteracyeducationinoneurbanschool-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://link.springer.com/chapter/10.1007/978-981-13-8629-9_4\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'davis-woods-durithungaboulapatternofrespectfulrelationshipsreciprocityandsociallyjustliteracyeducationinoneurbanschool-2019', 'https://link.springer.com/chapter/10.1007/978-981-13-8629-9_4', event);\">\n    Durithunga Boul: A pattern of respectful relationships, reciprocity and socially just literacy education in one urban school.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Davis, J.;  and Woods, A.\n</span>\n\n  \n\n</span>\n\n  In Rennie, J.;  and Harper, H., editor(s), <i>Literacy education and Indigenous Australians: Theory, research and practice</i>, pages 51–69. Springer, Singapore,  2019.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://link.springer.com/chapter/10.1007/978-981-13-8629-9_4\"\n     onclick=\"log_download('davis-woods-durithungaboulapatternofrespectfulrelationshipsreciprocityandsociallyjustliteracyeducationinoneurbanschool-2019', 'https://link.springer.com/chapter/10.1007/978-981-13-8629-9_4', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Durithunga Boul: A pattern of respectful relationships, reciprocity and socially just literacy education in one urban school [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/davis-woods-durithungaboulapatternofrespectfulrelationshipsreciprocityandsociallyjustliteracyeducationinoneurbanschool-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>4 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('davis-woods-durithungaboulapatternofrespectfulrelationshipsreciprocityandsociallyjustliteracyeducationinoneurbanschool-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{davis_durithunga_2019,\n\taddress = {Singapore},\n\ttitle = {Durithunga {Boul}: {A} pattern of respectful relationships, reciprocity and socially just literacy education in one urban school},\n\tcopyright = {free\\_to\\_read},\n\tisbn = {9789811386282},\n\tshorttitle = {Durithunga {Boul}},\n\turl = {https://link.springer.com/chapter/10.1007/978-981-13-8629-9_4},\n\tabstract = {Systems and schools in Australia continue to be challenged to provide equitable, socially just literacy education for Aboriginal and Torres Strait Islander young people and children in schools. This task seems to continue to be more difficult than might be expected, and this suggests that the current policy approach which relies on a variety of isolated ‘programs’ and new – or old – approaches that layer on top of each other may not be the best way forward. This chapter provides insight into one locally developed, Indigenous led education community and describes the possibilities created when these educators brokered relationships with other systems, approaches and researchers to reform schooling in the best interests of Aboriginal and Torres Strait Islander students. Details of the variety of strategies taken at one urban school are provided to focus on the important elements of what a socially just literacy education could be when Aboriginal and Torres Strait Islander education perspectives are foregrounded in authentic ways.},\n\tlanguage = {en},\n\turldate = {2023-10-18},\n\tbooktitle = {Literacy education and {Indigenous} {Australians}: {Theory}, research and practice},\n\tpublisher = {Springer},\n\tauthor = {Davis, John and Woods, Annette},\n\teditor = {Rennie, J. and Harper, H.},\n\tyear = {2019},\n\tpages = {51--69},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Systems and schools in Australia continue to be challenged to provide equitable, socially just literacy education for Aboriginal and Torres Strait Islander young people and children in schools. This task seems to continue to be more difficult than might be expected, and this suggests that the current policy approach which relies on a variety of isolated ‘programs’ and new – or old – approaches that layer on top of each other may not be the best way forward. This chapter provides insight into one locally developed, Indigenous led education community and describes the possibilities created when these educators brokered relationships with other systems, approaches and researchers to reform schooling in the best interests of Aboriginal and Torres Strait Islander students. Details of the variety of strategies taken at one urban school are provided to focus on the important elements of what a socially just literacy education could be when Aboriginal and Torres Strait Islander education perspectives are foregrounded in authentic ways.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"lovett-muwadda-lee-aboriginalandtorresstraitislandercommunitybasedresearch-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Aboriginal and Torres Strait Islander Community-based Research.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Lovett, R; Muwadda, L;  and Lee, V\n</span>\n\n  \n\n</span>\n\n  In Walter, M., editor(s), <i>Social research methods</i>, pages 113–33. Oxford University Press, Docklands, Victoria, Australia, Fourth edition edition,  2019.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/lovett-muwadda-lee-aboriginalandtorresstraitislandercommunitybasedresearch-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('lovett-muwadda-lee-aboriginalandtorresstraitislandercommunitybasedresearch-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{walter_aboriginal_2019,\n\taddress = {Docklands, Victoria, Australia},\n\tedition = {Fourth edition},\n\ttitle = {Aboriginal and {Torres} {Strait} {Islander} {Community}-based {Research}},\n\tisbn = {978-0-19-031011-0},\n\tbooktitle = {Social research methods},\n\tpublisher = {Oxford University Press},\n\tauthor = {Lovett, R and Muwadda, L and Lee, V},\n\teditor = {Walter, Maggie},\n\tyear = {2019},\n\tkeywords = {New Zealand, Research, Research Methodology, Social sciences},\n\tpages = {113--33},\n}\n\n</pre>\n</div>\n\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"tynan-bishop-disembodiedexpertsaccountabilityandrefusalanautoethnographyoftwoaboriginalwomen-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1080/1323238X.2019.1574202\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'tynan-bishop-disembodiedexpertsaccountabilityandrefusalanautoethnographyoftwoaboriginalwomen-2019', 'https://doi.org/10.1080/1323238X.2019.1574202', event);\">\n    Disembodied experts, accountability and refusal: an autoethnography of two (ab)Original women.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Tynan, L.;  and Bishop, M.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Human Rights</i>, 25(2): 217–231.  2019.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1080/1323238X.2019.1574202\"\n     onclick=\"log_download('tynan-bishop-disembodiedexpertsaccountabilityandrefusalanautoethnographyoftwoaboriginalwomen-2019', 'https://doi.org/10.1080/1323238X.2019.1574202', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Disembodied experts, accountability and refusal: an autoethnography of two (ab)Original women [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/1323238X.2019.1574202\"\n     onclick=\"log_download('tynan-bishop-disembodiedexpertsaccountabilityandrefusalanautoethnographyoftwoaboriginalwomen-2019', 'http://doi.org/10.1080/1323238X.2019.1574202', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/tynan-bishop-disembodiedexpertsaccountabilityandrefusalanautoethnographyoftwoaboriginalwomen-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>2 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('tynan-bishop-disembodiedexpertsaccountabilityandrefusalanautoethnographyoftwoaboriginalwomen-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{tynan_disembodied_2019,\n\ttitle = {Disembodied experts, accountability and refusal: an autoethnography of two (ab){Original} women},\n\tvolume = {25},\n\tissn = {1323-238X},\n\tshorttitle = {Disembodied experts, accountability and refusal},\n\turl = {https://doi.org/10.1080/1323238X.2019.1574202},\n\tdoi = {10.1080/1323238X.2019.1574202},\n\tlanguage = {English},\n\tnumber = {2},\n\turldate = {2020-11-02},\n\tjournal = {Australian Journal of Human Rights},\n\tauthor = {Tynan, Lauren and Bishop, Michelle},\n\tyear = {2019},\n\tkeywords = {Indigenous autoethnography, development, disembodied expert, education, refusal, whiteness},\n\tpages = {217--231},\n}\n\n</pre>\n</div>\n\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"page-trudgett-bodkinandrews-tacticsorstrategiesexploringeverydayconditionstofacilitateimplementationofanindigenousgraduateattributesproject-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Tactics or strategies? Exploring everyday conditions to facilitate implementation of an Indigenous graduate attributes project.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Page, S.; Trudgett, M.;  and Bodkin-Andrews, G.\n</span>\n\n  \n\n</span>\n\n  <i>Journal of Higher Education Policy and Management</i>, 41(4): 390–403.  2019.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1080/1360080X.2019.1609390\"\n     onclick=\"log_download('page-trudgett-bodkinandrews-tacticsorstrategiesexploringeverydayconditionstofacilitateimplementationofanindigenousgraduateattributesproject-2019', 'http://doi.org/10.1080/1360080X.2019.1609390', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/page-trudgett-bodkinandrews-tacticsorstrategiesexploringeverydayconditionstofacilitateimplementationofanindigenousgraduateattributesproject-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('page-trudgett-bodkinandrews-tacticsorstrategiesexploringeverydayconditionstofacilitateimplementationofanindigenousgraduateattributesproject-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{page_tactics_2019,\n\ttitle = {Tactics or strategies? {Exploring} everyday conditions to facilitate implementation of an {Indigenous} graduate attributes project},\n\tvolume = {41},\n\tissn = {1360-080X},\n\tshorttitle = {Tactics or {Strategies}?},\n\tdoi = {10.1080/1360080X.2019.1609390},\n\tabstract = {In 2017 Universities Australia (UA), the peak body representing Australian universities released its &quot;Indigenous Strategy 2017-2020.&quot; The document unites universities together in common goals for Indigenous achievement, filling a notable gap in the Australian higher education landscape. The &quot;Strategy&quot; outlines a comprehensive plan for enhanced Indigenous outcomes in critical areas of higher education including student access and success, graduate research, and community engagement. This paper focuses on the implementation of Indigenous curriculum for all Australian university graduates which is a key aspect of the &quot;Strategy.&quot; The changing Indigenous higher education landscape invites the nuanced analysis that critical examination of universities, as organisations, might elicit. Drawing on de Certeau&#x27;s notion of tactics and strategies, the paper examines the policy and cultural climate of an Australian university which supports an Indigenous Graduate Attribute curriculum project.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-11-02},\n\tjournal = {Journal of Higher Education Policy and Management},\n\tauthor = {Page, Susan and Trudgett, Michelle and Bodkin-Andrews, Gawaian},\n\tyear = {2019},\n\tkeywords = {Academic Achievement, College Administration, College Graduates, Curriculum Implementation, Indigenous Knowledge, Minority Group Students, Outcomes of Education, Power Structure, School Culture, Strategic Planning, Universities, graduate attributes, higher education, policy},\n\tpages = {390--403},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  In 2017 Universities Australia (UA), the peak body representing Australian universities released its \"Indigenous Strategy 2017-2020.\" The document unites universities together in common goals for Indigenous achievement, filling a notable gap in the Australian higher education landscape. The \"Strategy\" outlines a comprehensive plan for enhanced Indigenous outcomes in critical areas of higher education including student access and success, graduate research, and community engagement. This paper focuses on the implementation of Indigenous curriculum for all Australian university graduates which is a key aspect of the \"Strategy.\" The changing Indigenous higher education landscape invites the nuanced analysis that critical examination of universities, as organisations, might elicit. Drawing on de Certeau's notion of tactics and strategies, the paper examines the policy and cultural climate of an Australian university which supports an Indigenous Graduate Attribute curriculum project.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"page-trudgett-bodkinandrews-creatingadegreefocusedpedagogicalframeworktoguideindigenousgraduateattributecurriculumdevelopment-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Creating a degree-focused pedagogical framework to guide Indigenous graduate attribute curriculum development.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Page, S.; Trudgett, M.;  and Bodkin-Andrews, G.\n</span>\n\n  \n\n</span>\n\n  <i>Higher Education: The International Journal of Higher Education Research</i>, 78(1): 1–15.  2019.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1007/s10734-018-0324-4\"\n     onclick=\"log_download('page-trudgett-bodkinandrews-creatingadegreefocusedpedagogicalframeworktoguideindigenousgraduateattributecurriculumdevelopment-2019', 'http://doi.org/10.1007/s10734-018-0324-4', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/page-trudgett-bodkinandrews-creatingadegreefocusedpedagogicalframeworktoguideindigenousgraduateattributecurriculumdevelopment-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('page-trudgett-bodkinandrews-creatingadegreefocusedpedagogicalframeworktoguideindigenousgraduateattributecurriculumdevelopment-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{page_creating_2019,\n\ttitle = {Creating a degree-focused pedagogical framework to guide {Indigenous} graduate attribute curriculum development},\n\tvolume = {78},\n\tissn = {0018-1560},\n\tdoi = {10.1007/s10734-018-0324-4},\n\tabstract = {Globally, rapid technological advancement is creating widespread concern about workforces of the future, and universities are expected to produce highly skilled graduates to meet the unremitting demands of knowledge economies. In this context, graduate attributes are a means for developing employability skills and an avenue for institutions to demonstrate to employers and potential graduates that the requisite skills will be developed during a degree. To meet these needs, graduate attributes tend to emphasise a range of generic abilities such as team work, communicating effectively, or critical thinking. While these soft skills are common in suites of graduate attributes, more recently, a next generation of attributes is emerging. The curriculum has now become a site for critical global issues such as sustainability. Also, globalisation is driving universities to foster graduates&#x27; intercultural and international skills, reflecting a diversifying and internationalised workforce. In Australian universities, and those in other colonised nations such as Canada and New Zealand, there is a growing emphasis on ensuring that graduates engage with Indigenous content and develop the capacity to work effectively with and for Indigenous peoples to address inequities and promote social justice. Using a case example from an Australian university curriculum project, we describe a degree framework developed to guide the institution wide implementation of Indigenous graduate attributes. Although the case context is quite specific, the guiding principles have widespread relevance for embedding graduate attributes into university curricula.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-11-02},\n\tjournal = {Higher Education: The International Journal of Higher Education Research},\n\tauthor = {Page, Susan and Trudgett, Michelle and Bodkin-Andrews, Gawaian},\n\tyear = {2019},\n\tkeywords = {College Curriculum, College Graduates, Culturally Relevant Education, Curriculum Development, Indigenous Knowledge, Indigenous Populations, Student Characteristics},\n\tpages = {1--15},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Globally, rapid technological advancement is creating widespread concern about workforces of the future, and universities are expected to produce highly skilled graduates to meet the unremitting demands of knowledge economies. In this context, graduate attributes are a means for developing employability skills and an avenue for institutions to demonstrate to employers and potential graduates that the requisite skills will be developed during a degree. To meet these needs, graduate attributes tend to emphasise a range of generic abilities such as team work, communicating effectively, or critical thinking. While these soft skills are common in suites of graduate attributes, more recently, a next generation of attributes is emerging. The curriculum has now become a site for critical global issues such as sustainability. Also, globalisation is driving universities to foster graduates' intercultural and international skills, reflecting a diversifying and internationalised workforce. In Australian universities, and those in other colonised nations such as Canada and New Zealand, there is a growing emphasis on ensuring that graduates engage with Indigenous content and develop the capacity to work effectively with and for Indigenous peoples to address inequities and promote social justice. Using a case example from an Australian university curriculum project, we describe a degree framework developed to guide the institution wide implementation of Indigenous graduate attributes. Although the case context is quite specific, the guiding principles have widespread relevance for embedding graduate attributes into university curricula.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"brown-indigenousyoungpeopledisadvantageandtheviolenceofsettlercolonialeducationpolicyandcurriculum-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1177/1440783318794295\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'brown-indigenousyoungpeopledisadvantageandtheviolenceofsettlercolonialeducationpolicyandcurriculum-2019', 'https://doi.org/10.1177/1440783318794295', event);\">\n    Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Brown, L.\n</span>\n\n  \n\n</span>\n\n  <i>Journal of Sociology</i>, 55(1): 54–71.  2019.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1177/1440783318794295\"\n     onclick=\"log_download('brown-indigenousyoungpeopledisadvantageandtheviolenceofsettlercolonialeducationpolicyandcurriculum-2019', 'https://doi.org/10.1177/1440783318794295', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1177/1440783318794295\"\n     onclick=\"log_download('brown-indigenousyoungpeopledisadvantageandtheviolenceofsettlercolonialeducationpolicyandcurriculum-2019', 'http://doi.org/10.1177/1440783318794295', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/brown-indigenousyoungpeopledisadvantageandtheviolenceofsettlercolonialeducationpolicyandcurriculum-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>7 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('brown-indigenousyoungpeopledisadvantageandtheviolenceofsettlercolonialeducationpolicyandcurriculum-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{brown_indigenous_2019,\n\ttitle = {Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum},\n\tvolume = {55},\n\tissn = {1440-7833},\n\turl = {https://doi.org/10.1177/1440783318794295},\n\tdoi = {10.1177/1440783318794295},\n\tabstract = {In this article, I argue that settler colonial violence is manifest both in the experiences of Indigenous young people in their engagement with the education system, and in the fact that despite a decade of targeted efforts to close the gap in Indigenous educational ‘disadvantage’ – it still remains. Drawing on a small qualitative study undertaken with Indigenous high school students from across New South Wales, Australia, this research reveals that the dismissal of Indigenous knowledge, stories and perspectives within the classroom is reflective of the broader absence in education policy of a critical engagement with the past and how it impacts both the present and the future. Before concluding, I bring settler colonial theory in relation to sociologist Johan Galtung’s conceptualisation of violence to put forward a complex reading of Indigenous educational disadvantage as a product of colonial dispossession.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-10-30},\n\tjournal = {Journal of Sociology},\n\tauthor = {Brown, Lilly},\n\tyear = {2019},\n\tkeywords = {Indigenous education, Indigenous studies, Indigenous youth, education, educational sociology, justice, social justice, sociological theory, youth},\n\tpages = {54--71},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  In this article, I argue that settler colonial violence is manifest both in the experiences of Indigenous young people in their engagement with the education system, and in the fact that despite a decade of targeted efforts to close the gap in Indigenous educational ‘disadvantage’ – it still remains. Drawing on a small qualitative study undertaken with Indigenous high school students from across New South Wales, Australia, this research reveals that the dismissal of Indigenous knowledge, stories and perspectives within the classroom is reflective of the broader absence in education policy of a critical engagement with the past and how it impacts both the present and the future. Before concluding, I bring settler colonial theory in relation to sociologist Johan Galtung’s conceptualisation of violence to put forward a complex reading of Indigenous educational disadvantage as a product of colonial dispossession.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"bodkinandrews-page-trudgett-workingtowardsaccountabilityinembeddingindigenousstudiesevidencefromanindigenousgraduateattributeevaluationinstrument-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1177/0004944119863927\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'bodkinandrews-page-trudgett-workingtowardsaccountabilityinembeddingindigenousstudiesevidencefromanindigenousgraduateattributeevaluationinstrument-2019', 'https://doi.org/10.1177/0004944119863927', event);\">\n    Working towards accountability in embedding Indigenous studies: Evidence from an Indigenous graduate attribute evaluation instrument.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Bodkin-Andrews, G.; Page, S.;  and Trudgett, M.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Education</i>, 63(2): 232–260.  2019.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1177/0004944119863927\"\n     onclick=\"log_download('bodkinandrews-page-trudgett-workingtowardsaccountabilityinembeddingindigenousstudiesevidencefromanindigenousgraduateattributeevaluationinstrument-2019', 'https://doi.org/10.1177/0004944119863927', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Working towards accountability in embedding Indigenous studies: Evidence from an Indigenous graduate attribute evaluation instrument [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1177/0004944119863927\"\n     onclick=\"log_download('bodkinandrews-page-trudgett-workingtowardsaccountabilityinembeddingindigenousstudiesevidencefromanindigenousgraduateattributeevaluationinstrument-2019', 'http://doi.org/10.1177/0004944119863927', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/bodkinandrews-page-trudgett-workingtowardsaccountabilityinembeddingindigenousstudiesevidencefromanindigenousgraduateattributeevaluationinstrument-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('bodkinandrews-page-trudgett-workingtowardsaccountabilityinembeddingindigenousstudiesevidencefromanindigenousgraduateattributeevaluationinstrument-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{bodkin-andrews_working_2019,\n\ttitle = {Working towards accountability in embedding {Indigenous} studies: {Evidence} from an {Indigenous} graduate attribute evaluation instrument},\n\tvolume = {63},\n\tissn = {0004-9441},\n\tshorttitle = {Working towards accountability in embedding {Indigenous} studies},\n\turl = {https://doi.org/10.1177/0004944119863927},\n\tdoi = {10.1177/0004944119863927},\n\tabstract = {Whilst Indigenous Graduate Attributes – or the embedding Indigenous cultural competencies within broad graduate attributes – are becoming increasingly popular within some universities, it is essential that universities be held accountable for the realisation of such policies. Considering that Australian Indigenous Studies – an essential component of Indigenous Graduate Attributes – is a highly contested space where colonial and Indigenous knowledges collide, this article presents evidence from analyses, engaging with Indigenous Standpoints, aimed at evaluating critically the degree to which university subjects may contribute to the realisation of Indigenous Graduate Attributes. Results identify not only an array of psychometrically sound factors which measure Student Knowledges and Attitudes to Indigenous Issues as well as Applied Indigenous Learning, but also indicate that the embedding of Australian Indigenous Studies content may vary across disciplines. In addition, results show that the impact of such embedding on student attitudes also varies greatly according to discipline, with positive, negative, and contradicting results across disciplines. These findings strongly suggest that any commitment to embedding Indigenous Graduate Attributes must be monitored very carefully.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-10-30},\n\tjournal = {Australian Journal of Education},\n\tauthor = {Bodkin-Andrews, Gawaian and Page, Susan and Trudgett, Michelle},\n\tyear = {2019},\n\tkeywords = {Australian Indigenous Studies, Indigenous Graduate Attributes, Indigenous standpoints, colonisation, confirmatory factor analysis, higher education},\n\tpages = {232--260},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Whilst Indigenous Graduate Attributes – or the embedding Indigenous cultural competencies within broad graduate attributes – are becoming increasingly popular within some universities, it is essential that universities be held accountable for the realisation of such policies. Considering that Australian Indigenous Studies – an essential component of Indigenous Graduate Attributes – is a highly contested space where colonial and Indigenous knowledges collide, this article presents evidence from analyses, engaging with Indigenous Standpoints, aimed at evaluating critically the degree to which university subjects may contribute to the realisation of Indigenous Graduate Attributes. Results identify not only an array of psychometrically sound factors which measure Student Knowledges and Attitudes to Indigenous Issues as well as Applied Indigenous Learning, but also indicate that the embedding of Australian Indigenous Studies content may vary across disciplines. In addition, results show that the impact of such embedding on student attitudes also varies greatly according to discipline, with positive, negative, and contradicting results across disciplines. These findings strongly suggest that any commitment to embedding Indigenous Graduate Attributes must be monitored very carefully.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"bishop-vass-thompson-decolonisingschoolingpracticesthroughrelationalityandreciprocityembeddinglocalaboriginalperspectivesintheclassroom-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1080/14681366.2019.1704844\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'bishop-vass-thompson-decolonisingschoolingpracticesthroughrelationalityandreciprocityembeddinglocalaboriginalperspectivesintheclassroom-2019', 'https://doi.org/10.1080/14681366.2019.1704844', event);\">\n    Decolonising schooling practices through relationality and reciprocity: embedding local Aboriginal perspectives in the classroom.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Bishop, M.; Vass, G.;  and Thompson, K.\n</span>\n\n  \n\n</span>\n\n  <i>Pedagogy, Culture & Society</i>, 0(0): 1–19.  2019.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1080/14681366.2019.1704844\"\n     onclick=\"log_download('bishop-vass-thompson-decolonisingschoolingpracticesthroughrelationalityandreciprocityembeddinglocalaboriginalperspectivesintheclassroom-2019', 'https://doi.org/10.1080/14681366.2019.1704844', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Decolonising schooling practices through relationality and reciprocity: embedding local Aboriginal perspectives in the classroom [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/14681366.2019.1704844\"\n     onclick=\"log_download('bishop-vass-thompson-decolonisingschoolingpracticesthroughrelationalityandreciprocityembeddinglocalaboriginalperspectivesintheclassroom-2019', 'http://doi.org/10.1080/14681366.2019.1704844', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/bishop-vass-thompson-decolonisingschoolingpracticesthroughrelationalityandreciprocityembeddinglocalaboriginalperspectivesintheclassroom-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>11 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('bishop-vass-thompson-decolonisingschoolingpracticesthroughrelationalityandreciprocityembeddinglocalaboriginalperspectivesintheclassroom-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{bishop_decolonising_2019,\n\ttitle = {Decolonising schooling practices through relationality and reciprocity: embedding local {Aboriginal} perspectives in the classroom},\n\tvolume = {0},\n\tissn = {1468-1366},\n\tshorttitle = {Decolonising schooling practices through relationality and reciprocity},\n\turl = {https://doi.org/10.1080/14681366.2019.1704844},\n\tdoi = {10.1080/14681366.2019.1704844},\n\tabstract = {Indigenous communities share concerns related to power, tokenism, and the reproduction of patterns of privilege and discrimination within formal schooling systems. These are issues that were central to ambitions of the Culture, Community and Curriculum Project (CCCP), the focus of this paper. The CCCP was a three-year ‘pilot’ study that accepted from the outset that Aboriginal parents and community members should have a genuine and meaningful role in education-related decision making and practices. We report on the processes and experiences of community members and teachers as they drew on local expertise to embed contextually responsive perspectives, knowledges, and ways of teaching that met national curriculum requirements, while concurrently fostering learners’ critical social consciousness. We hope to illustrate how and why the embedding of local Aboriginal perspectives has enriched the learning experiences for all involved, whilst highlighting some of the challenges of such an approach being genuinely taken up more widely.},\n\tnumber = {0},\n\turldate = {2020-11-02},\n\tjournal = {Pedagogy, Culture \\&amp; Society},\n\tauthor = {Bishop, Michelle and Vass, Greg and Thompson, Katherine},\n\tyear = {2019},\n\tkeywords = {Decolonising, Indigenous education, community engagement, culturally responsive pedagogy, professional learning, relationality},\n\tpages = {1--19},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Indigenous communities share concerns related to power, tokenism, and the reproduction of patterns of privilege and discrimination within formal schooling systems. These are issues that were central to ambitions of the Culture, Community and Curriculum Project (CCCP), the focus of this paper. The CCCP was a three-year ‘pilot’ study that accepted from the outset that Aboriginal parents and community members should have a genuine and meaningful role in education-related decision making and practices. We report on the processes and experiences of community members and teachers as they drew on local expertise to embed contextually responsive perspectives, knowledges, and ways of teaching that met national curriculum requirements, while concurrently fostering learners’ critical social consciousness. We hope to illustrate how and why the embedding of local Aboriginal perspectives has enriched the learning experiences for all involved, whilst highlighting some of the challenges of such an approach being genuinely taken up more widely.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2018\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2018')\"\n      onkeypress=\"toggleGroup('group_2018')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2018</span>\n      <span class=\"bibbase_group_count\">\n        \n        (11)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"hogarth-addressingtherightsofindigenouspeoplesineducationacriticalanalysisofindigenouseducationpolicy-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://eprints.qut.edu.au/118573/\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'hogarth-addressingtherightsofindigenouspeoplesineducationacriticalanalysisofindigenouseducationpolicy-2018', 'https://eprints.qut.edu.au/118573/', event);\">\n    Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Hogarth, M. D.\n</span>\n\n  \n\n</span>\n\n  Ph.D. Thesis, Queensland University of Technology,  2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://eprints.qut.edu.au/118573/\"\n     onclick=\"log_download('hogarth-addressingtherightsofindigenouspeoplesineducationacriticalanalysisofindigenouseducationpolicy-2018', 'https://eprints.qut.edu.au/118573/', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/hogarth-addressingtherightsofindigenouspeoplesineducationacriticalanalysisofindigenouseducationpolicy-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>2 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('hogarth-addressingtherightsofindigenouspeoplesineducationacriticalanalysisofindigenouseducationpolicy-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@phdthesis{hogarth_addressing_2018,\n\ttype = {phd},\n\ttitle = {Addressing the rights of {Indigenous} peoples in education: {A} critical analysis of {Indigenous} education policy},\n\tcopyright = {free\\_to\\_read},\n\tshorttitle = {Addressing the rights of {Indigenous} peoples in education},\n\turl = {https://eprints.qut.edu.au/118573/},\n\tabstract = {For far too long, Aboriginal and Torres Strait Islander peoples&#x27; voices have been silenced. This study critically analyses the National Aboriginal and Torres Strait Islander Education Strategy 2015 through the lens of the Coolangatta Statement on Indigenous peoples&#x27; rights in Education. Focus is placed on how the Strategy addresses the rights of Aboriginal and Torres Strait Islander peoples in education when seeking to improve the educational attainment of Indigenous primary and secondary students. In turn, the representations of Aboriginal and Torres Strait Islander students, parents and communities are explored and established.},\n\tlanguage = {en},\n\turldate = {2023-11-09},\n\tschool = {Queensland University of Technology},\n\tauthor = {Hogarth, Melitta D.},\n\tyear = {2018},\n\tkeywords = {Aboriginal and Torres Strait Islander education, Indigenous Critical Discourse Analysis, Indigenous education, Indigenous methodologies, Policy analysis, Representations in text, critical discourse analysis, indigenist research principles, indigenous standpoint theory, social justice},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  For far too long, Aboriginal and Torres Strait Islander peoples' voices have been silenced. This study critically analyses the National Aboriginal and Torres Strait Islander Education Strategy 2015 through the lens of the Coolangatta Statement on Indigenous peoples' rights in Education. Focus is placed on how the Strategy addresses the rights of Aboriginal and Torres Strait Islander peoples in education when seeking to improve the educational attainment of Indigenous primary and secondary students. In turn, the representations of Aboriginal and Torres Strait Islander students, parents and communities are explored and established.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"fricker-judd-theintersectionsofeducationsportandcultureatpapunyatheneedforfieldbasedresearchinremoteinlandaustralia-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.informit.org/doi/abs/10.3316/informit.142672679550489\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'fricker-judd-theintersectionsofeducationsportandcultureatpapunyatheneedforfieldbasedresearchinremoteinlandaustralia-2018', 'https://search.informit.org/doi/abs/10.3316/informit.142672679550489', event);\">\n    The intersections of education, sport and culture at Papunya: The need for field-based research in remote inland Australia.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Fricker, A.;  and Judd, B.\n</span>\n\n  \n\n</span>\n\n  <i>Journal of Australian Indigenous Issues</i>, 21(1-2): 2–22.  2018.\n  <span class=\"note\">Publisher: Federation University of Australia</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.informit.org/doi/abs/10.3316/informit.142672679550489\"\n     onclick=\"log_download('fricker-judd-theintersectionsofeducationsportandcultureatpapunyatheneedforfieldbasedresearchinremoteinlandaustralia-2018', 'https://search.informit.org/doi/abs/10.3316/informit.142672679550489', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"The intersections of education, sport and culture at Papunya: The need for field-based research in remote inland Australia [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/fricker-judd-theintersectionsofeducationsportandcultureatpapunyatheneedforfieldbasedresearchinremoteinlandaustralia-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('fricker-judd-theintersectionsofeducationsportandcultureatpapunyatheneedforfieldbasedresearchinremoteinlandaustralia-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{fricker_intersections_2018,\n\ttitle = {The intersections of education, sport and culture at {Papunya}: {The} need for field-based research in remote inland {Australia}},\n\tvolume = {21},\n\tshorttitle = {The intersections of education, sport and culture at {Papunya}},\n\turl = {https://search.informit.org/doi/abs/10.3316/informit.142672679550489},\n\tabstract = {This paper explores the operation of Australian (Rules) Football in the remote Aboriginal community of Papunya in the Northern Territory (NT). The playing and organisation of football by and for the Anangu (i.e. Australian Aboriginal) peoples of Central Australia constitutes an important expression of Aboriginal sovereignty in the context of post-NT Intervention politics. Australian (Rules) Football, along with traditional &#x27;men&#x27;s ceremonial business&#x27; remains one of few areas of social life where Anangu exercise decision-making authority over their own lives and that of their community in ways that might be said to be self-determining and consistent with United Nations (UN) declaration definitions. Football is, therefore, an important realm in which young men (Wati) learn from male Elders (Tjilpi). This paper explores Australian Football as it is played on Luritja country as a realm of Anangu learning and asks why formal education systems fail to recognise football played On Country as a valid forum of learning.},\n\tnumber = {1-2},\n\turldate = {2023-10-23},\n\tjournal = {Journal of Australian Indigenous Issues},\n\tauthor = {Fricker, Al and Judd, Barry},\n\tyear = {2018},\n\tnote = {Publisher: Federation University of Australia},\n\tkeywords = {Aboriginal Australians--Education, Aboriginal Australians--Government policy, Academic achievement, Australian football, Competency-based education, Northern Territory--Papunya Native Settlement, Pitjantjatjara (Australian people)},\n\tpages = {2--22},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This paper explores the operation of Australian (Rules) Football in the remote Aboriginal community of Papunya in the Northern Territory (NT). The playing and organisation of football by and for the Anangu (i.e. Australian Aboriginal) peoples of Central Australia constitutes an important expression of Aboriginal sovereignty in the context of post-NT Intervention politics. Australian (Rules) Football, along with traditional 'men's ceremonial business' remains one of few areas of social life where Anangu exercise decision-making authority over their own lives and that of their community in ways that might be said to be self-determining and consistent with United Nations (UN) declaration definitions. Football is, therefore, an important realm in which young men (Wati) learn from male Elders (Tjilpi). This paper explores Australian Football as it is played on Luritja country as a realm of Anangu learning and asks why formal education systems fail to recognise football played On Country as a valid forum of learning.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"gruppetta-southgate-ober-cameron-john-thunig-heath-burns-etal-yarningthewaytheroleofindigenousparaprofessionalsinguidingthepostschooleducationalpathwaysofaboriginalandtorresstraitislanderyouth-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://researchers.mq.edu.au/files/94778595/94758516.pdf\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'gruppetta-southgate-ober-cameron-john-thunig-heath-burns-etal-yarningthewaytheroleofindigenousparaprofessionalsinguidingthepostschooleducationalpathwaysofaboriginalandtorresstraitislanderyouth-2018', 'https://researchers.mq.edu.au/files/94778595/94758516.pdf', event);\">\n    Yarning the way: the role of Indigenous paraprofessionals in guiding the post-school educational pathways of Aboriginal and Torres Strait Islander youth.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Gruppetta, M.; Southgate, E.; Ober, R.; Cameron, L.; John, F.; Thunig, A.; Heath, T.; Burns, K.;  and Clifton, S.\n</span>\n\n  \n\n</span>\n\n  Technical Report University of Newcastle, Newcastle, Australia,  2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://researchers.mq.edu.au/files/94778595/94758516.pdf\"\n     onclick=\"log_download('gruppetta-southgate-ober-cameron-john-thunig-heath-burns-etal-yarningthewaytheroleofindigenousparaprofessionalsinguidingthepostschooleducationalpathwaysofaboriginalandtorresstraitislanderyouth-2018', 'https://researchers.mq.edu.au/files/94778595/94758516.pdf', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/pdf.svg\"\n\t     alt=\"Yarning the way: the role of Indigenous paraprofessionals in guiding the post-school educational pathways of Aboriginal and Torres Strait Islander youth [pdf]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/gruppetta-southgate-ober-cameron-john-thunig-heath-burns-etal-yarningthewaytheroleofindigenousparaprofessionalsinguidingthepostschooleducationalpathwaysofaboriginalandtorresstraitislanderyouth-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('gruppetta-southgate-ober-cameron-john-thunig-heath-burns-etal-yarningthewaytheroleofindigenousparaprofessionalsinguidingthepostschooleducationalpathwaysofaboriginalandtorresstraitislanderyouth-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@techreport{gruppetta_yarning_2018,\n\taddress = {Newcastle, Australia},\n\ttitle = {Yarning the way: the role of {Indigenous} paraprofessionals in guiding the post-school educational pathways of {Aboriginal} and {Torres} {Strait} {Islander} youth},\n\tshorttitle = {Yarning the way},\n\turl = {https://researchers.mq.edu.au/files/94778595/94758516.pdf},\n\tabstract = {This project examined the role of Indigenous education paraprofessionals in facilitating post-school education options and access for Indigenous young people, and sought insight into barriers to, and enablers of, post-school education for this cohort. Literature review, yarning circles and interviews informed a set of culturally appropriate principles, applicable to policy and practice strategies, to increase Indigenous student access to, and participation in, higher education.},\n\tlanguage = {English},\n\turldate = {2020-12-08},\n\tinstitution = {University of Newcastle},\n\tauthor = {Gruppetta, Maree and Southgate, Erica and Ober, Robyn and Cameron, Liz and John, Fischetti and Thunig, Amy and Heath, Treesa and Burns, Karinda and Clifton, Shirley},\n\tyear = {2018},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This project examined the role of Indigenous education paraprofessionals in facilitating post-school education options and access for Indigenous young people, and sought insight into barriers to, and enablers of, post-school education for this cohort. Literature review, yarning circles and interviews informed a set of culturally appropriate principles, applicable to policy and practice strategies, to increase Indigenous student access to, and participation in, higher education.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"thunig-dontbuythebodylie-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Don't buy the body lie.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Thunig, A.\n</span>\n\n  \n\n</span>\n\n  <i>Eureka Street</i>, 28(16): 70.  2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/thunig-dontbuythebodylie-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('thunig-dontbuythebodylie-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{thunig_dont_2018,\n\ttitle = {Don&#x27;t buy the body lie},\n\tvolume = {28},\n\tabstract = {Gazing out the window of the bus, I noticed a woman seated in the sheltered stoop of a closed office building. With her was a shopping trolley which appeared to be housing her possessions. She was brushing her hair with her fingers, using the reflective window glass as a mirror.},\n\tlanguage = {EN},\n\tnumber = {16},\n\turldate = {2020-11-02},\n\tjournal = {Eureka Street},\n\tauthor = {Thunig, Amy},\n\tyear = {2018},\n\tkeywords = {Eurocentrism, Human rights--Social aspects, Humanity},\n\tpages = {70},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Gazing out the window of the bus, I noticed a woman seated in the sheltered stoop of a closed office building. With her was a shopping trolley which appeared to be housing her possessions. She was brushing her hair with her fingers, using the reflective window glass as a mirror.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"maxwell-lowe-salter-therecreationandresolutionoftheproblemofindigenouseducationintheaboriginalandtorresstraitislandercrosscurriculumpriority-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.proquest.com/docview/1992787415/abstract/315E1E24E4E24CA8PQ/1\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'maxwell-lowe-salter-therecreationandresolutionoftheproblemofindigenouseducationintheaboriginalandtorresstraitislandercrosscurriculumpriority-2018', 'https://search.proquest.com/docview/1992787415/abstract/315E1E24E4E24CA8PQ/1', event);\">\n    The re-creation and resolution of the ‘problem’ of Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum priority.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Maxwell, J.; Lowe, K.;  and Salter, P.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Educational Researcher</i>, 45(2): 161–177.  2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.proquest.com/docview/1992787415/abstract/315E1E24E4E24CA8PQ/1\"\n     onclick=\"log_download('maxwell-lowe-salter-therecreationandresolutionoftheproblemofindigenouseducationintheaboriginalandtorresstraitislandercrosscurriculumpriority-2018', 'https://search.proquest.com/docview/1992787415/abstract/315E1E24E4E24CA8PQ/1', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"The re-creation and resolution of the ‘problem’ of Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum priority [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/http://dx.doi.org/10.1007/s13384-017-0254-7\"\n     onclick=\"log_download('maxwell-lowe-salter-therecreationandresolutionoftheproblemofindigenouseducationintheaboriginalandtorresstraitislandercrosscurriculumpriority-2018', 'http://doi.org/http://dx.doi.org/10.1007/s13384-017-0254-7', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/maxwell-lowe-salter-therecreationandresolutionoftheproblemofindigenouseducationintheaboriginalandtorresstraitislandercrosscurriculumpriority-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('maxwell-lowe-salter-therecreationandresolutionoftheproblemofindigenouseducationintheaboriginalandtorresstraitislandercrosscurriculumpriority-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{maxwell_re-creation_2018,\n\ttitle = {The re-creation and resolution of the ‘problem’ of {Indigenous} education in the {Aboriginal} and {Torres} {Strait} {Islander} cross-curriculum priority},\n\tvolume = {45},\n\tcopyright = {The Australian Educational Researcher is a copyright of Springer, (2018). All Rights Reserved.},\n\tissn = {03116999},\n\turl = {https://search.proquest.com/docview/1992787415/abstract/315E1E24E4E24CA8PQ/1},\n\tdoi = {http://dx.doi.org/10.1007/s13384-017-0254-7},\n\tabstract = {This paper focuses on the ‘problem’ of Aboriginal and Torres Strait Islander education represented in the Australian Curriculum’s Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Looking beyond particular curriculum content, we uncover the policy discourses that construct (and reconstruct) the cross-curriculum priority. In the years after the Australian Curriculum’s creation, curriculum authors have moulded the priority from an initiative without a clear purpose into a purported solution to the ‘Indigenous problem’ of educational underachievement, student resistance and disengagement. As the cross-curriculum priority was created and subsequently reframed, the ‘problem’ of Aboriginal and Torres Strait Islander education has thereby been manifested in policy, strategised as curriculum content and precipitated in the cross-curriculum priority. These policy problematisations perpetuate contemporary racialisation and actively construct Aboriginal and Torres Strait Islander people, histories and knowledges as deficient.},\n\tlanguage = {English},\n\tnumber = {2},\n\turldate = {2020-10-30},\n\tjournal = {Australian Educational Researcher},\n\tauthor = {Maxwell, Jacinta and Lowe, Kevin and Salter, Peta},\n\tyear = {2018},\n\tkeywords = {Aboriginal and Torres Strait Islander education, Australian curriculum, Cross-curriculum priority, Indigenous education, Policy problematisation},\n\tpages = {161--177},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This paper focuses on the ‘problem’ of Aboriginal and Torres Strait Islander education represented in the Australian Curriculum’s Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Looking beyond particular curriculum content, we uncover the policy discourses that construct (and reconstruct) the cross-curriculum priority. In the years after the Australian Curriculum’s creation, curriculum authors have moulded the priority from an initiative without a clear purpose into a purported solution to the ‘Indigenous problem’ of educational underachievement, student resistance and disengagement. As the cross-curriculum priority was created and subsequently reframed, the ‘problem’ of Aboriginal and Torres Strait Islander education has thereby been manifested in policy, strategised as curriculum content and precipitated in the cross-curriculum priority. These policy problematisations perpetuate contemporary racialisation and actively construct Aboriginal and Torres Strait Islander people, histories and knowledges as deficient.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"green-russsmith-tynan-claimingthespacecreatingthefuture-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.proquest.com/docview/2159777617/abstract/FF8F587386C14BE4PQ/1\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'green-russsmith-tynan-claimingthespacecreatingthefuture-2018', 'https://search.proquest.com/docview/2159777617/abstract/FF8F587386C14BE4PQ/1', event);\">\n    Claiming the space, creating the future.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Green, S.; Russ-Smith, J.;  and Tynan, L.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Education</i>, 62(3): 256.  2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.proquest.com/docview/2159777617/abstract/FF8F587386C14BE4PQ/1\"\n     onclick=\"log_download('green-russsmith-tynan-claimingthespacecreatingthefuture-2018', 'https://search.proquest.com/docview/2159777617/abstract/FF8F587386C14BE4PQ/1', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Claiming the space, creating the future [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/http://dx.doi.org/10.1177/0004944118802594\"\n     onclick=\"log_download('green-russsmith-tynan-claimingthespacecreatingthefuture-2018', 'http://doi.org/http://dx.doi.org/10.1177/0004944118802594', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/green-russsmith-tynan-claimingthespacecreatingthefuture-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>1 download</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('green-russsmith-tynan-claimingthespacecreatingthefuture-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{green_claiming_2018,\n\ttitle = {Claiming the space, creating the future},\n\tvolume = {62},\n\tcopyright = {© Australian Council for Educational Research 2018},\n\tissn = {00049441},\n\turl = {https://search.proquest.com/docview/2159777617/abstract/FF8F587386C14BE4PQ/1},\n\tdoi = {http://dx.doi.org/10.1177/0004944118802594},\n\tabstract = {Abstract\nAcademia is a world based on individualism and competitiveness, which for Indigenous peoples, and particularly Indigenous women, is culturally unsafe. Furthermore, whilst the academy is rushing forward to be inclusive of Indigenous peoples, cultures and knowledges, it does so whilst still maintaining its structures of white, patriarchal privilege. Hence, the academy is a place that frequently leaves Indigenous women feeling isolated and patronised and questioning if there is a place for them. However, despite the barriers and the obstacles of academia, Indigenous women continue to enter and carve out a place for themselves and for other Indigenous women. This article, through the words of each of the three women, will explore their experiences as an Associate Professor and two PhD students on their journeys of claiming their places within the academia as Indigenous women. In the recent past, each of these women has separately and together worked to create and claim their places within the academy. This article will conclude with advice for the upcoming generations of Indigenous women academics on how to stand strong and, most importantly, in solidarity with one another.},\n\tlanguage = {English},\n\tnumber = {3},\n\turldate = {2020-11-02},\n\tjournal = {Australian Journal of Education},\n\tauthor = {Green, Sue and Russ-Smith, Jessica and Tynan, Lauren},\n\tyear = {2018},\n\tkeywords = {Indigenous education, Indigenous knowledges, Indigenous women, White fragility, higher education, racism},\n\tpages = {256},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Abstract Academia is a world based on individualism and competitiveness, which for Indigenous peoples, and particularly Indigenous women, is culturally unsafe. Furthermore, whilst the academy is rushing forward to be inclusive of Indigenous peoples, cultures and knowledges, it does so whilst still maintaining its structures of white, patriarchal privilege. Hence, the academy is a place that frequently leaves Indigenous women feeling isolated and patronised and questioning if there is a place for them. However, despite the barriers and the obstacles of academia, Indigenous women continue to enter and carve out a place for themselves and for other Indigenous women. This article, through the words of each of the three women, will explore their experiences as an Associate Professor and two PhD students on their journeys of claiming their places within the academia as Indigenous women. In the recent past, each of these women has separately and together worked to create and claim their places within the academy. This article will conclude with advice for the upcoming generations of Indigenous women academics on how to stand strong and, most importantly, in solidarity with one another.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"mooney-riley-blacklock-yarningupstoriesofchallengesandsuccess-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.proquest.com/docview/2159776895/abstract/6C8DA2666F3B4F41PQ/1\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'mooney-riley-blacklock-yarningupstoriesofchallengesandsuccess-2018', 'https://search.proquest.com/docview/2159776895/abstract/6C8DA2666F3B4F41PQ/1', event);\">\n    Yarning up: Stories of challenges and success.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Mooney, J.; Riley, L.;  and Blacklock, F.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Education</i>, 62(3): 266.  2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.proquest.com/docview/2159776895/abstract/6C8DA2666F3B4F41PQ/1\"\n     onclick=\"log_download('mooney-riley-blacklock-yarningupstoriesofchallengesandsuccess-2018', 'https://search.proquest.com/docview/2159776895/abstract/6C8DA2666F3B4F41PQ/1', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Yarning up: Stories of challenges and success [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/http://dx.doi.org/10.1177/0004944118803403\"\n     onclick=\"log_download('mooney-riley-blacklock-yarningupstoriesofchallengesandsuccess-2018', 'http://doi.org/http://dx.doi.org/10.1177/0004944118803403', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mooney-riley-blacklock-yarningupstoriesofchallengesandsuccess-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>1 download</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mooney-riley-blacklock-yarningupstoriesofchallengesandsuccess-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mooney_yarning_2018,\n\ttitle = {Yarning up: {Stories} of challenges and success},\n\tvolume = {62},\n\tcopyright = {© Australian Council for Educational Research 2018},\n\tissn = {00049441},\n\tshorttitle = {Yarning up},\n\turl = {https://search.proquest.com/docview/2159776895/abstract/6C8DA2666F3B4F41PQ/1},\n\tdoi = {http://dx.doi.org/10.1177/0004944118803403},\n\tabstract = {This paper explores the lives of three New South Wales Aboriginal women, mothers, artists and academics. It will identify the women’s success in academia as demonstrated by their pathways to education, employment, job satisfaction, commitment and leadership experiences. In addition, the challenges they have faced, together with balancing family and community commitments and the importance and influence of mentors who assisted them on their pathway to success will be discussed. They employ Aboriginal methodologies that privilege Aboriginal ways of being, knowing and doing utilising a yarning methodology which is a culturally appropriate conversational process of sharing stories to develop knowledge and educate younger generations. In this way, they generate new knowledge on what works and why for Aboriginal women in academia, identifying historical pathways and platforms to success, revealing common significant influences in order to uncover key drivers of success and aspects of cultural and social life, which have enabled them as Aboriginal women to succeed.},\n\tlanguage = {English},\n\tnumber = {3},\n\turldate = {2020-11-02},\n\tjournal = {Australian Journal of Education},\n\tauthor = {Mooney, Janet and Riley, Lyn and Blacklock, Fabri},\n\tyear = {2018},\n\tkeywords = {Aboriginal Australians--Education, Aboriginal methodologies, Aboriginal women, Australian Research Council, Higher education, Indigenous women, Research--Methodology, academia, challenges, leadership, success, yarning},\n\tpages = {266},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This paper explores the lives of three New South Wales Aboriginal women, mothers, artists and academics. It will identify the women’s success in academia as demonstrated by their pathways to education, employment, job satisfaction, commitment and leadership experiences. In addition, the challenges they have faced, together with balancing family and community commitments and the importance and influence of mentors who assisted them on their pathway to success will be discussed. They employ Aboriginal methodologies that privilege Aboriginal ways of being, knowing and doing utilising a yarning methodology which is a culturally appropriate conversational process of sharing stories to develop knowledge and educate younger generations. In this way, they generate new knowledge on what works and why for Aboriginal women in academia, identifying historical pathways and platforms to success, revealing common significant influences in order to uncover key drivers of success and aspects of cultural and social life, which have enabled them as Aboriginal women to succeed.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"locke-wirrawibubuwulaboriginalwomenstrong-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.proquest.com/docview/2159777354/abstract/3DFCBF39CE834F2APQ/1\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'locke-wirrawibubuwulaboriginalwomenstrong-2018', 'https://search.proquest.com/docview/2159777354/abstract/3DFCBF39CE834F2APQ/1', event);\">\n    Wirrawi Bubuwul – Aboriginal women strong.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Locke, M. L.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Education</i>, 62(3): 299.  2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.proquest.com/docview/2159777354/abstract/3DFCBF39CE834F2APQ/1\"\n     onclick=\"log_download('locke-wirrawibubuwulaboriginalwomenstrong-2018', 'https://search.proquest.com/docview/2159777354/abstract/3DFCBF39CE834F2APQ/1', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Wirrawi Bubuwul – Aboriginal women strong [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/http://dx.doi.org/10.1177/0004944118799483\"\n     onclick=\"log_download('locke-wirrawibubuwulaboriginalwomenstrong-2018', 'http://doi.org/http://dx.doi.org/10.1177/0004944118799483', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/locke-wirrawibubuwulaboriginalwomenstrong-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('locke-wirrawibubuwulaboriginalwomenstrong-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{locke_wirrawi_2018,\n\ttitle = {Wirrawi {Bubuwul} – {Aboriginal} women strong},\n\tvolume = {62},\n\tcopyright = {© Australian Council for Educational Research 2018},\n\tissn = {00049441},\n\turl = {https://search.proquest.com/docview/2159777354/abstract/3DFCBF39CE834F2APQ/1},\n\tdoi = {http://dx.doi.org/10.1177/0004944118799483},\n\tabstract = {The scholastic success of Bolongaia (Maria Lock), at the Parramatta Native Institution in 1819, arguably positions her as an academic giant. Bolongaia’s exam results challenged the opinions of the day when she ‘bore away the chief prize’. Bolongaia’s academic success was based purely on her acquisition of western based knowledges and values. In contrast, I was awarded a Masters of Indigenous Education in 2016. This academic achievement draws attention to a significant change in the positioning of Aboriginal Knowledges in the academy. This article is a letter to my ancestral grandmother, Bolongaia, to tell her about the Aboriginal women who have challenged the status quo of western based educational frameworks and research paradigms. This article honours the Aboriginal women who have paved a way for Aboriginal knowledges in mainstream educational institutions in ways that Bolongaia was unable to experience and perhaps even imagine in her lifetime.},\n\tlanguage = {English},\n\tnumber = {3},\n\turldate = {2020-11-02},\n\tjournal = {Australian Journal of Education},\n\tauthor = {Locke, Michelle Lea},\n\tyear = {2018},\n\tkeywords = {Aboriginal ancestry, Aboriginal knowledges, Aboriginal scholars, Aboriginal women, higher degree research, higher education, indigenous learning, western based knowledge},\n\tpages = {299},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  The scholastic success of Bolongaia (Maria Lock), at the Parramatta Native Institution in 1819, arguably positions her as an academic giant. Bolongaia’s exam results challenged the opinions of the day when she ‘bore away the chief prize’. Bolongaia’s academic success was based purely on her acquisition of western based knowledges and values. In contrast, I was awarded a Masters of Indigenous Education in 2016. This academic achievement draws attention to a significant change in the positioning of Aboriginal Knowledges in the academy. This article is a letter to my ancestral grandmother, Bolongaia, to tell her about the Aboriginal women who have challenged the status quo of western based educational frameworks and research paradigms. This article honours the Aboriginal women who have paved a way for Aboriginal knowledges in mainstream educational institutions in ways that Bolongaia was unable to experience and perhaps even imagine in her lifetime.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"hogarth-talkinboutarevolutionthecallfortransformationandreforminindigenouseducation-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.proquest.com/docview/2087788928/abstract/2E519F8C97E245A3PQ/1\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'hogarth-talkinboutarevolutionthecallfortransformationandreforminindigenouseducation-2018', 'https://search.proquest.com/docview/2087788928/abstract/2E519F8C97E245A3PQ/1', event);\">\n    Talkin’ bout a revolution: the call for transformation and reform in Indigenous education.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Hogarth, M.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Educational Researcher; Dordrecht</i>, 45(5): 663–674.  2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.proquest.com/docview/2087788928/abstract/2E519F8C97E245A3PQ/1\"\n     onclick=\"log_download('hogarth-talkinboutarevolutionthecallfortransformationandreforminindigenouseducation-2018', 'https://search.proquest.com/docview/2087788928/abstract/2E519F8C97E245A3PQ/1', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Talkin’ bout a revolution: the call for transformation and reform in Indigenous education [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/http://dx.doi.org/10.1007/s13384-018-0277-8\"\n     onclick=\"log_download('hogarth-talkinboutarevolutionthecallfortransformationandreforminindigenouseducation-2018', 'http://doi.org/http://dx.doi.org/10.1007/s13384-018-0277-8', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/hogarth-talkinboutarevolutionthecallfortransformationandreforminindigenouseducation-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('hogarth-talkinboutarevolutionthecallfortransformationandreforminindigenouseducation-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{hogarth_talkin_2018,\n\ttitle = {Talkin’ bout a revolution: the call for transformation and reform in {Indigenous} education},\n\tvolume = {45},\n\tcopyright = {The Australian Educational Researcher is a copyright of Springer, (2018). All Rights Reserved.},\n\tissn = {03116999},\n\tshorttitle = {Talkin’ bout a revolution},\n\turl = {https://search.proquest.com/docview/2087788928/abstract/2E519F8C97E245A3PQ/1},\n\tdoi = {http://dx.doi.org/10.1007/s13384-018-0277-8},\n\tabstract = {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 Strait Islander students remain at the lower rungs of educational outcome indicators maintaining societal and institutional constructs. In this paper, I argue that there is a need to dramatically reform the approach to Indigenous education transforming the hegemonic positioning assumed by the coloniser. Essentially, this would take a revolution: a revolutionary transformation of institutional and societal constructs; a cognitive awareness of how language and discourses are used to maintain power and a need to privilege Indigenous voices and knowledges to ensure that Aboriginal and Torres Strait Islander peoples’ rights in education are achieved.},\n\tlanguage = {English},\n\tnumber = {5},\n\turldate = {2020-10-30},\n\tjournal = {Australian Educational Researcher; Dordrecht},\n\tauthor = {Hogarth, Melitta},\n\tyear = {2018},\n\tkeywords = {Discourse, Indigenous critical discourse analysis, Indigenous education, Policy},\n\tpages = {663--674},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  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 Strait Islander students remain at the lower rungs of educational outcome indicators maintaining societal and institutional constructs. In this paper, I argue that there is a need to dramatically reform the approach to Indigenous education transforming the hegemonic positioning assumed by the coloniser. Essentially, this would take a revolution: a revolutionary transformation of institutional and societal constructs; a cognitive awareness of how language and discourses are used to maintain power and a need to privilege Indigenous voices and knowledges to ensure that Aboriginal and Torres Strait Islander peoples’ rights in education are achieved.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"ford-guthadjaka-daymangu-danganbar-baker-ford-ford-thompson-etal-reimagingaboriginalleadershipinhighereducationanewindigenousresearchparadigm-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.proquest.com/docview/2159776873/abstract/571D6FDB86ED4163PQ/1\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'ford-guthadjaka-daymangu-danganbar-baker-ford-ford-thompson-etal-reimagingaboriginalleadershipinhighereducationanewindigenousresearchparadigm-2018', 'https://search.proquest.com/docview/2159776873/abstract/571D6FDB86ED4163PQ/1', event);\">\n    Re-imaging Aboriginal leadership in higher education – A new Indigenous research paradigm.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Ford, L. P.; Guthadjaka, K. G.; Daymangu, J. W.; Danganbar, B.; Baker, C.; Ford, C.; Ford, E.; Thompson, N.; Ford, M.; Wallace, R.; Clair, M. S.;  and Murtagh, D.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Education</i>, 62(3): 276.  2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.proquest.com/docview/2159776873/abstract/571D6FDB86ED4163PQ/1\"\n     onclick=\"log_download('ford-guthadjaka-daymangu-danganbar-baker-ford-ford-thompson-etal-reimagingaboriginalleadershipinhighereducationanewindigenousresearchparadigm-2018', 'https://search.proquest.com/docview/2159776873/abstract/571D6FDB86ED4163PQ/1', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Re-imaging Aboriginal leadership in higher education – A new Indigenous research paradigm [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/http://dx.doi.org/10.1177/0004944118808364\"\n     onclick=\"log_download('ford-guthadjaka-daymangu-danganbar-baker-ford-ford-thompson-etal-reimagingaboriginalleadershipinhighereducationanewindigenousresearchparadigm-2018', 'http://doi.org/http://dx.doi.org/10.1177/0004944118808364', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/ford-guthadjaka-daymangu-danganbar-baker-ford-ford-thompson-etal-reimagingaboriginalleadershipinhighereducationanewindigenousresearchparadigm-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('ford-guthadjaka-daymangu-danganbar-baker-ford-ford-thompson-etal-reimagingaboriginalleadershipinhighereducationanewindigenousresearchparadigm-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{ford_re-imaging_2018,\n\ttitle = {Re-imaging {Aboriginal} leadership in higher education – {A} new {Indigenous} research paradigm},\n\tvolume = {62},\n\tcopyright = {© Australian Council for Educational Research 2018},\n\tissn = {00049441},\n\turl = {https://search.proquest.com/docview/2159776873/abstract/571D6FDB86ED4163PQ/1},\n\tdoi = {http://dx.doi.org/10.1177/0004944118808364},\n\tabstract = {This article focuses on leadership by women in Indigenous research in the higher education sector of Australia. The research that provided the context for this exploration of Indigenous women’s leadership involved archiving ceremonial cultural knowledge from the Daly and Wagait regions of the Northern Territory. The article introduces the concept of Aboriginal corporeality and the struggle within colonial Australia and through to the present to prevent its erasure from Australia’s history. This struggle is referenced in the paradigm shifts underway in Indigenist research. The article acknowledges the past commitments of powerful Aboriginal women to the advancement of their clans’ people under the new circumstances that they had to confront from the 1880s. It is argued that the cultural agenda of these women prepared the ground for the advances in Indigenist research reported in this article. The article concludes with an example of the close, culturally significant partnership that was forged by the research project across two Aboriginal communities of the Northern Territory.},\n\tlanguage = {English},\n\tnumber = {3},\n\turldate = {2020-11-02},\n\tjournal = {Australian Journal of Education},\n\tauthor = {Ford, Linda Payi and Guthadjaka, Kathy Gotha and Daymangu, James Walung and Danganbar, Bettina and Baker, Colin and Ford, Chloe and Ford, Emily and Thompson, Nicole and Ford, Mark and Wallace, Ruth and Clair, Marianne St and Murtagh, David},\n\tyear = {2018},\n\tkeywords = {Aboriginal culture, Aboriginal leadership, Aboriginal women, Indigenous research, archival research, higher education, intergenerational transfer},\n\tpages = {276},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This article focuses on leadership by women in Indigenous research in the higher education sector of Australia. The research that provided the context for this exploration of Indigenous women’s leadership involved archiving ceremonial cultural knowledge from the Daly and Wagait regions of the Northern Territory. The article introduces the concept of Aboriginal corporeality and the struggle within colonial Australia and through to the present to prevent its erasure from Australia’s history. This struggle is referenced in the paradigm shifts underway in Indigenist research. The article acknowledges the past commitments of powerful Aboriginal women to the advancement of their clans’ people under the new circumstances that they had to confront from the 1880s. It is argued that the cultural agenda of these women prepared the ground for the advances in Indigenist research reported in this article. The article concludes with an example of the close, culturally significant partnership that was forged by the research project across two Aboriginal communities of the Northern Territory.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"fergie-iwonderwhatliesbeyondthathorizon-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.proquest.com/docview/2159776936/abstract/9EAE598F84634169PQ/1\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'fergie-iwonderwhatliesbeyondthathorizon-2018', 'https://search.proquest.com/docview/2159776936/abstract/9EAE598F84634169PQ/1', event);\">\n    “I wonder what lies beyond that horizon?”.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Fergie, D.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Education</i>, 62(3): 289. November 2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.proquest.com/docview/2159776936/abstract/9EAE598F84634169PQ/1\"\n     onclick=\"log_download('fergie-iwonderwhatliesbeyondthathorizon-2018', 'https://search.proquest.com/docview/2159776936/abstract/9EAE598F84634169PQ/1', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"“I wonder what lies beyond that horizon?” [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/http://dx.doi.org/10.1177/0004944118798659\"\n     onclick=\"log_download('fergie-iwonderwhatliesbeyondthathorizon-2018', 'http://doi.org/http://dx.doi.org/10.1177/0004944118798659', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/fergie-iwonderwhatliesbeyondthathorizon-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>1 download</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('fergie-iwonderwhatliesbeyondthathorizon-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{fergie_i_2018,\n\ttitle = {“{I} wonder what lies beyond that horizon?”},\n\tvolume = {62},\n\tcopyright = {© Australian Council for Educational Research 2018},\n\tissn = {00049441},\n\tshorttitle = {“{I} wonder what lies beyond that horizon?},\n\turl = {https://search.proquest.com/docview/2159776936/abstract/9EAE598F84634169PQ/1},\n\tdoi = {http://dx.doi.org/10.1177/0004944118798659},\n\tabstract = {The horizon can mean many things to individuals. The author gives an account of those within her ‘sphere of influence’ who enabled her to stand on their broad shoulders to face the challenges and bask in the joys within the tertiary sector and, around the world. Having been raised in an atmosphere of colonisation where assimilation was the norm, the writer extrapolates her encounter with the education system to find her ‘true’ identity and place within the ‘system’. How does one transfer the learnings of living in ‘two worlds’ to a largely non-Indigenous student cohort? How can one remain true to oneself when writing a PhD thesis within a Western system? Finally, as a Churchill Fellowship recipient, the writer travelled the world to seek out how other Indigenous nations around the world have found ways to heal the wounds of colonisation. This writer has experienced the horizon as both a challenger and a nurturer of knowledge.},\n\tlanguage = {English},\n\tnumber = {3},\n\turldate = {2020-11-02},\n\tjournal = {Australian Journal of Education},\n\tauthor = {Fergie, Doseena},\n\tmonth = nov,\n\tyear = {2018},\n\tkeywords = {Aboriginal education, Torres Strait Islander education, mothers, resilience (personality), storytelling, women},\n\tpages = {289},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  The horizon can mean many things to individuals. The author gives an account of those within her ‘sphere of influence’ who enabled her to stand on their broad shoulders to face the challenges and bask in the joys within the tertiary sector and, around the world. Having been raised in an atmosphere of colonisation where assimilation was the norm, the writer extrapolates her encounter with the education system to find her ‘true’ identity and place within the ‘system’. How does one transfer the learnings of living in ‘two worlds’ to a largely non-Indigenous student cohort? How can one remain true to oneself when writing a PhD thesis within a Western system? Finally, as a Churchill Fellowship recipient, the writer travelled the world to seek out how other Indigenous nations around the world have found ways to heal the wounds of colonisation. This writer has experienced the horizon as both a challenger and a nurturer of knowledge.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2017\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2017')\"\n      onkeypress=\"toggleGroup('group_2017')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2017</span>\n      <span class=\"bibbase_group_count\">\n        \n        (6)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"fricker-indigenousperspectivescontroversyinthehistoryclassroom-2017\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Indigenous perspectives: Controversy in the history classroom?.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Fricker, A.\n</span>\n\n  \n\n</span>\n\n  <i>Agora</i>, 52(4): 4–12.  2017.\n  <span class=\"note\">Publisher: History Teachers’ Association of Victoria</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/fricker-indigenousperspectivescontroversyinthehistoryclassroom-2017\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('fricker-indigenousperspectivescontroversyinthehistoryclassroom-2017')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{fricker_indigenous_2017,\n\ttitle = {Indigenous perspectives: {Controversy} in the history classroom?},\n\tvolume = {52},\n\tshorttitle = {Indigenous perspectives},\n\tabstract = {This article discusses the &#x27;browning&#x27; of the history classroom and the role of history teachers in challenging the &#x27;Great Australian Silence.&#x27;},\n\tnumber = {4},\n\turldate = {2023-09-27},\n\tjournal = {Agora},\n\tauthor = {Fricker, Aleryk},\n\tyear = {2017},\n\tnote = {Publisher: History Teachers’ Association of Victoria},\n\tkeywords = {Aboriginal Australians--Politics and government, Australia, Federal government, History teachers, Political correctness},\n\tpages = {4--12},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This article discusses the 'browning' of the history classroom and the role of history teachers in challenging the 'Great Australian Silence.'\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"rudolph-brown-understandingthetechniquesofcolonialismindigenouseducationaljustice-2017\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Understanding the techniques of colonialism: Indigenous Educational Justice.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Rudolph, S;  and Brown, L\n</span>\n\n  \n\n</span>\n\n  In Gobby, B.;  and Walker, R., editor(s), <i>Powers of curriculum: sociological perspectives on education</i>, pages 288–320. Oxford University Press, South Melbourne, Victoria,  2017.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/rudolph-brown-understandingthetechniquesofcolonialismindigenouseducationaljustice-2017\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('rudolph-brown-understandingthetechniquesofcolonialismindigenouseducationaljustice-2017')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{gobby_understanding_2017,\n\taddress = {South Melbourne, Victoria},\n\ttitle = {Understanding the techniques of colonialism: {Indigenous} {Educational} {Justice}.},\n\tisbn = {978-0-19-030370-9},\n\tabstract = {Dr Brad Gobby is a Lecturer at Curtin University in Western Australia. He has experience as a secondary school teacher and currently researches and teaches in the areas of government policy, school reform and curriculum.Dr Rebecca Walker is a Lecturer at Curtin University in Western Australia. She has had extensive teaching experience both in the metropolitan and rural areas of Western Australia and overseas. Her current research focuses on assessment and feedback; digital technologies and learning; and trauma-informed and restorative practices},\n\tbooktitle = {Powers of curriculum: sociological perspectives on education},\n\tpublisher = {Oxford University Press},\n\tauthor = {Rudolph, S and Brown, L},\n\teditor = {Gobby, Brad and Walker, Rebecca},\n\tyear = {2017},\n\tkeywords = {Aims and objectives, Australia, Australian, Curricula Social aspects, Curriculum planning, Education},\n\tpages = {288--320},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Dr Brad Gobby is a Lecturer at Curtin University in Western Australia. He has experience as a secondary school teacher and currently researches and teaches in the areas of government policy, school reform and curriculum.Dr Rebecca Walker is a Lecturer at Curtin University in Western Australia. She has had extensive teaching experience both in the metropolitan and rural areas of Western Australia and overseas. Her current research focuses on assessment and feedback; digital technologies and learning; and trauma-informed and restorative practices\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"acton-salter-lenoy-stevenson-conversationsonculturalsustainabilitystimuliforembeddingindigenousknowledgesandwaysofbeingintocurriculum-2017\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://www.tandfonline.com/doi/full/10.1080/02188790903097505\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'acton-salter-lenoy-stevenson-conversationsonculturalsustainabilitystimuliforembeddingindigenousknowledgesandwaysofbeingintocurriculum-2017', 'https://www.tandfonline.com/doi/full/10.1080/02188790903097505', event);\">\n    Conversations on cultural sustainability: stimuli for embedding Indigenous knowledges and ways of being into curriculum.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Acton, R.; Salter, P.; Lenoy, M.;  and Stevenson, R.\n</span>\n\n  \n\n</span>\n\n  <i>Higher Education Research and Development</i>, 36(7): 1311–1325.  2017.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://www.tandfonline.com/doi/full/10.1080/02188790903097505\"\n     onclick=\"log_download('acton-salter-lenoy-stevenson-conversationsonculturalsustainabilitystimuliforembeddingindigenousknowledgesandwaysofbeingintocurriculum-2017', 'https://www.tandfonline.com/doi/full/10.1080/02188790903097505', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Conversations on cultural sustainability: stimuli for embedding Indigenous knowledges and ways of being into curriculum [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/http://dx.doi.org/10.1080/07294360.2017.1325852\"\n     onclick=\"log_download('acton-salter-lenoy-stevenson-conversationsonculturalsustainabilitystimuliforembeddingindigenousknowledgesandwaysofbeingintocurriculum-2017', 'http://doi.org/http://dx.doi.org/10.1080/07294360.2017.1325852', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/acton-salter-lenoy-stevenson-conversationsonculturalsustainabilitystimuliforembeddingindigenousknowledgesandwaysofbeingintocurriculum-2017\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>10 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('acton-salter-lenoy-stevenson-conversationsonculturalsustainabilitystimuliforembeddingindigenousknowledgesandwaysofbeingintocurriculum-2017')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{acton_conversations_2017,\n\ttitle = {Conversations on cultural sustainability: stimuli for embedding {Indigenous} knowledges and ways of being into curriculum},\n\tvolume = {36},\n\tissn = {0729-4360},\n\tshorttitle = {Conversations on {Cultural} {Sustainability}},\n\turl = {https://www.tandfonline.com/doi/full/10.1080/02188790903097505},\n\tdoi = {http://dx.doi.org/10.1080/07294360.2017.1325852},\n\tabstract = {While Australian higher education agendas and literature prioritise Indigenous knowledges and perspectives across policy, curriculum and pedagogy, enacting this in practice remains problematic and contentious. Often the result is the inclusion of simplified Indigenous knowledges, rather than sustained engagement with and embedding of multiple and &quot;messy&quot; ontological and epistemological positions. This paper explores ways of engaging with this &quot;messiness.&quot; Taking messiness as a focal point within our own context of teacher education at a regional university, this agenda and tension inform an ongoing dialogue about ways of assuring a conscious approach to cultural sustainability to embed, value and foreground Indigenous knowledges and ways of being and doing in curriculum. This endeavour can be conceptualised as a heuristic project, an ongoing conversation in response to multiple stimuli rather than a fixed endpoint or framework. In response to this exploration, this paper presents the stimuli for our conversation: situated, plural and reflexive knowledges that work together in inherently relational ways to nourish the cultural sustainability of Indigenous knowledges.},\n\tnumber = {7},\n\tjournal = {Higher Education Research and Development},\n\tauthor = {Acton, Renae and Salter, Peta and Lenoy, Max and Stevenson, Robert},\n\tyear = {2017},\n\tkeywords = {Critical Theory, Cultural Education, Definitions, Educational Practices, Educational Principles, Educational Strategies, Epistemology, Higher Education, Indigenous Knowledge, Integrated Curriculum, Regional Schools, Sustainability, Teaching Methods},\n\tpages = {1311--1325},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  While Australian higher education agendas and literature prioritise Indigenous knowledges and perspectives across policy, curriculum and pedagogy, enacting this in practice remains problematic and contentious. Often the result is the inclusion of simplified Indigenous knowledges, rather than sustained engagement with and embedding of multiple and \"messy\" ontological and epistemological positions. This paper explores ways of engaging with this \"messiness.\" Taking messiness as a focal point within our own context of teacher education at a regional university, this agenda and tension inform an ongoing dialogue about ways of assuring a conscious approach to cultural sustainability to embed, value and foreground Indigenous knowledges and ways of being and doing in curriculum. This endeavour can be conceptualised as a heuristic project, an ongoing conversation in response to multiple stimuli rather than a fixed endpoint or framework. In response to this exploration, this paper presents the stimuli for our conversation: situated, plural and reflexive knowledges that work together in inherently relational ways to nourish the cultural sustainability of Indigenous knowledges.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"shay-wickes-aboriginalidentityineducationsettingsprivilegingourstoriesasawayofdeconstructingthepastandreimaginingthefuture-2017\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://search.proquest.com/docview/1870550550/abstract/9E681248ABEB433FPQ/1\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'shay-wickes-aboriginalidentityineducationsettingsprivilegingourstoriesasawayofdeconstructingthepastandreimaginingthefuture-2017', 'https://search.proquest.com/docview/1870550550/abstract/9E681248ABEB433FPQ/1', event);\">\n    Aboriginal identity in education settings: Privileging our stories as a way of deconstructing the past and re-imagining the future.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Shay, M.;  and Wickes, J.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Educational Researcher; Dordrecht</i>, 44(1): 107–122.  2017.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://search.proquest.com/docview/1870550550/abstract/9E681248ABEB433FPQ/1\"\n     onclick=\"log_download('shay-wickes-aboriginalidentityineducationsettingsprivilegingourstoriesasawayofdeconstructingthepastandreimaginingthefuture-2017', 'https://search.proquest.com/docview/1870550550/abstract/9E681248ABEB433FPQ/1', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Aboriginal identity in education settings: Privileging our stories as a way of deconstructing the past and re-imagining the future [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/http://dx.doi.org/10.1007/s13384-017-0232-0\"\n     onclick=\"log_download('shay-wickes-aboriginalidentityineducationsettingsprivilegingourstoriesasawayofdeconstructingthepastandreimaginingthefuture-2017', 'http://doi.org/http://dx.doi.org/10.1007/s13384-017-0232-0', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/shay-wickes-aboriginalidentityineducationsettingsprivilegingourstoriesasawayofdeconstructingthepastandreimaginingthefuture-2017\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('shay-wickes-aboriginalidentityineducationsettingsprivilegingourstoriesasawayofdeconstructingthepastandreimaginingthefuture-2017')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{shay_aboriginal_2017,\n\ttitle = {Aboriginal identity in education settings: {Privileging} our stories as a way of deconstructing the past and re-imagining the future},\n\tvolume = {44},\n\tcopyright = {The Australian Educational Researcher is a copyright of Springer, 2017.},\n\tissn = {03116999},\n\tshorttitle = {Aboriginal identity in education settings},\n\turl = {https://search.proquest.com/docview/1870550550/abstract/9E681248ABEB433FPQ/1},\n\tdoi = {http://dx.doi.org/10.1007/s13384-017-0232-0},\n\tabstract = {From Aboriginal Australian perspectives and experiences, Aunty Judi Wickes and Marnee Shay bring a cross-generational, critical race analysis of Aboriginal identities and how they are implicated in the schooling experiences of Aboriginal young people. Using autoethnography, Aunty Judi and Marnee discuss their educational experiences in the Australian education systems from primary schooling experiences to university settings. These narratives bring forth the dominant discourses that continue to subjugate and subordinate Aboriginal Australians and Aboriginal Australian identities in Education settings. The paper distinguishes the narratives of two Aboriginal women and how on-going colonial and racialised constructions of Aboriginal identity continue to impact upon the educational experiences of Aboriginal peoples and consequently the engagement of Aboriginal young people in school settings. Moreover, we will use the process of critical self-reflection to re-imagine educational approaches to reconstruct our own experiences and consider what changes might improve the outcomes of Indigenous young people for future generations.},\n\tlanguage = {English},\n\tnumber = {1},\n\turldate = {2020-11-02},\n\tjournal = {Australian Educational Researcher; Dordrecht},\n\tauthor = {Shay, Marnee and Wickes, Judi},\n\tyear = {2017},\n\tkeywords = {Aboriginal education, Aboriginal identity, Certificate of exemption, Race and school, School engagement},\n\tpages = {107--122},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  From Aboriginal Australian perspectives and experiences, Aunty Judi Wickes and Marnee Shay bring a cross-generational, critical race analysis of Aboriginal identities and how they are implicated in the schooling experiences of Aboriginal young people. Using autoethnography, Aunty Judi and Marnee discuss their educational experiences in the Australian education systems from primary schooling experiences to university settings. These narratives bring forth the dominant discourses that continue to subjugate and subordinate Aboriginal Australians and Aboriginal Australian identities in Education settings. The paper distinguishes the narratives of two Aboriginal women and how on-going colonial and racialised constructions of Aboriginal identity continue to impact upon the educational experiences of Aboriginal peoples and consequently the engagement of Aboriginal young people in school settings. Moreover, we will use the process of critical self-reflection to re-imagine educational approaches to reconstruct our own experiences and consider what changes might improve the outcomes of Indigenous young people for future generations.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"shay-emergingideasforinnovationinindigenouseducationaresearchsynthesisofindigenouseducativerolesinmainstreamandflexischools-2017\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Emerging ideas for innovation in Indigenous education: a research synthesis of Indigenous educative roles in mainstream and flexi schools.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Shay, M.\n</span>\n\n  \n\n</span>\n\n  <i>Teaching Education</i>, 28(1): 12–26.  2017.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1080/10476210.2016.1210594\"\n     onclick=\"log_download('shay-emergingideasforinnovationinindigenouseducationaresearchsynthesisofindigenouseducativerolesinmainstreamandflexischools-2017', 'http://doi.org/10.1080/10476210.2016.1210594', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/shay-emergingideasforinnovationinindigenouseducationaresearchsynthesisofindigenouseducativerolesinmainstreamandflexischools-2017\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('shay-emergingideasforinnovationinindigenouseducationaresearchsynthesisofindigenouseducativerolesinmainstreamandflexischools-2017')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{shay_emerging_2017,\n\ttitle = {Emerging ideas for innovation in {Indigenous} education: a research synthesis of {Indigenous} educative roles in mainstream and flexi schools},\n\tvolume = {28},\n\tissn = {1047-6210},\n\tshorttitle = {Emerging {Ideas} for {Innovation} in {Indigenous} {Education}},\n\tdoi = {10.1080/10476210.2016.1210594},\n\tabstract = {The Indigenous education agenda in Australia remains focused on mainstream schooling contexts. Although overlooked in Indigenous education discourse, flexi schools appear to be engaging with disproportionately high numbers of Indigenous students and staff. The educative roles of Indigenous peoples in broader Indigenous education discourse are relatively underexplored. Even less is known about Indigenous educative roles in flexi schools. This paper presents a research synthesis of Indigenous staff roles in mainstream and flexi schools. The literature paints a contrasting picture between the two schooling approaches. The disparity in Indigenous student and staff numbers in mainstream and flexi schools offers new ideas to the broader Indigenous education agenda that may have implications for all education settings.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-11-02},\n\tjournal = {Teaching Education},\n\tauthor = {Shay, Marnee},\n\tyear = {2017},\n\tkeywords = {Culturally Relevant Education, Educational Methods, Employment Qualifications, Foreign Countries, Indigenous Populations, Literature Reviews, Minority Group Students, Nontraditional Education, Principals, School Personnel, Student Needs, Teacher Role},\n\tpages = {12--26},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  The Indigenous education agenda in Australia remains focused on mainstream schooling contexts. Although overlooked in Indigenous education discourse, flexi schools appear to be engaging with disproportionately high numbers of Indigenous students and staff. The educative roles of Indigenous peoples in broader Indigenous education discourse are relatively underexplored. Even less is known about Indigenous educative roles in flexi schools. This paper presents a research synthesis of Indigenous staff roles in mainstream and flexi schools. The literature paints a contrasting picture between the two schooling approaches. The disparity in Indigenous student and staff numbers in mainstream and flexi schools offers new ideas to the broader Indigenous education agenda that may have implications for all education settings.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"page-trudgett-sullivan-pastpresentandfutureacknowledgingindigenousachievementandaspirationinhighereducation-2017\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://researchers.mq.edu.au/en/publications/past-present-and-future-acknowledging-indigenous-achievement-and-\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'page-trudgett-sullivan-pastpresentandfutureacknowledgingindigenousachievementandaspirationinhighereducation-2017', 'https://researchers.mq.edu.au/en/publications/past-present-and-future-acknowledging-indigenous-achievement-and-', event);\">\n    Past, present and future: acknowledging Indigenous achievement and aspiration in higher education.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Page, S.; Trudgett, M.;  and Sullivan, C.\n</span>\n\n  \n\n</span>\n\n  <i>HERDSA Review of Higher Education</i>, 4: 29–51.  2017.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://researchers.mq.edu.au/en/publications/past-present-and-future-acknowledging-indigenous-achievement-and-\"\n     onclick=\"log_download('page-trudgett-sullivan-pastpresentandfutureacknowledgingindigenousachievementandaspirationinhighereducation-2017', 'https://researchers.mq.edu.au/en/publications/past-present-and-future-acknowledging-indigenous-achievement-and-', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Past, present and future: acknowledging Indigenous achievement and aspiration in higher education [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/page-trudgett-sullivan-pastpresentandfutureacknowledgingindigenousachievementandaspirationinhighereducation-2017\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('page-trudgett-sullivan-pastpresentandfutureacknowledgingindigenousachievementandaspirationinhighereducation-2017')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{page_past_2017,\n\ttitle = {Past, present and future: acknowledging {Indigenous} achievement and aspiration in higher education},\n\tvolume = {4},\n\tshorttitle = {Past, present and future},\n\turl = {https://researchers.mq.edu.au/en/publications/past-present-and-future-acknowledging-indigenous-achievement-and-},\n\tlanguage = {English},\n\turldate = {2020-11-02},\n\tjournal = {HERDSA Review of Higher Education},\n\tauthor = {Page, Susan and Trudgett, Michelle and Sullivan, Corrinne},\n\tyear = {2017},\n\tkeywords = {Higher Education, Indigenous knowledge, Indigenous staff, Indigenous student education},\n\tpages = {29--51},\n}\n</pre>\n</div>\n\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2015\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2015')\"\n      onkeypress=\"toggleGroup('group_2015')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2015</span>\n      <span class=\"bibbase_group_count\">\n        \n        (5)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"parker-bodkinandrews-marsh-jerrim-schoon-willclosingtheachievementgapsolvetheproblemananalysisofprimaryandsecondaryeffectsforindigenousuniversityentry-2015\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1177/1440783313498946\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'parker-bodkinandrews-marsh-jerrim-schoon-willclosingtheachievementgapsolvetheproblemananalysisofprimaryandsecondaryeffectsforindigenousuniversityentry-2015', 'https://doi.org/10.1177/1440783313498946', event);\">\n    Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Parker, P. D.; Bodkin-Andrews, G.; Marsh, H. W.; Jerrim, J.;  and Schoon, I.\n</span>\n\n  \n\n</span>\n\n  <i>Journal of Sociology</i>.  2015.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1177/1440783313498946\"\n     onclick=\"log_download('parker-bodkinandrews-marsh-jerrim-schoon-willclosingtheachievementgapsolvetheproblemananalysisofprimaryandsecondaryeffectsforindigenousuniversityentry-2015', 'https://doi.org/10.1177/1440783313498946', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/https://doi.org/10.1177/1440783313498946\"\n     onclick=\"log_download('parker-bodkinandrews-marsh-jerrim-schoon-willclosingtheachievementgapsolvetheproblemananalysisofprimaryandsecondaryeffectsforindigenousuniversityentry-2015', 'http://doi.org/https://doi.org/10.1177/1440783313498946', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/parker-bodkinandrews-marsh-jerrim-schoon-willclosingtheachievementgapsolvetheproblemananalysisofprimaryandsecondaryeffectsforindigenousuniversityentry-2015\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('parker-bodkinandrews-marsh-jerrim-schoon-willclosingtheachievementgapsolvetheproblemananalysisofprimaryandsecondaryeffectsforindigenousuniversityentry-2015')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{parker_will_2015,\n\ttitle = {Will closing the achievement gap solve the problem? {An} analysis of primary and secondary effects for indigenous university entry},\n\tissn = {1440-7833},\n\tshorttitle = {Will closing the achievement gap solve the problem?},\n\turl = {https://doi.org/10.1177/1440783313498946},\n\tdoi = {https://doi.org/10.1177/1440783313498946},\n\tabstract = {Effective intervention into educational inequalities is dependent on having an accurate understanding of the factors which predict it. Research on the educational attainment gap between Indigenous and non-Indigenous youth in Australia has typically focused on closing the academic achievement gap in the hope that this will resolve the issue. However, recent research is beginning to find that Indigenous youth also have significantly different choice behaviours and resources. Using the work of Boudon, the current research used a Bayesian logistic regression model to explore the extent to which differences in university entry rates are due to achievement differentials (primary effects) versus differences in choice behaviours and resources (secondary effects) for Indigenous and non-Indigenous youth in Australia. This was applied to 10,000 Australian youth, followed over eight years. Results suggest that primary effects were predominant, however, a moderate proportion of the Indigenous university entrance rate gap is due to secondary effects.},\n\turldate = {2020-11-02},\n\tjournal = {Journal of Sociology},\n\tauthor = {Parker, P. D. and Bodkin-Andrews, G. and Marsh, H. W. and Jerrim, J. and Schoon, I.},\n\tyear = {2015},\n\tkeywords = {educational attainment, indigenous Australians, inequality, primary and secondary effects},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Effective intervention into educational inequalities is dependent on having an accurate understanding of the factors which predict it. Research on the educational attainment gap between Indigenous and non-Indigenous youth in Australia has typically focused on closing the academic achievement gap in the hope that this will resolve the issue. However, recent research is beginning to find that Indigenous youth also have significantly different choice behaviours and resources. Using the work of Boudon, the current research used a Bayesian logistic regression model to explore the extent to which differences in university entry rates are due to achievement differentials (primary effects) versus differences in choice behaviours and resources (secondary effects) for Indigenous and non-Indigenous youth in Australia. This was applied to 10,000 Australian youth, followed over eight years. Results suggest that primary effects were predominant, however, a moderate proportion of the Indigenous university entrance rate gap is due to secondary effects.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"hogarth-acriticalanalysisoftheaboriginalandtorresstraitislandereducationactionplan-2015\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://eprints.qut.edu.au/89754/\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'hogarth-acriticalanalysisoftheaboriginalandtorresstraitislandereducationactionplan-2015', 'https://eprints.qut.edu.au/89754/', event);\">\n    A critical analysis of the Aboriginal and Torres Strait Islander Education Action Plan.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Hogarth, M. D.\n</span>\n\n  \n\n</span>\n\n  Ph.D. Thesis, Queensland University of Technology,  2015.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://eprints.qut.edu.au/89754/\"\n     onclick=\"log_download('hogarth-acriticalanalysisoftheaboriginalandtorresstraitislandereducationactionplan-2015', 'https://eprints.qut.edu.au/89754/', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"A critical analysis of the Aboriginal and Torres Strait Islander Education Action Plan [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/hogarth-acriticalanalysisoftheaboriginalandtorresstraitislandereducationactionplan-2015\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>1 download</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('hogarth-acriticalanalysisoftheaboriginalandtorresstraitislandereducationactionplan-2015')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@phdthesis{hogarth_critical_2015,\n\ttype = {Masters of {Education} ({Research})},\n\ttitle = {A critical analysis of the {Aboriginal} and {Torres} {Strait} {Islander} {Education} {Action} {Plan}},\n\turl = {https://eprints.qut.edu.au/89754/},\n\tabstract = {This study involves the analysis of one of the most recent Indigenous Education policies, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, 2011). It examines how the language used within policy positions Aboriginal and Torres Strait Islander peoples. Articulating Rigney&#x27;s (1999) Indigenist Research Principles with Fairclough&#x27;s (2001) Critical Discourse Analysis provides a platform for critical dialogues about policy decision-making. In doing so, this articulation enables and emphasises the need for potential policy revision to contribute to the Aboriginal and Torres Strait Islander struggle for self-determination.},\n\tlanguage = {en},\n\turldate = {2020-12-08},\n\tschool = {Queensland University of Technology},\n\tauthor = {Hogarth, Melitta Dorn},\n\tyear = {2015},\n\tkeywords = {Attendance, Critical Discourse Analysis, Engagement and Connections, Indigenous education, Indigenous education policy, Thesis},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This study involves the analysis of one of the most recent Indigenous Education policies, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, 2011). It examines how the language used within policy positions Aboriginal and Torres Strait Islander peoples. Articulating Rigney's (1999) Indigenist Research Principles with Fairclough's (2001) Critical Discourse Analysis provides a platform for critical dialogues about policy decision-making. In doing so, this articulation enables and emphasises the need for potential policy revision to contribute to the Aboriginal and Torres Strait Islander struggle for self-determination.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"lewthwaite-knight-lenoy-epistemologicalconsiderationsforapproachingteachinginanonlineenvironmentaboriginalandtorresstraitislanderteachereducationprogramreconsideringtpack-2015\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Epistemological considerations for approaching teaching in an on-line environment Aboriginal and Torres Strait Islander teacher education program: Reconsidering TPACK.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Lewthwaite, B. E.; Knight, C.;  and Lenoy, M.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Teacher Education (Online)</i>, 40(9): 63.  2015.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/lewthwaite-knight-lenoy-epistemologicalconsiderationsforapproachingteachinginanonlineenvironmentaboriginalandtorresstraitislanderteachereducationprogramreconsideringtpack-2015\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('lewthwaite-knight-lenoy-epistemologicalconsiderationsforapproachingteachinginanonlineenvironmentaboriginalandtorresstraitislanderteachereducationprogramreconsideringtpack-2015')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{lewthwaite_epistemological_2015,\n\ttitle = {Epistemological considerations for approaching teaching in an on-line environment {Aboriginal} and {Torres} {Strait} {Islander} teacher education program: {Reconsidering} {TPACK}},\n\tvolume = {40},\n\tshorttitle = {Epistemological considerations for approaching teaching in an on-line environment {Aboriginal} and {Torres} {Strait} {Islander} teacher education program},\n\tabstract = {This research inquiry explores teacher educator knowledge, understandings and beliefs informing their teaching in a web-based Australian teacher education program for Aboriginal and Torres Strait Islander students. Through the use of a phenomenologically aligned interview process, the study investigates instructors&#x27; consideration of practice for teaching in an on-line environment. Using the TPACK framework (Mishra and Koehler, 2006) as a lens for analysis, what emerges from the data is how lecturers&#x27; knowledge and beliefs about students influences the roles they adopt as educators, and how this influences, in turn, what and how technology is used to support student learning. The study ends by critiquing and re-conceptualizing TPACK and providing insights that program developers and teacher educators need to consider in the conceptualization and enrichment of web-based learning, especially those which engage with minority students, such as Aboriginal and Torres Strait Islander learners.},\n\tlanguage = {EN},\n\tnumber = {9},\n\turldate = {2020-10-30},\n\tjournal = {Australian Journal of Teacher Education (Online)},\n\tauthor = {Lewthwaite, Brian Ellis and Knight, Cecily and Lenoy, Max},\n\tyear = {2015},\n\tkeywords = {Activity programs in education, Indigenous peoples--Education, Information and communications technologies, Student-centered learning, Teachers--Training of},\n\tpages = {63},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This research inquiry explores teacher educator knowledge, understandings and beliefs informing their teaching in a web-based Australian teacher education program for Aboriginal and Torres Strait Islander students. Through the use of a phenomenologically aligned interview process, the study investigates instructors' consideration of practice for teaching in an on-line environment. Using the TPACK framework (Mishra and Koehler, 2006) as a lens for analysis, what emerges from the data is how lecturers' knowledge and beliefs about students influences the roles they adopt as educators, and how this influences, in turn, what and how technology is used to support student learning. The study ends by critiquing and re-conceptualizing TPACK and providing insights that program developers and teacher educators need to consider in the conceptualization and enrichment of web-based learning, especially those which engage with minority students, such as Aboriginal and Torres Strait Islander learners.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"sarra-highexpectationsrealitiesthroughhighexpectationsrelationshipsdeliveringbeyondtheindigenouspolicyrhetoricsenateoccasionallecture13thnovember2015-2015\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://www.aph.gov.au/about_parliament/senate/powers_practice_n_procedures/pops/pop64/c06\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'sarra-highexpectationsrealitiesthroughhighexpectationsrelationshipsdeliveringbeyondtheindigenouspolicyrhetoricsenateoccasionallecture13thnovember2015-2015', 'https://www.aph.gov.au/about_parliament/senate/powers_practice_n_procedures/pops/pop64/c06', event);\">\n    High expectations realities through high expectations relationships: Delivering beyond the Indigenous policy rhetoric - Senate Occasional Lecture (13th November, 2015).\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Sarra, C\n</span>\n\n  \n\n</span>\n\n  Technical Report no. 64,  2015.\n  <span class=\"note\">Last Modified: 2019-05-02 Publisher: corporateName=Commonwealth Parliament; address=Parliament House, Canberra, ACT, 2600; contact=+61 2 6277 7111</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://www.aph.gov.au/about_parliament/senate/powers_practice_n_procedures/pops/pop64/c06\"\n     onclick=\"log_download('sarra-highexpectationsrealitiesthroughhighexpectationsrelationshipsdeliveringbeyondtheindigenouspolicyrhetoricsenateoccasionallecture13thnovember2015-2015', 'https://www.aph.gov.au/about_parliament/senate/powers_practice_n_procedures/pops/pop64/c06', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"High expectations realities through high expectations relationships: Delivering beyond the Indigenous policy rhetoric - Senate Occasional Lecture (13th November, 2015) [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/sarra-highexpectationsrealitiesthroughhighexpectationsrelationshipsdeliveringbeyondtheindigenouspolicyrhetoricsenateoccasionallecture13thnovember2015-2015\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('sarra-highexpectationsrealitiesthroughhighexpectationsrelationshipsdeliveringbeyondtheindigenouspolicyrhetoricsenateoccasionallecture13thnovember2015-2015')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@techreport{sarra_high_2015,\n\ttitle = {High expectations realities through high expectations relationships: {Delivering} beyond the {Indigenous} policy rhetoric - {Senate} {Occasional} {Lecture} (13th {November}, 2015)},\n\tcopyright = {http://www.aph.gov.au/Help/Disclaimer\\_Privacy\\_Copyright},\n\tshorttitle = {High {Expectations} {Realities} through {High} {Expectations} {Relationships}},\n\turl = {https://www.aph.gov.au/about_parliament/senate/powers_practice_n_procedures/pops/pop64/c06},\n\tabstract = {High Expectations Realities through High\n  Expectations Relationships: Delivering beyond the Indigenous Policy Rhetoric},\n\tlanguage = {en-AU},\n\tnumber = {no. 64},\n\turldate = {2021-01-15},\n\tauthor = {Sarra, C},\n\tyear = {2015},\n\tnote = {Last Modified: 2019-05-02\nPublisher: corporateName=Commonwealth Parliament; address=Parliament House, Canberra, ACT, 2600; contact=+61 2 6277 7111},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  High Expectations Realities through High Expectations Relationships: Delivering beyond the Indigenous Policy Rhetoric\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"kinnane-alongslowdancethenationshistory-2015\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  A long, slow dance: The nation’s history.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Kinnane, S\n</span>\n\n  \n\n</span>\n\n  In Price, K., editor(s), <i>Knowledge of life: Aboriginal and Torres Strait Islander Australia</i>, pages 1–25. Cambridge University Press, Port Melbourne, VIC,  2015.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/kinnane-alongslowdancethenationshistory-2015\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('kinnane-alongslowdancethenationshistory-2015')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{price_long_2015,\n\taddress = {Port Melbourne, VIC},\n\ttitle = {A long, slow dance: {The} nation’s history.},\n\tisbn = {978-1-107-47742-1},\n\tabstract = {This text provide students with a comprehensive guide to Aboriginal and Torres Strait Islander Australia. The result of extensive research and experience, it offers fresh insights into a range of topics and, most importantly, is written by Aboriginal and Torres Strait Islander academics. It addresses topics ranging from history and reconciliation, to literature and politics, toart, sport and health. It presents social, cultural and political perspectives on these areas in a manner that is accessible to undergraduate students from a range of backgrounds and academic disciplines. Each chapter opens with a precis of the author&#x27;s journey to engage students and offer them an insight into the author&#x27;s experiences. These authentic voices encourage students to think about the wider issues surrounding each chapter and their real-life implications. This text emphasises the importance of relationships between non-Indigenous and Aboriginal and Torres Strait Islander cultures},\n\tbooktitle = {Knowledge of life: {Aboriginal} and {Torres} {Strait} {Islander} {Australia}},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Kinnane, S},\n\teditor = {Price, Kaye},\n\tyear = {2015},\n\tkeywords = {Aboriginal Australians, Australian, Government relations, Health and hygiene, History, Legal status, laws, etc, Politics and government, Social conditions, Social life and customs, Study and teaching (Higher), Torres Strait Islanders},\n\tpages = {1--25},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This text provide students with a comprehensive guide to Aboriginal and Torres Strait Islander Australia. The result of extensive research and experience, it offers fresh insights into a range of topics and, most importantly, is written by Aboriginal and Torres Strait Islander academics. It addresses topics ranging from history and reconciliation, to literature and politics, toart, sport and health. It presents social, cultural and political perspectives on these areas in a manner that is accessible to undergraduate students from a range of backgrounds and academic disciplines. Each chapter opens with a precis of the author's journey to engage students and offer them an insight into the author's experiences. These authentic voices encourage students to think about the wider issues surrounding each chapter and their real-life implications. This text emphasises the importance of relationships between non-Indigenous and Aboriginal and Torres Strait Islander cultures\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2014\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2014')\"\n      onkeypress=\"toggleGroup('group_2014')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2014</span>\n      <span class=\"bibbase_group_count\">\n        \n        (2)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"fuller-anderson-norris-trudgett-theemuskyknowledgeofthekamilaroiandeuahlayipeoples-2014\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://arxiv.org/ftp/arxiv/papers/1403/1403.0304.pdf\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'fuller-anderson-norris-trudgett-theemuskyknowledgeofthekamilaroiandeuahlayipeoples-2014', 'https://arxiv.org/ftp/arxiv/papers/1403/1403.0304.pdf', event);\">\n    The emu sky knowledge of the Kamilaroi and Euahlayi peoples.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Fuller, R.; Anderson, M.; Norris, R.;  and Trudgett, M.\n</span>\n\n  \n\n</span>\n\n  <i>Journal of Astronomical History and Heritage</i>, 17(2): 171–179.  2014.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://arxiv.org/ftp/arxiv/papers/1403/1403.0304.pdf\"\n     onclick=\"log_download('fuller-anderson-norris-trudgett-theemuskyknowledgeofthekamilaroiandeuahlayipeoples-2014', 'https://arxiv.org/ftp/arxiv/papers/1403/1403.0304.pdf', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/pdf.svg\"\n\t     alt=\"The emu sky knowledge of the Kamilaroi and Euahlayi peoples [pdf]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/fuller-anderson-norris-trudgett-theemuskyknowledgeofthekamilaroiandeuahlayipeoples-2014\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>1 download</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('fuller-anderson-norris-trudgett-theemuskyknowledgeofthekamilaroiandeuahlayipeoples-2014')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{fuller_emu_2014,\n\ttitle = {The emu sky knowledge of the {Kamilaroi} and {Euahlayi} peoples},\n\tvolume = {17},\n\turl = {https://arxiv.org/ftp/arxiv/papers/1403/1403.0304.pdf},\n\tabstract = {This paper presents a detailed study of the knowledge of the Kamilaroi and Euahlayi peoples\nabout the Emu in the Sky. This study was done with ethnographic data that was not\npreviously reported in detail. We surveyed the literature to find that there are widespread\nreports of an Emu in the Sky across Australian Aboriginal language groups, but little detailed\nknowledge available in the literature. This paper reports and describes a comprehensive\nKamilaroi and Euahlayi knowledge of the Emu in the Sky and its cultural context.},\n\tnumber = {2},\n\tjournal = {Journal of Astronomical History and Heritage},\n\tauthor = {Fuller, Robert and Anderson, Michael and Norris, Ray and Trudgett, Michelle},\n\tyear = {2014},\n\tkeywords = {Australian ethnoastronomy, Emu in the Sky, Euahlayi people, Kamilaroi people, Physics - History and Philosophy of Physics},\n\tpages = {171--179},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This paper presents a detailed study of the knowledge of the Kamilaroi and Euahlayi peoples about the Emu in the Sky. This study was done with ethnographic data that was not previously reported in detail. We surveyed the literature to find that there are widespread reports of an Emu in the Sky across Australian Aboriginal language groups, but little detailed knowledge available in the literature. This paper reports and describes a comprehensive Kamilaroi and Euahlayi knowledge of the Emu in the Sky and its cultural context.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"arens-bodkinandrews-craven-yeung-selfconceptofindigenousandnonindigenousaustralianstudentscompetenceandaffectcomponentsandrelationstoachievement-2014\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Arens, A. K.; Bodkin-Andrews, G.; Craven, R. G.;  and Yeung, A. S.\n</span>\n\n  \n\n</span>\n\n  <i>Learning and Individual Differences</i>, 32: 93–103.  2014.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1016/j.lindif.2014.03.019\"\n     onclick=\"log_download('arens-bodkinandrews-craven-yeung-selfconceptofindigenousandnonindigenousaustralianstudentscompetenceandaffectcomponentsandrelationstoachievement-2014', 'http://doi.org/10.1016/j.lindif.2014.03.019', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/arens-bodkinandrews-craven-yeung-selfconceptofindigenousandnonindigenousaustralianstudentscompetenceandaffectcomponentsandrelationstoachievement-2014\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('arens-bodkinandrews-craven-yeung-selfconceptofindigenousandnonindigenousaustralianstudentscompetenceandaffectcomponentsandrelationstoachievement-2014')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{arens_self-concept_2014,\n\ttitle = {Self-concept of {Indigenous} and non-{Indigenous} {Australian} students: {Competence} and affect components and relations to achievement},\n\tvolume = {32},\n\tissn = {1041-6080},\n\tshorttitle = {Self-concept of {Indigenous} and non-{Indigenous} {Australian} students},\n\tdoi = {10.1016/j.lindif.2014.03.019},\n\tabstract = {Previous research on differences and similarities in self-concept of Indigenous and non-Indigenous Australian students did not consider the possible differentiation between competence and affect components. As a result, it is unknown whether previously found differences between Indigenous and non-Indigenous students&#x27; self-concepts are the result of their beliefs about their abilities or their feelings about specific domains. Thus, the present study aims to examine and compare the structure, the mean levels, and the relations to achievement measures of Indigenous and non-Indigenous Australian students&#x27; self-concepts in academic and non-academic domains when taking the competence–affect separation into account. Self-concepts in math, English, school, physical ability, and art were measured with 1809 secondary school students including 343 Indigenous students. For Indigenous and non-Indigenous students, confirmatory factor analyses demonstrated that all self-concept facets measured could be separated into competence and affect components although the correlations between competence and affect components were high, particularly for art and physical ability self-concepts. Non-Indigenous students demonstrated higher levels of school competence, English competence, English affect, and math competence self-concepts. Indigenous students displayed higher levels of physical ability competence self-concept while no group differences could be found for school affect, math affect, physical ability affect, and art competence and art affect self-concepts. Invariance tests revealed an invariant factor structure and invariant relations between the multiple self-concept facets and achievement factors across Indigenous and non-Indigenous students. Hence, the present study adds to our understanding of the similarities and differences regarding Indigenous and non-Indigenous Australian students&#x27; self-concepts.},\n\tjournal = {Learning and Individual Differences},\n\tauthor = {Arens, A. Katrin and Bodkin-Andrews, Gawaian and Craven, Rhonda G. and Yeung, Alexander Seeshing},\n\tyear = {2014},\n\tkeywords = {Achievement relations, Affect self-perceptions, Competence self-perceptions, Indigenous students, Self-concept},\n\tpages = {93--103},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Previous research on differences and similarities in self-concept of Indigenous and non-Indigenous Australian students did not consider the possible differentiation between competence and affect components. As a result, it is unknown whether previously found differences between Indigenous and non-Indigenous students' self-concepts are the result of their beliefs about their abilities or their feelings about specific domains. Thus, the present study aims to examine and compare the structure, the mean levels, and the relations to achievement measures of Indigenous and non-Indigenous Australian students' self-concepts in academic and non-academic domains when taking the competence–affect separation into account. Self-concepts in math, English, school, physical ability, and art were measured with 1809 secondary school students including 343 Indigenous students. For Indigenous and non-Indigenous students, confirmatory factor analyses demonstrated that all self-concept facets measured could be separated into competence and affect components although the correlations between competence and affect components were high, particularly for art and physical ability self-concepts. Non-Indigenous students demonstrated higher levels of school competence, English competence, English affect, and math competence self-concepts. Indigenous students displayed higher levels of physical ability competence self-concept while no group differences could be found for school affect, math affect, physical ability affect, and art competence and art affect self-concepts. Invariance tests revealed an invariant factor structure and invariant relations between the multiple self-concept facets and achievement factors across Indigenous and non-Indigenous students. Hence, the present study adds to our understanding of the similarities and differences regarding Indigenous and non-Indigenous Australian students' self-concepts.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2013\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2013')\"\n      onkeypress=\"toggleGroup('group_2013')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2013</span>\n      <span class=\"bibbase_group_count\">\n        \n        (6)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"herbert-interrogatingsocialjusticeinearlyyearseducationhoweffectivelydocontemporarypoliciesandpracticescreateequitablelearningenvironmentsforindigenousaustralianchildren-2013\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.2304/ciec.2013.14.4.300\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'herbert-interrogatingsocialjusticeinearlyyearseducationhoweffectivelydocontemporarypoliciesandpracticescreateequitablelearningenvironmentsforindigenousaustralianchildren-2013', 'https://doi.org/10.2304/ciec.2013.14.4.300', event);\">\n    Interrogating social justice in early years education: How effectively do contemporary policies and practices create equitable learning environments for Indigenous Australian children?.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Herbert, J.\n</span>\n\n  \n\n</span>\n\n  <i>Contemporary Issues in Early Childhood</i>, 14(4): 300–310.  2013.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.2304/ciec.2013.14.4.300\"\n     onclick=\"log_download('herbert-interrogatingsocialjusticeinearlyyearseducationhoweffectivelydocontemporarypoliciesandpracticescreateequitablelearningenvironmentsforindigenousaustralianchildren-2013', 'https://doi.org/10.2304/ciec.2013.14.4.300', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Interrogating social justice in early years education: How effectively do contemporary policies and practices create equitable learning environments for Indigenous Australian children? [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.2304/ciec.2013.14.4.300\"\n     onclick=\"log_download('herbert-interrogatingsocialjusticeinearlyyearseducationhoweffectivelydocontemporarypoliciesandpracticescreateequitablelearningenvironmentsforindigenousaustralianchildren-2013', 'http://doi.org/10.2304/ciec.2013.14.4.300', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/herbert-interrogatingsocialjusticeinearlyyearseducationhoweffectivelydocontemporarypoliciesandpracticescreateequitablelearningenvironmentsforindigenousaustralianchildren-2013\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>2 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('herbert-interrogatingsocialjusticeinearlyyearseducationhoweffectivelydocontemporarypoliciesandpracticescreateequitablelearningenvironmentsforindigenousaustralianchildren-2013')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{herbert_interrogating_2013,\n\ttitle = {Interrogating social justice in early years education: {How} effectively do contemporary policies and practices create equitable learning environments for {Indigenous} {Australian} children?},\n\tvolume = {14},\n\tissn = {1463-9491},\n\tshorttitle = {Interrogating {Social} {Justice} in {Early} {Years} {Education}},\n\turl = {https://doi.org/10.2304/ciec.2013.14.4.300},\n\tdoi = {10.2304/ciec.2013.14.4.300},\n\tabstract = {This article examines some of the contemporary policies and practices in Australian early years education to provide an insight into why social justice is such a critical element in preparing Australia&#x27;s Indigenous children to engage in learning experiences in ways that will enable them to establish sound foundations for their future learning journeys. In order to understand why social justice and equity are central to delivering quality early years education to Indigenous children, it is vital that the modern educator has some knowledge of educational history, in particular the role of education in promoting and maintaining the status quo, thus ensuring the continuing dominance of those who occupied positions of power. Viewing the expectations of contemporary early years education against the backdrop of past realities serves to highlight the way in which education sets the scene for the cultural destruction and dispossession that has, in too many parts of the world, been the long-term outcome of education for Indigenous peoples. Examining the themes and forms of discourse that have informed the theorising and practice underpinning the development of concepts around social justice demonstrates the importance of addressing diversity in early years education contexts.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2020-10-30},\n\tjournal = {Contemporary Issues in Early Childhood},\n\tauthor = {Herbert, Jeannie},\n\tyear = {2013},\n\tkeywords = {Cultural Differences, Early Childhood Education, Educational History, Educational Policy, Equal Education, Indigenous Populations, Minority Group Students, Power Structure, Social Bias, Social Influences, Social Justice, Student Diversity},\n\tpages = {300--310},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This article examines some of the contemporary policies and practices in Australian early years education to provide an insight into why social justice is such a critical element in preparing Australia's Indigenous children to engage in learning experiences in ways that will enable them to establish sound foundations for their future learning journeys. In order to understand why social justice and equity are central to delivering quality early years education to Indigenous children, it is vital that the modern educator has some knowledge of educational history, in particular the role of education in promoting and maintaining the status quo, thus ensuring the continuing dominance of those who occupied positions of power. Viewing the expectations of contemporary early years education against the backdrop of past realities serves to highlight the way in which education sets the scene for the cultural destruction and dispossession that has, in too many parts of the world, been the long-term outcome of education for Indigenous peoples. Examining the themes and forms of discourse that have informed the theorising and practice underpinning the development of concepts around social justice demonstrates the importance of addressing diversity in early years education contexts.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"foley-indigenousaustraliaandtheeducationsystem-2013\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Indigenous Australia and the education system.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Foley, D.\n</span>\n\n  \n\n</span>\n\n  In <i>Education, change and society</i>, pages 131–159. Oxford University Press, South Melbourne, Victoria, Third edition edition,  2013.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/foley-indigenousaustraliaandtheeducationsystem-2013\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('foley-indigenousaustraliaandtheeducationsystem-2013')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{connell_indigenous_2013,\n\taddress = {South Melbourne, Victoria},\n\tedition = {Third edition},\n\ttitle = {Indigenous {Australia} and the education system},\n\tisbn = {978-0-19-552227-3},\n\tabstract = {Helps students understand how contemporary education systems, their issues, policies and institutions operate and fit into Australia&#x27;s broad social landscape. It focuses on the connection between local and global in explaining contemporary educational change, and considers the role that globalisation plays in increasing the rate of change in society, as well as its impact on education and education systems},\n\tbooktitle = {Education, change and society},\n\tpublisher = {Oxford University Press},\n\tauthor = {Foley, Dennis},\n\tcollaborator = {Connell, Raewyn and Welch, Tony and Vickers, Margaret and Foley, Dennis and Bagnall, Nigel and Hayes, Debra and Proctor, Helen and Sriprakash, Arathi and Campbell, Graig},\n\tyear = {2013},\n\tkeywords = {Australia, Australian, Education, Educational change, Social aspects, Social aspects Study and teaching (Higher), Textbooks},\n\tpages = {131--159},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Helps students understand how contemporary education systems, their issues, policies and institutions operate and fit into Australia's broad social landscape. It focuses on the connection between local and global in explaining contemporary educational change, and considers the role that globalisation plays in increasing the rate of change in society, as well as its impact on education and education systems\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"bodkinandrews-denson-bansel-teacherracismacademicselfconceptandmulticulturationinvestigatingadaptiveandmaladaptiverelationswithacademicdisengagementandselfsabotageforindigenousandnonindigenousaustralianstudents-2013\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://aps.onlinelibrary.wiley.com/doi/abs/10.1111/j.1742-9544.2012.00069.x\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'bodkinandrews-denson-bansel-teacherracismacademicselfconceptandmulticulturationinvestigatingadaptiveandmaladaptiverelationswithacademicdisengagementandselfsabotageforindigenousandnonindigenousaustralianstudents-2013', 'https://aps.onlinelibrary.wiley.com/doi/abs/10.1111/j.1742-9544.2012.00069.x', event);\">\n    Teacher racism, academic self-concept, and multiculturation: Investigating adaptive and maladaptive relations with academic disengagement and self-sabotage for Indigenous and non-indigenous Australian students.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Bodkin‐Andrews, G. H.; Denson, N.;  and Bansel, P.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Psychologist</i>, 48(3): 226–237.  2013.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://aps.onlinelibrary.wiley.com/doi/abs/10.1111/j.1742-9544.2012.00069.x\"\n     onclick=\"log_download('bodkinandrews-denson-bansel-teacherracismacademicselfconceptandmulticulturationinvestigatingadaptiveandmaladaptiverelationswithacademicdisengagementandselfsabotageforindigenousandnonindigenousaustralianstudents-2013', 'https://aps.onlinelibrary.wiley.com/doi/abs/10.1111/j.1742-9544.2012.00069.x', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Teacher racism, academic self-concept, and multiculturation: Investigating adaptive and maladaptive relations with academic disengagement and self-sabotage for Indigenous and non-indigenous Australian students. [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1111/j.1742-9544.2012.00069.x\"\n     onclick=\"log_download('bodkinandrews-denson-bansel-teacherracismacademicselfconceptandmulticulturationinvestigatingadaptiveandmaladaptiverelationswithacademicdisengagementandselfsabotageforindigenousandnonindigenousaustralianstudents-2013', 'http://doi.org/10.1111/j.1742-9544.2012.00069.x', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/bodkinandrews-denson-bansel-teacherracismacademicselfconceptandmulticulturationinvestigatingadaptiveandmaladaptiverelationswithacademicdisengagementandselfsabotageforindigenousandnonindigenousaustralianstudents-2013\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('bodkinandrews-denson-bansel-teacherracismacademicselfconceptandmulticulturationinvestigatingadaptiveandmaladaptiverelationswithacademicdisengagementandselfsabotageforindigenousandnonindigenousaustralianstudents-2013')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{bodkinandrews_teacher_2013,\n\ttitle = {Teacher racism, academic self-concept, and multiculturation: {Investigating} adaptive and maladaptive relations with academic disengagement and self-sabotage for {Indigenous} and non-indigenous {Australian} students.},\n\tvolume = {48},\n\tcopyright = {© 2012 The Australian Psychological Society},\n\tissn = {1742-9544},\n\tshorttitle = {Teacher {Racism}, {Academic} {Self}-{Concept}, and {Multiculturation}},\n\turl = {https://aps.onlinelibrary.wiley.com/doi/abs/10.1111/j.1742-9544.2012.00069.x},\n\tdoi = {10.1111/j.1742-9544.2012.00069.x},\n\tabstract = {The issue of patterns of educational disengagement for Indigenous Australian students has long been of considerable concern within Indigenous education research. Although there is an expanding research base identifying factors that may increase (or decrease) the risk of disengagement for Indigenous students, little acknowledgement has been given to international research highlighting how stigma and discrimination may be associated with student disengagement and the resiliency factors that may nullify these associations. Utilising a sample of 1,376 (305 Indigenous; 1,071 non-Indigenous) students from five New South Wales high schools in Australia, this study sought to examine the influence of academic self-concept and two culturally sensitive constructs—specifically, perceived multiculturation (perceived cultural respect) and racial discrimination—on two disengagement-orientated outcomes: affective disengagement and self-sabotaging behaviour (behavioural disengagement) for both Indigenous and non-Indigenous students. The findings showed relatively consistent direct and positive effects of academic self-concept and direct negative effect of teacher racism for both groups of students. An interaction effect (discrimination × multiculturation) for the Indigenous students only was also identified, which suggested that the negative effects of racial discrimination on self-sabotaging behaviour are exacerbated when the Indigenous students perceived higher levels of cultural respect from others. Overall, while these findings suggest that promoting higher levels of inter-cultural respect may be beneficial for Indigenous and non-Indigenous alike (e.g., culturally inclusive programmes), such positive perceptions may put Indigenous students at greater risk if the impact of racism is not also addressed. The implications of these findings suggest that cultural safety must be framed both in promoting the positive (cultural respect) and in eliminating the negative (racism).},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-10-30},\n\tjournal = {Australian Psychologist},\n\tauthor = {Bodkin‐Andrews, Gawaian H. and Denson, Nida and Bansel, Peter},\n\tyear = {2013},\n\tkeywords = {academic disengagement, academic self-concept, multiculturation, racial discrimination, self-sabotage},\n\tpages = {226--237},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  The issue of patterns of educational disengagement for Indigenous Australian students has long been of considerable concern within Indigenous education research. Although there is an expanding research base identifying factors that may increase (or decrease) the risk of disengagement for Indigenous students, little acknowledgement has been given to international research highlighting how stigma and discrimination may be associated with student disengagement and the resiliency factors that may nullify these associations. Utilising a sample of 1,376 (305 Indigenous; 1,071 non-Indigenous) students from five New South Wales high schools in Australia, this study sought to examine the influence of academic self-concept and two culturally sensitive constructs—specifically, perceived multiculturation (perceived cultural respect) and racial discrimination—on two disengagement-orientated outcomes: affective disengagement and self-sabotaging behaviour (behavioural disengagement) for both Indigenous and non-Indigenous students. The findings showed relatively consistent direct and positive effects of academic self-concept and direct negative effect of teacher racism for both groups of students. An interaction effect (discrimination × multiculturation) for the Indigenous students only was also identified, which suggested that the negative effects of racial discrimination on self-sabotaging behaviour are exacerbated when the Indigenous students perceived higher levels of cultural respect from others. Overall, while these findings suggest that promoting higher levels of inter-cultural respect may be beneficial for Indigenous and non-Indigenous alike (e.g., culturally inclusive programmes), such positive perceptions may put Indigenous students at greater risk if the impact of racism is not also addressed. The implications of these findings suggest that cultural safety must be framed both in promoting the positive (cultural respect) and in eliminating the negative (racism).\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"munns-orourke-bodkinandrews-seedingsuccessschoolsthatworkforaboriginalstudents-2013\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/seeding-success-schools-that-work-for-aboriginal-students/1C3AED12D1343840981A78E3AF9779FC\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'munns-orourke-bodkinandrews-seedingsuccessschoolsthatworkforaboriginalstudents-2013', 'https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/seeding-success-schools-that-work-for-aboriginal-students/1C3AED12D1343840981A78E3AF9779FC', event);\">\n    Seeding success: Schools that work for Aboriginal students.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Munns, G.; O'Rourke, V.;  and Bodkin-Andrews, G.\n</span>\n\n  \n\n</span>\n\n  <i>The Australian Journal of Indigenous Education</i>, 42(1): 1–11.  2013.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/seeding-success-schools-that-work-for-aboriginal-students/1C3AED12D1343840981A78E3AF9779FC\"\n     onclick=\"log_download('munns-orourke-bodkinandrews-seedingsuccessschoolsthatworkforaboriginalstudents-2013', 'https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/seeding-success-schools-that-work-for-aboriginal-students/1C3AED12D1343840981A78E3AF9779FC', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Seeding success: Schools that work for Aboriginal students [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1017/jie.2013.6\"\n     onclick=\"log_download('munns-orourke-bodkinandrews-seedingsuccessschoolsthatworkforaboriginalstudents-2013', 'http://doi.org/10.1017/jie.2013.6', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/munns-orourke-bodkinandrews-seedingsuccessschoolsthatworkforaboriginalstudents-2013\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>4 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('munns-orourke-bodkinandrews-seedingsuccessschoolsthatworkforaboriginalstudents-2013')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{munns_seeding_2013,\n\ttitle = {Seeding success: {Schools} that work for {Aboriginal} students},\n\tvolume = {42},\n\tissn = {1326-0111, 2049-7784},\n\tshorttitle = {Seeding {Success}},\n\turl = {https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/seeding-success-schools-that-work-for-aboriginal-students/1C3AED12D1343840981A78E3AF9779FC},\n\tdoi = {10.1017/jie.2013.6},\n\tabstract = {This article reports on a large mixed methods research project that investigated the conditions of success for Aboriginal school students. The article presents the qualitative case study component of the research. It details the work of four schools identified as successful for Aboriginal students with respect to social and academic outcomes, and showed what was common and contextually different in their relationships with community and their approaches to curriculum and pedagogy. The article shows there were eight common themes that emerged in the analysis of the schools’ approaches, and these themes are considered key indicators of the ‘seeding success’.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-11-02},\n\tjournal = {The Australian Journal of Indigenous Education},\n\tauthor = {Munns, Geoff and O&#x27;Rourke, Virginia and Bodkin-Andrews, Gawaian},\n\tyear = {2013},\n\tkeywords = {Aboriginal Australians--Education, Aboriginal school students, Academic achievement--Evaluation, Education--Curricula, curriculum, pedagogy, success factors},\n\tpages = {1--11},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This article reports on a large mixed methods research project that investigated the conditions of success for Aboriginal school students. The article presents the qualitative case study component of the research. It details the work of four schools identified as successful for Aboriginal students with respect to social and academic outcomes, and showed what was common and contextually different in their relationships with community and their approaches to curriculum and pedagogy. The article shows there were eight common themes that emerged in the analysis of the schools’ approaches, and these themes are considered key indicators of the ‘seeding success’.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"fforde-bamblett-lovett-gorringe-fogarty-discoursedeficitandidentityaboriginalitytheraceparadigmandthelanguageofrepresentationincontemporaryaustralia-2013\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1177/1329878X1314900117\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'fforde-bamblett-lovett-gorringe-fogarty-discoursedeficitandidentityaboriginalitytheraceparadigmandthelanguageofrepresentationincontemporaryaustralia-2013', 'https://doi.org/10.1177/1329878X1314900117', event);\">\n    Discourse, deficit and identity: Aboriginality, the race paradigm and the language of representation in contemporary Australia.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Fforde, C.; Bamblett, L.; Lovett, R.; Gorringe, S.;  and Fogarty, B.\n</span>\n\n  \n\n</span>\n\n  <i>Media International Australia</i>, 149(1): 162–173.  2013.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1177/1329878X1314900117\"\n     onclick=\"log_download('fforde-bamblett-lovett-gorringe-fogarty-discoursedeficitandidentityaboriginalitytheraceparadigmandthelanguageofrepresentationincontemporaryaustralia-2013', 'https://doi.org/10.1177/1329878X1314900117', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Discourse, deficit and identity: Aboriginality, the race paradigm and the language of representation in contemporary Australia [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1177/1329878X1314900117\"\n     onclick=\"log_download('fforde-bamblett-lovett-gorringe-fogarty-discoursedeficitandidentityaboriginalitytheraceparadigmandthelanguageofrepresentationincontemporaryaustralia-2013', 'http://doi.org/10.1177/1329878X1314900117', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/fforde-bamblett-lovett-gorringe-fogarty-discoursedeficitandidentityaboriginalitytheraceparadigmandthelanguageofrepresentationincontemporaryaustralia-2013\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('fforde-bamblett-lovett-gorringe-fogarty-discoursedeficitandidentityaboriginalitytheraceparadigmandthelanguageofrepresentationincontemporaryaustralia-2013')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{fforde_discourse_2013,\n\ttitle = {Discourse, deficit and identity: {Aboriginality}, the race paradigm and the language of representation in contemporary {Australia}},\n\tvolume = {149},\n\tissn = {1329-878X},\n\tshorttitle = {Discourse, {Deficit} and {Identity}},\n\turl = {https://doi.org/10.1177/1329878X1314900117},\n\tdoi = {10.1177/1329878X1314900117},\n\tabstract = {Deficit discourse is expressed in a mode of language that consistently frames Aboriginal identity in a narrative of deficiency. It is interwoven with notions of ‘authenticity’, which in turn adhere to models of identity still embedded within the race paradigm, suffering from all of its constraints but perniciously benefiting from all of its tenacity. Recent work shows that deficit discourse surrounding Aboriginality is intricately entwined within and across different sites of representation, policy and expression, and is active both within and outside Indigenous Australia. It thus appears to exhibit all the characteristics of what Foucault has termed a discursive formation, and its analysis requires a multi-disciplinary approach. Developing research overseas on the prevalence and social impact of deficit discourse indicates a significant link between discourse surrounding indigeneity and outcomes for indigenous peoples. However, while there is emerging work in this field in Aboriginal education, as well as a growing understanding of the social impact of related behaviours such as lateral violence, the influence of deficit discourse is significantly under-theorised and little understood in the Indigenous Australian context. This article will problematise the issues and explore theory and methods for change.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2020-10-30},\n\tjournal = {Media International Australia},\n\tauthor = {Fforde, Cressida and Bamblett, Lawrence and Lovett, Ray and Gorringe, Scott and Fogarty, Bill},\n\tyear = {2013},\n\tkeywords = {Aboriginal Australians--Ethnic identity, Discourse analysis, Foucault, Michel},\n\tpages = {162--173},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Deficit discourse is expressed in a mode of language that consistently frames Aboriginal identity in a narrative of deficiency. It is interwoven with notions of ‘authenticity’, which in turn adhere to models of identity still embedded within the race paradigm, suffering from all of its constraints but perniciously benefiting from all of its tenacity. Recent work shows that deficit discourse surrounding Aboriginality is intricately entwined within and across different sites of representation, policy and expression, and is active both within and outside Indigenous Australia. It thus appears to exhibit all the characteristics of what Foucault has termed a discursive formation, and its analysis requires a multi-disciplinary approach. Developing research overseas on the prevalence and social impact of deficit discourse indicates a significant link between discourse surrounding indigeneity and outcomes for indigenous peoples. However, while there is emerging work in this field in Aboriginal education, as well as a growing understanding of the social impact of related behaviours such as lateral violence, the influence of deficit discourse is significantly under-theorised and little understood in the Indigenous Australian context. This article will problematise the issues and explore theory and methods for change.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"rahman-belongingandlearningtobelonginschooltheimplicationsofthehiddencurriculumforindigenousstudents-2013\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Belonging and learning to belong in school: The implications of the hidden curriculum for indigenous students.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Rahman, K.\n</span>\n\n  \n\n</span>\n\n  <i>Discourse: Studies in the Cultural Politics of Education</i>, 34(5): 660–672.  2013.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1080/01596306.2013.728362\"\n     onclick=\"log_download('rahman-belongingandlearningtobelonginschooltheimplicationsofthehiddencurriculumforindigenousstudents-2013', 'http://doi.org/10.1080/01596306.2013.728362', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/rahman-belongingandlearningtobelonginschooltheimplicationsofthehiddencurriculumforindigenousstudents-2013\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('rahman-belongingandlearningtobelonginschooltheimplicationsofthehiddencurriculumforindigenousstudents-2013')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{rahman_belonging_2013,\n\ttitle = {Belonging and learning to belong in school: {The} implications of the hidden curriculum for indigenous students},\n\tvolume = {34},\n\tissn = {0159-6306},\n\tshorttitle = {Belonging and {Learning} to {Belong} in {School}},\n\tdoi = {10.1080/01596306.2013.728362},\n\tabstract = {This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the &quot;white&quot; dominant culture values and practices, and that it is generally those who don&#x27;t have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students &quot;… need to feel that schools belong to them as much as any child&quot; and that to &quot;… move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom.&quot; This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school.},\n\tlanguage = {en},\n\tnumber = {5},\n\turldate = {2020-11-02},\n\tjournal = {Discourse: Studies in the Cultural Politics of Education},\n\tauthor = {Rahman, Kiara},\n\tyear = {2013},\n\tkeywords = {Academic Achievement, Biculturalism, Cultural Awareness, Cultural Differences, Culturally Relevant Education, Disadvantaged, Educational Strategies, Guidelines, Hidden Curriculum, Indigenous Populations, Native Language, Student School Relationship, Uncommonly Taught Languages, Whites},\n\tpages = {660--672},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the \"white\" dominant culture values and practices, and that it is generally those who don't have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students \"… need to feel that schools belong to them as much as any child\" and that to \"… move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom.\" This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2012\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2012')\"\n      onkeypress=\"toggleGroup('group_2012')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2012</span>\n      <span class=\"bibbase_group_count\">\n        \n        (5)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"rose-thesilentapartheidasthepractitionersblindspot-2012\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  The “silent apartheid” as the practitioner’s blindspot.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Rose, M.\n</span>\n\n  \n\n</span>\n\n  In Price, K., editor(s), <i>Aboriginal and Torres Strait Islander education: an introduction for the teaching profession</i>, pages 64–80. Cambridge University Press, Port Melbourne, Vic,  2012.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/rose-thesilentapartheidasthepractitionersblindspot-2012\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('rose-thesilentapartheidasthepractitionersblindspot-2012')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{price_silent_2012,\n\taddress = {Port Melbourne, Vic},\n\ttitle = {The “silent apartheid” as the practitioner’s blindspot.},\n\tisbn = {978-1-107-68589-5},\n\tabstract = {&quot;Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.&quot;--publisher website},\n\tbooktitle = {Aboriginal and {Torres} {Strait} {Islander} education: an introduction for the teaching profession},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Rose, Mark},\n\teditor = {Price, Kaye},\n\tyear = {2012},\n\tkeywords = {Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of},\n\tpages = {64--80},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  \"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.\"–publisher website\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"price-abriefhistoryofaboriginalandtorresstraitislandereducationinaustralia-2012\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  A brief history of Aboriginal and Torres Strait Islander education in Australia.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Price, K.\n</span>\n\n  \n\n</span>\n\n  In Price, K., editor(s), <i>Aboriginal and Torres Strait Islander education: an introduction for the teaching profession</i>, pages 1–20. Cambridge University Press, Port Melbourne, Vic,  2012.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/price-abriefhistoryofaboriginalandtorresstraitislandereducationinaustralia-2012\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('price-abriefhistoryofaboriginalandtorresstraitislandereducationinaustralia-2012')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{price_brief_2012,\n\taddress = {Port Melbourne, Vic},\n\ttitle = {A brief history of {Aboriginal} and {Torres} {Strait} {Islander} education in {Australia}.},\n\tisbn = {978-1-107-68589-5},\n\tabstract = {&quot;Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.&quot;--publisher website},\n\tbooktitle = {Aboriginal and {Torres} {Strait} {Islander} education: an introduction for the teaching profession},\n\tpublisher = {Cambridge University Press},\n\tauthor = {Price, Kaye},\n\teditor = {Price, Kaye},\n\tyear = {2012},\n\tkeywords = {Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of},\n\tpages = {1--20},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  \"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.\"–publisher website\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"price-aboriginalandtorresstraitislandereducationanintroductionfortheteachingprofession-2012\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Aboriginal and Torres Strait Islander education: an introduction for the teaching profession.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Price, K.,\n  editor.\n  \n</span>\n\n  \n\n</span>\n\n  Cambridge University Press, Port Melbourne, Vic,  2012.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/price-aboriginalandtorresstraitislandereducationanintroductionfortheteachingprofession-2012\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('price-aboriginalandtorresstraitislandereducationanintroductionfortheteachingprofession-2012')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@book{price_aboriginal_2012,\n\taddress = {Port Melbourne, Vic},\n\ttitle = {Aboriginal and {Torres} {Strait} {Islander} education: an introduction for the teaching profession},\n\tisbn = {978-1-107-68589-5},\n\tshorttitle = {Aboriginal and {Torres} {Strait} {Islander} education},\n\tabstract = {&quot;Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.&quot;--publisher website},\n\tpublisher = {Cambridge University Press},\n\teditor = {Price, Kaye},\n\tyear = {2012},\n\tkeywords = {Aboriginal Australian teachers, Aboriginal Australians, Australia, Australian, Education, Education - Indigenous studies, Education - Language - Indigenous languages, Education - Language - Literacy, Education - Skills and curriculum - Cultural awareness, Education - Skills and curriculum - Numeracy and mathematics, Education - Teachers - Teacher education, Education - Teachers - Teacher-student relationships, Study and teaching, Teaching, Training of},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  \"Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession prepares students for the classroom and community environments they will encounter when teaching Aboriginal and Torres Strait Islander children in urban, rural and remote schools at early childhood, primary and secondary levels. The book addresses many issues and challenges faced by teacher education students and assists them to understand the deeper social, cultural and historical context of Aboriginal and Torres Strait Islander education. This is a unique textbook written by a team of highly regarded Aboriginal and Torres Strait Islander academics. Each chapter opens with an engaging anecdote from the author, connecting learning to real-world issues. This is also the first textbook to address Torres Strait Islander education. Written in an engaging and accessible style, Aboriginal and Torres Strait Islander Education is an essential resource for teacher education students.\"–publisher website\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"herbert-ceaselesslycirclingthecentrehistoricalcontextualizationofindigenouseducationwithinaustralia-2012\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  \"Ceaselessly circling the centre\": Historical contextualization of indigenous education within Australia.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Herbert, J.\n</span>\n\n  \n\n</span>\n\n  <i>History of Education Review</i>, 41(2): 91–103.  2012.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1108/08198691311269484\"\n     onclick=\"log_download('herbert-ceaselesslycirclingthecentrehistoricalcontextualizationofindigenouseducationwithinaustralia-2012', 'http://doi.org/10.1108/08198691311269484', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/herbert-ceaselesslycirclingthecentrehistoricalcontextualizationofindigenouseducationwithinaustralia-2012\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('herbert-ceaselesslycirclingthecentrehistoricalcontextualizationofindigenouseducationwithinaustralia-2012')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{herbert_ceaselessly_2012,\n\ttitle = {&quot;{Ceaselessly} circling the centre&quot;: {Historical} contextualization of indigenous education within {Australia}},\n\tvolume = {41},\n\tshorttitle = {&quot;{Ceaselessly} circling the centre&quot;},\n\tdoi = {10.1108/08198691311269484},\n\tabstract = {Purpose ‐ The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery\nin this country has been used to position the nation&#x27;s &quot;first peoples&quot; within a context of centre/periphery thinking. Design/methodology/approach ‐ The paper established an overview of the educational service provision for indigenous Australians through a review of\narchival materials, historical texts and education reports. This information was then aligned with the data gathered through face-to-face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous\nexperience. Findings ‐ The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of\nlens provided through interviews/meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country. Originality/value ‐ This paper provides an historical overview of indigenous Australian\neducation that, in clarifying some of the connections and ruptures between &quot;centre and periphery&quot;, provides valuable insights into the full diversity of the indigenous historical experience in Australian education.},\n\tnumber = {2},\n\tjournal = {History of Education Review},\n\tauthor = {Herbert, Jeannie},\n\tyear = {2012},\n\tkeywords = {Australian aboriginals, Education, Empowerment, History, Indigenous studies},\n\tpages = {91--103},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Purpose ‐ The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery in this country has been used to position the nation's \"first peoples\" within a context of centre/periphery thinking. Design/methodology/approach ‐ The paper established an overview of the educational service provision for indigenous Australians through a review of archival materials, historical texts and education reports. This information was then aligned with the data gathered through face-to-face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous experience. Findings ‐ The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of lens provided through interviews/meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country. Originality/value ‐ This paper provides an historical overview of indigenous Australian education that, in clarifying some of the connections and ruptures between \"centre and periphery\", provides valuable insights into the full diversity of the indigenous historical experience in Australian education.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"beresford-partington-gower-reformandresistanceinaboriginaleducationtheaustralianexperience-2012\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Reform and resistance in aboriginal education: The Australian experience.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Beresford, Q.; Partington, G.;  and Gower, G.,\n  editors.\n  \n</span>\n\n  \n\n</span>\n\n  UWA Publishing, Crawley, W.A, Fully rev. ed edition,  2012.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/beresford-partington-gower-reformandresistanceinaboriginaleducationtheaustralianexperience-2012\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('beresford-partington-gower-reformandresistanceinaboriginaleducationtheaustralianexperience-2012')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@book{beresford_reform_2012,\n\taddress = {Crawley, W.A},\n\tedition = {Fully rev. ed},\n\ttitle = {Reform and resistance in aboriginal education: {The} {Australian} experience},\n\tisbn = {978-1-74258-389-1},\n\tshorttitle = {Reform and resistance in aboriginal education},\n\tabstract = {This revised edition of Reform and Resistance in Aboriginal Education takes a fresh look at the challenges and achievements that have occurred in this important area since the book&#x27;s original release in 2003. Interest in Aboriginal education in Australia has increased through federal government policy commitments arising out of the 2007 national apology and the &#x27;Closing the Gap&#x27; commitment by state and federal governments. As a result of the increased awareness which led to these initiatives, there have been a number of state and federal government responses giving prominence to Aboriginal education as a public policy and educational issue. Examining the impact of initiatives - such as the &#x27;Shared Responsibility Agreements,&#x27; the &#x27;Follow the Dream&#x27; program, the &#x27;NT Intervention,&#x27; and Noel Pearson&#x27;s blueprint for educational reform on Cape York - Reform and Resistance in Aboriginal Education provides a comprehensive look at the effects on Indigenous students of these reform efforts. Experts in various fields provide well-researched and strongly-argued chapters on family, language, health, attendance, classroom management, and the criminal justice system. The book presents programs and approaches that work, ensuring that this updated edition will remain an invaluable reference.},\n\tpublisher = {UWA Publishing},\n\teditor = {Beresford, Quentin and Partington, Gary and Gower, Graeme},\n\tyear = {2012},\n\tkeywords = {Education, Educational change, Youth, Aboriginal Australian},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This revised edition of Reform and Resistance in Aboriginal Education takes a fresh look at the challenges and achievements that have occurred in this important area since the book's original release in 2003. Interest in Aboriginal education in Australia has increased through federal government policy commitments arising out of the 2007 national apology and the 'Closing the Gap' commitment by state and federal governments. As a result of the increased awareness which led to these initiatives, there have been a number of state and federal government responses giving prominence to Aboriginal education as a public policy and educational issue. Examining the impact of initiatives - such as the 'Shared Responsibility Agreements,' the 'Follow the Dream' program, the 'NT Intervention,' and Noel Pearson's blueprint for educational reform on Cape York - Reform and Resistance in Aboriginal Education provides a comprehensive look at the effects on Indigenous students of these reform efforts. Experts in various fields provide well-researched and strongly-argued chapters on family, language, health, attendance, classroom management, and the criminal justice system. The book presents programs and approaches that work, ensuring that this updated edition will remain an invaluable reference.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2011\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2011')\"\n      onkeypress=\"toggleGroup('group_2011')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2011</span>\n      <span class=\"bibbase_group_count\">\n        \n        (1)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"jacksonbarrett-thecontextforchangereconceptualisingthe3rsineducationforindigenousstudents-2011\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  The context for change: Reconceptualising the 3Rs in education for indigenous students.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Jackson-Barrett, E. M.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Journal of Teacher Education (Online)</i>, 36(12): 21.  2011.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/jacksonbarrett-thecontextforchangereconceptualisingthe3rsineducationforindigenousstudents-2011\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('jacksonbarrett-thecontextforchangereconceptualisingthe3rsineducationforindigenousstudents-2011')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{jackson-barrett_context_2011,\n\ttitle = {The context for change: {Reconceptualising} the {3Rs} in education for indigenous students},\n\tvolume = {36},\n\tshorttitle = {The context for change},\n\tabstract = {In 2011, three years on from the Apology given by Prime Minister, Kevin Rudd to the Stolen Generations and coupled with the Federal Governments agenda to &#x27;close the gap&#x27; in education for Aboriginal students, perhaps it is time to retrospectively look at the issues and challenges that have moulded the terrain of Aboriginal education in Western Australia. It is clear that over the last 200 years there has been progress in improving the access of schooling for many Aboriginal students. However the retention and successful completion of compulsory schooling still remain at unacceptable levels. Given that historically many Indigenous students have underachieved in most aspects of their &#x27;western&#x27; education then it stands to reason that the basic 3R concept of Reading, [W]riting and [A]rithmetic are inaccessible for many Indigenous students in their present form. Perhaps the most appropriate strategy today, in outcome-based education, and to assist with &#x27;closing the gap&#x27;, would be to reconceptualise the 3R concept into a more tangible form.},\n\tlanguage = {EN},\n\tnumber = {12},\n\turldate = {2020-10-30},\n\tjournal = {Australian Journal of Teacher Education (Online)},\n\tauthor = {Jackson-Barrett, Elizabeth M.},\n\tyear = {2011},\n\tkeywords = {Academic Persistence, Access to Education, Disadvantaged, Human Dignity, Indigenous Knowledge, Indigenous Populations, Intelligence Differences, Interpersonal Relationship, Multiple Intelligences, Outcome Based Education, Politics of Education, Racial Discrimination, Responsibility, School Holding Power, Social Attitudes, Social Change, Time Perspective},\n\tpages = {21},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  In 2011, three years on from the Apology given by Prime Minister, Kevin Rudd to the Stolen Generations and coupled with the Federal Governments agenda to 'close the gap' in education for Aboriginal students, perhaps it is time to retrospectively look at the issues and challenges that have moulded the terrain of Aboriginal education in Western Australia. It is clear that over the last 200 years there has been progress in improving the access of schooling for many Aboriginal students. However the retention and successful completion of compulsory schooling still remain at unacceptable levels. Given that historically many Indigenous students have underachieved in most aspects of their 'western' education then it stands to reason that the basic 3R concept of Reading, [W]riting and [A]rithmetic are inaccessible for many Indigenous students in their present form. Perhaps the most appropriate strategy today, in outcome-based education, and to assist with 'closing the gap', would be to reconceptualise the 3R concept into a more tangible form.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2010\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2010')\"\n      onkeypress=\"toggleGroup('group_2010')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2010</span>\n      <span class=\"bibbase_group_count\">\n        \n        (2)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"dudgeon-wright-paradies-garvey-walker-thesocialculturalandhistoricalcontextofaboriginalandtorresstraitislanderaustralians-2010\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  The social, cultural and historical context of Aboriginal and Torres Strait Islander Australians.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Dudgeon, P.; Wright, M.; Paradies, Y.; Garvey, D.;  and Walker, I.\n</span>\n\n  \n\n</span>\n\n  In <i>Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice</i>, pages 25–42. Commonwealth of Australia,  2010.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/dudgeon-wright-paradies-garvey-walker-thesocialculturalandhistoricalcontextofaboriginalandtorresstraitislanderaustralians-2010\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('dudgeon-wright-paradies-garvey-walker-thesocialculturalandhistoricalcontextofaboriginalandtorresstraitislanderaustralians-2010')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{dudgeon_social_2010,\n\ttitle = {The social, cultural and historical context of {Aboriginal} and {Torres} {Strait} {Islander} {Australians}},\n\tisbn = {978-1-74241-090-6},\n\tabstract = {To understand the contemporary life of Indigenous Australians, a historical and cultural background is essential. This chapter sets the context for further discussions about Aboriginal and Torres Strait Islander people and issues related to their social and emotional wellbeing and mental health. The history of colonisation is addressed, the subsequent devastation of Indigenous Australians, and their resilience and struggle to claim equality and cultural recognition, and to shape the present. Indigenous Australia is made up of two cultural groups who have shared the same struggle, yet often when using the term Indigenous, a Torres Strait Islander history is absent. In this chapter both cultures are equally presented. Brief overviews are given of pre-contact times, colonisation, resistance and adaptation, shifting government policies, and the struggle for recognition. Indigenous identity and meanings of belonging in country, community and family are also briefly covered. Contemporary issues confronting Indigenous people are included, with particular attention to racism.},\n\tlanguage = {en},\n\turldate = {2020-12-08},\n\tbooktitle = {Working together: {Aboriginal} and {Torres} {Strait} {Islander} mental health and wellbeing principles and practice},\n\tpublisher = {Commonwealth of Australia},\n\tauthor = {Dudgeon, P. and Wright, M. and Paradies, Y. and Garvey, Darren and Walker, I.},\n\tyear = {2010},\n\tpages = {25--42},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  To understand the contemporary life of Indigenous Australians, a historical and cultural background is essential. This chapter sets the context for further discussions about Aboriginal and Torres Strait Islander people and issues related to their social and emotional wellbeing and mental health. The history of colonisation is addressed, the subsequent devastation of Indigenous Australians, and their resilience and struggle to claim equality and cultural recognition, and to shape the present. Indigenous Australia is made up of two cultural groups who have shared the same struggle, yet often when using the term Indigenous, a Torres Strait Islander history is absent. In this chapter both cultures are equally presented. Brief overviews are given of pre-contact times, colonisation, resistance and adaptation, shifting government policies, and the struggle for recognition. Indigenous identity and meanings of belonging in country, community and family are also briefly covered. Contemporary issues confronting Indigenous people are included, with particular attention to racism.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"walter-thepoliticsofthedatahowtheaustralianstatisticalindigeneisconstructed-2010\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.5204/ijcis.v3i2.51\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'walter-thepoliticsofthedatahowtheaustralianstatisticalindigeneisconstructed-2010', 'https://doi.org/10.5204/ijcis.v3i2.51', event);\">\n    The politics of the data: How the Australian statistical Indigene is constructed.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Walter, M. M.\n</span>\n\n  \n\n</span>\n\n  <i>International Journal of Critical Indigenous Studies</i>, 3(2): 45–56.  2010.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.5204/ijcis.v3i2.51\"\n     onclick=\"log_download('walter-thepoliticsofthedatahowtheaustralianstatisticalindigeneisconstructed-2010', 'https://doi.org/10.5204/ijcis.v3i2.51', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"The politics of the data: How the Australian statistical Indigene is constructed [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/https://doi.org/10.5204/ijcis.v3i2.51\"\n     onclick=\"log_download('walter-thepoliticsofthedatahowtheaustralianstatisticalindigeneisconstructed-2010', 'http://doi.org/https://doi.org/10.5204/ijcis.v3i2.51', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/walter-thepoliticsofthedatahowtheaustralianstatisticalindigeneisconstructed-2010\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('walter-thepoliticsofthedatahowtheaustralianstatisticalindigeneisconstructed-2010')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{walter_politics_2010,\n\ttitle = {The politics of the data: {How} the {Australian} statistical {Indigene} is constructed},\n\tvolume = {3},\n\tcopyright = {Copyright (c)},\n\tissn = {1837-0144},\n\turl = {https://doi.org/10.5204/ijcis.v3i2.51},\n\tdoi = {https://doi.org/10.5204/ijcis.v3i2.51},\n\tabstract = {The International Journal of Critical Indigenous Studies disseminates scholarship across the Humanities, Social Sciences, Health Sciences, Law and Education in the field of Indigenous Studies. Indigenous scholars from around the world share common experiences of colonisation. Our collective politics have been shaped by our intellectual traditions which inform our work within the academy.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2020-11-02},\n\tjournal = {International Journal of Critical Indigenous Studies},\n\tauthor = {Walter, Maggie M.},\n\tyear = {2010},\n\tpages = {45--56},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  The International Journal of Critical Indigenous Studies disseminates scholarship across the Humanities, Social Sciences, Health Sciences, Law and Education in the field of Indigenous Studies. Indigenous scholars from around the world share common experiences of colonisation. Our collective politics have been shaped by our intellectual traditions which inform our work within the academy.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2009\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2009')\"\n      onkeypress=\"toggleGroup('group_2009')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2009</span>\n      <span class=\"bibbase_group_count\">\n        \n        (2)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"poroch-foraboriginalhealthaustralia-service-ofaboriginal-studies-spiritualityandaboriginalpeoplessocialandemotionalwellbeingareview-2009\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://www.lowitja.org.au/content/Document/Lowitja-Publishing/DP_11_spirituality_review.pdf\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'poroch-foraboriginalhealthaustralia-service-ofaboriginal-studies-spiritualityandaboriginalpeoplessocialandemotionalwellbeingareview-2009', 'https://www.lowitja.org.au/content/Document/Lowitja-Publishing/DP_11_spirituality_review.pdf', event);\">\n    Spirituality and Aboriginal people's social and emotional wellbeing: a review.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Poroch, N.; for Aboriginal Health (Australia), C. R. C.; Service, W. N. A. H.; of Aboriginal , A. I.;  and Studies, T. S. I.\n</span>\n\n  \n\n</span>\n\n   of Discussion paper series / Cooperative Research Centre for Aboriginal HealthCooperative Research Centre for Aboriginal Health, Casuarina, N. T,  2009.\n  <span class=\"note\">OCLC: 748203753</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://www.lowitja.org.au/content/Document/Lowitja-Publishing/DP_11_spirituality_review.pdf\"\n     onclick=\"log_download('poroch-foraboriginalhealthaustralia-service-ofaboriginal-studies-spiritualityandaboriginalpeoplessocialandemotionalwellbeingareview-2009', 'https://www.lowitja.org.au/content/Document/Lowitja-Publishing/DP_11_spirituality_review.pdf', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/pdf.svg\"\n\t     alt=\"Spirituality and Aboriginal people&#x27;s social and emotional wellbeing: a review [pdf]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/poroch-foraboriginalhealthaustralia-service-ofaboriginal-studies-spiritualityandaboriginalpeoplessocialandemotionalwellbeingareview-2009\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('poroch-foraboriginalhealthaustralia-service-ofaboriginal-studies-spiritualityandaboriginalpeoplessocialandemotionalwellbeingareview-2009')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@book{poroch_spirituality_2009,\n\taddress = {Casuarina, N. T},\n\tseries = {Discussion paper series / {Cooperative} {Research} {Centre} for {Aboriginal} {Health}},\n\ttitle = {Spirituality and {Aboriginal} people&#x27;s social and emotional wellbeing: a review},\n\tisbn = {978-0-7340-4138-8},\n\tshorttitle = {Spirituality and {Aboriginal} people&#x27;s social and emotional wellbeing},\n\turl = {https://www.lowitja.org.au/content/Document/Lowitja-Publishing/DP_11_spirituality_review.pdf},\n\tabstract = {This review examines the concepts and experiences of Indigenous spirituality and the evidence for the role of spirituality in promoting or enhancing Aboriginal people&#x27;s social and emotional wellbeing. It also examines the the connections between spirituality and good health. The Winnunga Nimmityjah Aboriginal Health Service and the Muuji Regional Centre for Social and Emotional Wellbeing linked with the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) to gain a broader understanding about spirituality and good health - for individuals, families and communities},\n\tnumber = {no. 11},\n\tpublisher = {Cooperative Research Centre for Aboriginal Health},\n\tauthor = {Poroch, Nerelle and Cooperative Research Centre for Aboriginal Health (Australia) and Winnunga Nimmityjah Aboriginal Health Service and Australian Institute of Aboriginal {and} Torres Strait Islander Studies},\n\tyear = {2009},\n\tnote = {OCLC: 748203753},\n\tkeywords = {Aboriginal Australians, Australia, Australian, Health and hygiene Research, Mental health, Religion, Religion - Spirituality, Religious life, Social conditions Research, Spirituality},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This review examines the concepts and experiences of Indigenous spirituality and the evidence for the role of spirituality in promoting or enhancing Aboriginal people's social and emotional wellbeing. It also examines the the connections between spirituality and good health. The Winnunga Nimmityjah Aboriginal Health Service and the Muuji Regional Centre for Social and Emotional Wellbeing linked with the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) to gain a broader understanding about spirituality and good health - for individuals, families and communities\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"calma-theperilousstateofindigenouslanguagesinaustralia-2009\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://humanrights.gov.au/our-work/chapter-3-introduction-social-justice-report-2009\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'calma-theperilousstateofindigenouslanguagesinaustralia-2009', 'https://humanrights.gov.au/our-work/chapter-3-introduction-social-justice-report-2009', event);\">\n    The perilous state of Indigenous languages in Australia.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Calma, T.\n</span>\n\n  \n\n</span>\n\n  In <i>Social Justice Report 2009</i>. Australian Human Rights Commission, Sydney,  2009.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://humanrights.gov.au/our-work/chapter-3-introduction-social-justice-report-2009\"\n     onclick=\"log_download('calma-theperilousstateofindigenouslanguagesinaustralia-2009', 'https://humanrights.gov.au/our-work/chapter-3-introduction-social-justice-report-2009', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"The perilous state of Indigenous languages in Australia [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/calma-theperilousstateofindigenouslanguagesinaustralia-2009\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('calma-theperilousstateofindigenouslanguagesinaustralia-2009')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{calma_perilous_2009,\n\taddress = {Sydney},\n\ttitle = {The perilous state of {Indigenous} languages in {Australia}},\n\turl = {https://humanrights.gov.au/our-work/chapter-3-introduction-social-justice-report-2009},\n\turldate = {2020-11-02},\n\tbooktitle = {Social {Justice} {Report} 2009},\n\tpublisher = {Australian Human Rights Commission},\n\tauthor = {Calma, Tom},\n\tyear = {2009},\n}\n\n</pre>\n</div>\n\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2008\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2008')\"\n      onkeypress=\"toggleGroup('group_2008')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2008</span>\n      <span class=\"bibbase_group_count\">\n        \n        (3)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"andersen-bunda-walter-indigenoushighereducationtheroleofuniversitiesinreleasingthepotential-2008\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/abs/indigenous-higher-education-the-role-of-universities-in-releasing-the-potential/376CB78C399BB978DE354C30FA4B8F06\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'andersen-bunda-walter-indigenoushighereducationtheroleofuniversitiesinreleasingthepotential-2008', 'https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/abs/indigenous-higher-education-the-role-of-universities-in-releasing-the-potential/376CB78C399BB978DE354C30FA4B8F06', event);\">\n    Indigenous higher education: The role of universities in releasing the potential.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Andersen, C.; Bunda, T.;  and Walter, M.\n</span>\n\n  \n\n</span>\n\n  <i>The Australian Journal of Indigenous Education</i>, 37(1): 1–8.  2008.\n  <span class=\"note\">Publisher: Cambridge University Press</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/abs/indigenous-higher-education-the-role-of-universities-in-releasing-the-potential/376CB78C399BB978DE354C30FA4B8F06\"\n     onclick=\"log_download('andersen-bunda-walter-indigenoushighereducationtheroleofuniversitiesinreleasingthepotential-2008', 'https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/abs/indigenous-higher-education-the-role-of-universities-in-releasing-the-potential/376CB78C399BB978DE354C30FA4B8F06', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Indigenous higher education: The role of universities in releasing the potential [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1017/S1326011100016033\"\n     onclick=\"log_download('andersen-bunda-walter-indigenoushighereducationtheroleofuniversitiesinreleasingthepotential-2008', 'http://doi.org/10.1017/S1326011100016033', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/andersen-bunda-walter-indigenoushighereducationtheroleofuniversitiesinreleasingthepotential-2008\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('andersen-bunda-walter-indigenoushighereducationtheroleofuniversitiesinreleasingthepotential-2008')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{andersen_indigenous_2008,\n\ttitle = {Indigenous higher education: {The} role of universities in releasing the potential},\n\tvolume = {37},\n\tissn = {1326-0111, 2049-7784},\n\tshorttitle = {Indigenous higher education},\n\turl = {https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/abs/indigenous-higher-education-the-role-of-universities-in-releasing-the-potential/376CB78C399BB978DE354C30FA4B8F06},\n\tdoi = {10.1017/S1326011100016033},\n\tabstract = {The participation rate of Indigenous people in higher education is comparatively disparately low across all sectors. In this paper we examine the pivotal role of the university sector in addressing this inequity and releasing the potential for increased Indigenous enrolment, participation and completion in higher education. Indigenous higher education, we argue, is core university business, not an equity issue, and a unique opportunity currently exists for achieving significant progress. Using examples of best practice we show how universities can take positive practical steps to overcome the commonly identified barriers to Indigenous higher education success. We also propose four specific strategies for increasing Indigenous higher education success across all facets. We extend our analysis to the low Indigenous representation among university staff arguing that a greater presence and nurturing of Indigenous staff, academic and general is a vital facet of improving Indigenous higher education access and success. Finally, we argue that a longitudinal study of Indigenous higher education participation is needed to provide an evidence base to inform and increase the efficacy of policy in this area.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2023-09-27},\n\tjournal = {The Australian Journal of Indigenous Education},\n\tauthor = {Andersen, Clair and Bunda, Tracey and Walter, Maggie},\n\tyear = {2008},\n\tnote = {Publisher: Cambridge University Press},\n\tpages = {1--8},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  The participation rate of Indigenous people in higher education is comparatively disparately low across all sectors. In this paper we examine the pivotal role of the university sector in addressing this inequity and releasing the potential for increased Indigenous enrolment, participation and completion in higher education. Indigenous higher education, we argue, is core university business, not an equity issue, and a unique opportunity currently exists for achieving significant progress. Using examples of best practice we show how universities can take positive practical steps to overcome the commonly identified barriers to Indigenous higher education success. We also propose four specific strategies for increasing Indigenous higher education success across all facets. We extend our analysis to the low Indigenous representation among university staff arguing that a greater presence and nurturing of Indigenous staff, academic and general is a vital facet of improving Indigenous higher education access and success. Finally, we argue that a longitudinal study of Indigenous higher education participation is needed to provide an evidence base to inform and increase the efficacy of policy in this area.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"atkinson-theschoolsofhumanexperience-2008\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  The schools of human experience.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Atkinson, W.\n</span>\n\n  \n\n</span>\n\n  In Perkins, R.;  and Langton, M., editor(s), <i>First Australians: An illustrated history</i>, pages (286)–329, 383–384. Miegunyah Press, Carlton, Vic,  2008.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/atkinson-theschoolsofhumanexperience-2008\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('atkinson-theschoolsofhumanexperience-2008')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{atkinson_schools_2008,\n\taddress = {Carlton, Vic},\n\ttitle = {The schools of human experience},\n\tisbn = {978-0-522-85315-5},\n\tlanguage = {EN},\n\turldate = {2020-10-21},\n\tbooktitle = {First {Australians}: {An} illustrated history},\n\tpublisher = {Miegunyah Press},\n\tauthor = {Atkinson, Wayne},\n\teditor = {Perkins, Rachel and Langton, Marcia},\n\tyear = {2008},\n\tkeywords = {Aboriginal history, Aboriginal land rights, Australian Aboriginal Progressive Association, Cooper, William, Historiography, Identifier: Yorta Yorta people (Aboriginal people), New South Wales: History, Victoria: History},\n\tpages = {(286)--329, 383--384},\n}\n\n</pre>\n</div>\n\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"martin-pleaseknockbeforeyouenteraboriginalregulationofoutsidersandtheimplicationsforresearchers-2008\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Please knock before you enter: Aboriginal regulation of outsiders and the implications for researchers.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Martin, K. L.\n</span>\n\n  \n\n</span>\n\n  Post Pressed, Teneriffe, Qld,  2008.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/martin-pleaseknockbeforeyouenteraboriginalregulationofoutsidersandtheimplicationsforresearchers-2008\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('martin-pleaseknockbeforeyouenteraboriginalregulationofoutsidersandtheimplicationsforresearchers-2008')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@book{martin_please_2008,\n\taddress = {Teneriffe, Qld},\n\ttitle = {Please knock before you enter: {Aboriginal} regulation of outsiders and the implications for researchers},\n\tisbn = {978-1-921214-37-0},\n\tshorttitle = {Please knock before you enter},\n\tabstract = {&quot;The regulation of Outsiders to Aboriginal Country is theorised by scholars as invasion and contact, race relations, frontiers and acculturation. In these theories Aboriginal People are represented as powerless and hopeless in the face of their inevitable assimilation. Aboriginal regulation of Outsiders is rarely investigated for Aboriginal agency. This research study investigated the agency of a Rainforest Aboriginal Community, the Burungu, Kuku-Yalanji of Far North Queensland, Australia in the regulation of Outsiders to their Country of past, present and future. A major feature of this research study is its development of an Indigenist research paradigm founded on the principles of cultural respect and cultural safety and embedded in Aboriginal ontology, epistemology and axiology. It is through an ontological premise of relatedness and with the use of traditional devices such as First Stories and visual Stories that this Indigenist research paradigm makes transparent the assumptions, theory, methodology and ethics of the research study.&quot;--Provided by publisher},\n\tpublisher = {Post Pressed},\n\tauthor = {Martin, Karen Lillian},\n\tyear = {2008},\n\tkeywords = {Aboriginal Australians, Cape York Peninsula (Qld SC54, SD54, SD55), Cultural property, Cultural protocols, Cultural protocols - Welcome to Country, Culture - Theory and criticism - Postcolonial, Customary law, Discourse analysis - Theory and criticism, Economic sectors - Tourism, Government policy - State and territory - Queensland, History - Cultural - Origins, Indigenous knowledge, Kuku Yalanji / Gugu Yalandji people (Y78) (Qld SD55-13), Legal status, laws, etc, Northeast Queensland (NE Qld SE55), Nunukul / Noonuccal people (E21) (Qld SG56-15), Protection, Race relations - Power relations, Race relations - Representation - History, Research - Ethics, Research - Methodology and techniques, Sacred sites (Aboriginal Australian), Settlement and contacts, Social life and customs},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  \"The regulation of Outsiders to Aboriginal Country is theorised by scholars as invasion and contact, race relations, frontiers and acculturation. In these theories Aboriginal People are represented as powerless and hopeless in the face of their inevitable assimilation. Aboriginal regulation of Outsiders is rarely investigated for Aboriginal agency. This research study investigated the agency of a Rainforest Aboriginal Community, the Burungu, Kuku-Yalanji of Far North Queensland, Australia in the regulation of Outsiders to their Country of past, present and future. A major feature of this research study is its development of an Indigenist research paradigm founded on the principles of cultural respect and cultural safety and embedded in Aboriginal ontology, epistemology and axiology. It is through an ontological premise of relatedness and with the use of traditional devices such as First Stories and visual Stories that this Indigenist research paradigm makes transparent the assumptions, theory, methodology and ethics of the research study.\"–Provided by publisher\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2007\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2007')\"\n      onkeypress=\"toggleGroup('group_2007')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2007</span>\n      <span class=\"bibbase_group_count\">\n        \n        (2)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"gilbert-anotherworldnotabravenewworldisthereaplaceforaboriginalpeopleinhighereducation-2007\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Another world, not a brave new world: Is there a place for Aboriginal people in higher education?.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Gilbert, S.\n</span>\n\n  \n\n</span>\n\n  In Scevak, J. J.;  and Cantwell, R. H., editor(s), <i>Stepping stones: a guide for mature-aged students at university / edited by Jill Scevak and Robert Cantwell.</i>. ACER Press, Camberwell, Vic.,  2007.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/gilbert-anotherworldnotabravenewworldisthereaplaceforaboriginalpeopleinhighereducation-2007\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('gilbert-anotherworldnotabravenewworldisthereaplaceforaboriginalpeopleinhighereducation-2007')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{scevak_another_2007,\n\taddress = {Camberwell, Vic.},\n\ttitle = {Another world, not a brave new world: {Is} there a place for {Aboriginal} people in higher education?},\n\tisbn = {978-0-86431-414-7},\n\tabstract = {Entering university study as a mature-aged student is a life-changing event. Mature-aged students face many challenges as they try to balance study commitments with the demands of work and family. This book acknowledges the very personal journerys that mature-aged students take when they embark on university study. This book goes beyond the &#x27;how to&#x27; of university life to give a deeper understanding of the experience that lies ahead. It provides prospective mature-aged students with strategies and skills for a successful learning experience and for managing life with study.},\n\tlanguage = {eng},\n\tbooktitle = {Stepping stones: a guide for mature-aged students at university / edited by {Jill} {Scevak} and {Robert} {Cantwell}.},\n\tpublisher = {ACER Press},\n\tauthor = {Gilbert, Stephanie},\n\teditor = {Scevak, Jill Janina and Cantwell, Robert Harley},\n\tyear = {2007},\n\tkeywords = {Admission, Adult college students, Australia; College students, Australia; Universities and colleges},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Entering university study as a mature-aged student is a life-changing event. Mature-aged students face many challenges as they try to balance study commitments with the demands of work and family. This book acknowledges the very personal journerys that mature-aged students take when they embark on university study. This book goes beyond the 'how to' of university life to give a deeper understanding of the experience that lies ahead. It provides prospective mature-aged students with strategies and skills for a successful learning experience and for managing life with study.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"nakata-theculturalinterface-2007\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/the-cultural-interface/B8321A596C2BFF62FA6B81E7F214BC38\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'nakata-theculturalinterface-2007', 'https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/the-cultural-interface/B8321A596C2BFF62FA6B81E7F214BC38', event);\">\n    The Cultural Interface.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Nakata, M.\n</span>\n\n  \n\n</span>\n\n  <i>The Australian Journal of Indigenous Education</i>, 36(S1): 7–14.  2007.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/the-cultural-interface/B8321A596C2BFF62FA6B81E7F214BC38\"\n     onclick=\"log_download('nakata-theculturalinterface-2007', 'https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/the-cultural-interface/B8321A596C2BFF62FA6B81E7F214BC38', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"The Cultural Interface [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1017/S1326011100004646\"\n     onclick=\"log_download('nakata-theculturalinterface-2007', 'http://doi.org/10.1017/S1326011100004646', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/nakata-theculturalinterface-2007\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('nakata-theculturalinterface-2007')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{nakata_cultural_2007,\n\ttitle = {The {Cultural} {Interface}},\n\tvolume = {36},\n\tissn = {1326-0111, 2049-7784},\n\turl = {https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/the-cultural-interface/B8321A596C2BFF62FA6B81E7F214BC38},\n\tdoi = {10.1017/S1326011100004646},\n\tabstract = {For a while now I have been researching and writing about Australian Indigenous education issues. Like you all, I have seen much good work and learnt much from what is going on across the country and internationally to improve outcomes for Indigenous learners in formal education processes. And still we go on with the struggle and with the limitations that Western sciences and practices place on us in the process. This paper draws together theoretical propositions from the work we have been progressing for the higher education sector over the past decade and to point to some foundational principles that can help establish some early beginnings with Indigenous education as a discipline in the higher education sector.},\n\tlanguage = {en},\n\tnumber = {S1},\n\turldate = {2020-11-02},\n\tjournal = {The Australian Journal of Indigenous Education},\n\tauthor = {Nakata, Martin},\n\tyear = {2007},\n\tkeywords = {Australian Indigenous education, higher education},\n\tpages = {7--14},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  For a while now I have been researching and writing about Australian Indigenous education issues. Like you all, I have seen much good work and learnt much from what is going on across the country and internationally to improve outcomes for Indigenous learners in formal education processes. And still we go on with the struggle and with the limitations that Western sciences and practices place on us in the process. This paper draws together theoretical propositions from the work we have been progressing for the higher education sector over the past decade and to point to some foundational principles that can help establish some early beginnings with Indigenous education as a discipline in the higher education sector.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2006\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2006')\"\n      onkeypress=\"toggleGroup('group_2006')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2006</span>\n      <span class=\"bibbase_group_count\">\n        \n        (1)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"morgan-west-nakata-hall-swisher-ahenakew-blair-thecoolangattastatementonindigenouspeoplesrightsineducation-2006\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://press.anu.edu.au/publications/series/aboriginal-history/what-good-condition#pdf\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'morgan-west-nakata-hall-swisher-ahenakew-blair-thecoolangattastatementonindigenouspeoplesrightsineducation-2006', 'https://press.anu.edu.au/publications/series/aboriginal-history/what-good-condition#pdf', event);\">\n    The Coolangatta Statement on Indigenous Peoples' rights in education.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Morgan, B; West, E; Nakata, M; Hall, K; Swisher, K; Ahenakew, F;  and Blair, N\n</span>\n\n  \n\n</span>\n\n  In Read, P.; Meyers, G. D.;  and Reece, B., editor(s), <i>What good condition? reflections on an Australian Aboriginal treaty 1986-2006</i>, of Aboriginal history monograph. ANU E Press, Canberra,  2006.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://press.anu.edu.au/publications/series/aboriginal-history/what-good-condition#pdf\"\n     onclick=\"log_download('morgan-west-nakata-hall-swisher-ahenakew-blair-thecoolangattastatementonindigenouspeoplesrightsineducation-2006', 'https://press.anu.edu.au/publications/series/aboriginal-history/what-good-condition#pdf', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"The Coolangatta Statement on Indigenous Peoples&#x27; rights in education. [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/morgan-west-nakata-hall-swisher-ahenakew-blair-thecoolangattastatementonindigenouspeoplesrightsineducation-2006\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('morgan-west-nakata-hall-swisher-ahenakew-blair-thecoolangattastatementonindigenouspeoplesrightsineducation-2006')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{read_coolangatta_2006,\n\taddress = {Canberra},\n\tseries = {Aboriginal history monograph},\n\ttitle = {The {Coolangatta} {Statement} on {Indigenous} {Peoples}&#x27; rights in education.},\n\tisbn = {978-1-920942-90-8},\n\turl = {https://press.anu.edu.au/publications/series/aboriginal-history/what-good-condition#pdf},\n\tabstract = {Papers address the issue of a treaty in Australia; in the first part the papers consider the context and legacy of the resideu of treaty proposals and negotiations in past decades; in the second part they consider the implications of treaty in an Indigenous, national and international context; in the third part papers reflect on regional aspirations and achievements [p.ix]},\n\tnumber = {no. 13},\n\tbooktitle = {What good condition? reflections on an {Australian} {Aboriginal} treaty 1986-2006},\n\tpublisher = {ANU E Press},\n\tauthor = {Morgan, B and West, E and Nakata, M and Hall, K and Swisher, K and Ahenakew, F and Blair, N},\n\teditor = {Read, Peter and Meyers, Gary D. and Reece, Bob},\n\tyear = {2006},\n\tkeywords = {Aboriginal Australians, Canada, Civil rights, Government relations, Land tenure, Law - Constitutional law - Treaty movement, Law - Indigenous, Law - International law, Native title - Agreements, Treaties, Western Australia (WA)},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Papers address the issue of a treaty in Australia; in the first part the papers consider the context and legacy of the resideu of treaty proposals and negotiations in past decades; in the second part they consider the implications of treaty in an Indigenous, national and international context; in the third part papers reflect on regional aspirations and achievements [p.ix]\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2002\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2002')\"\n      onkeypress=\"toggleGroup('group_2002')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2002</span>\n      <span class=\"bibbase_group_count\">\n        \n        (3)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"rigney-indigenouseducationandtreatybuildingindigenousmanagementcapacitypaperintreatyletsgetitright-2002\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Indigenous education and treaty: building Indigenous management capacity. [Paper in: Treaty - Let's Get It Right.].\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Rigney, L.\n</span>\n\n  \n\n</span>\n\n  <i>Balayi: Culture, Law and Colonialism</i>, 4(2002): 73.  2002.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/rigney-indigenouseducationandtreatybuildingindigenousmanagementcapacitypaperintreatyletsgetitright-2002\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('rigney-indigenouseducationandtreatybuildingindigenousmanagementcapacitypaperintreatyletsgetitright-2002')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{rigney_indigenous_2002,\n\ttitle = {Indigenous education and treaty: building {Indigenous} management capacity. [{Paper} in: {Treaty} - {Let}&#x27;s {Get} {It} {Right}.]},\n\tvolume = {4},\n\tshorttitle = {Indigenous education and treaty},\n\tabstract = {Informit is an online service offering a wide range of database and full content publication products that deliver the vast majority of Australasian scholarly research to the education, research and business sectors. Informit encompasses online products: Informit Indexes, Informit Plus Text and Informit Collections.},\n\tlanguage = {EN},\n\tnumber = {2002},\n\turldate = {2020-11-02},\n\tjournal = {Balayi: Culture, Law and Colonialism},\n\tauthor = {Rigney, Lester},\n\tyear = {2002},\n\tkeywords = {Aboriginal education, Australia: Social policy, Citizenship, Community involvement, Racial discrimination, Treaties},\n\tpages = {73},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Informit is an online service offering a wide range of database and full content publication products that deliver the vast majority of Australasian scholarly research to the education, research and business sectors. Informit encompasses online products: Informit Indexes, Informit Plus Text and Informit Collections.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"sanders-towardsanindigenousorderofaustraliangovernmentrethinkingselfdeterminationasindigenousaffairspolicy-2002\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://apo.org.au/sites/default/files/resource-files/2002-09/apo-nid8943.pdf\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'sanders-towardsanindigenousorderofaustraliangovernmentrethinkingselfdeterminationasindigenousaffairspolicy-2002', 'https://apo.org.au/sites/default/files/resource-files/2002-09/apo-nid8943.pdf', event);\">\n    Towards an indigenous order of Australian government: rethinking self-determination as indigenous affairs policy.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Sanders, W.\n</span>\n\n  \n\n</span>\n\n  Technical Report no. 2002/230, Centre for Aboriginal Policy Research, Canberra,  2002.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://apo.org.au/sites/default/files/resource-files/2002-09/apo-nid8943.pdf\"\n     onclick=\"log_download('sanders-towardsanindigenousorderofaustraliangovernmentrethinkingselfdeterminationasindigenousaffairspolicy-2002', 'https://apo.org.au/sites/default/files/resource-files/2002-09/apo-nid8943.pdf', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/pdf.svg\"\n\t     alt=\"Towards an indigenous order of Australian government: rethinking self-determination as indigenous affairs policy [pdf]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/sanders-towardsanindigenousorderofaustraliangovernmentrethinkingselfdeterminationasindigenousaffairspolicy-2002\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('sanders-towardsanindigenousorderofaustraliangovernmentrethinkingselfdeterminationasindigenousaffairspolicy-2002')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@techreport{sanders_towards_2002,\n\taddress = {Canberra},\n\ttitle = {Towards an indigenous order of {Australian} government: rethinking self-determination as indigenous affairs policy},\n\tshorttitle = {Towards an indigenous order of {Australian} government},\n\turl = {https://apo.org.au/sites/default/files/resource-files/2002-09/apo-nid8943.pdf},\n\tabstract = {Analyses the rhetoric of self-determination in Indigenous affairs policy and the emergence of Indigenous institutions since 1972 before considering the implications of a policy that recognises the Indigenous organisational sector as a source of governmental authority within the Australian government},\n\tlanguage = {eng},\n\tnumber = {no. 2002/230},\n\tinstitution = {Centre for Aboriginal Policy Research},\n\tauthor = {Sanders, W.},\n\tcollaborator = {Australian National University},\n\tyear = {2002},\n\tkeywords = {Aboriginal Australians, Australia, Community organisations, Government policy - Commonwealth, Government policy - Self determination, Government policy - Self determination - 1993-2004, Government relations, Race relations, Self-determination, National},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Analyses the rhetoric of self-determination in Indigenous affairs policy and the emergence of Indigenous institutions since 1972 before considering the implications of a policy that recognises the Indigenous organisational sector as a source of governmental authority within the Australian government\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"bunda-mcconville-indigenoushighereducationmythscutsandobviousdecline-2002\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Indigenous higher education : Myths, cuts and obvious decline.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Bunda, T.;  and McConville, G.\n</span>\n\n  \n\n</span>\n\n  <i>Campus Review</i>,13.  2002.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/bunda-mcconville-indigenoushighereducationmythscutsandobviousdecline-2002\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('bunda-mcconville-indigenoushighereducationmythscutsandobviousdecline-2002')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{bunda_indigenous_2002,\n\ttitle = {Indigenous higher education : {Myths}, cuts and obvious decline.},\n\tshorttitle = {Indigenous higher education},\n\tabstract = {Participation of Indigenous Australians in the higher education sector is contracting at a rate never before experienced. The authors examine recent trends, the policy changes driving them, and the immediate priorities for reversing the decline.},\n\tlanguage = {EN},\n\turldate = {2020-10-30},\n\tjournal = {Campus Review},\n\tauthor = {Bunda, T. and McConville, G.},\n\tyear = {2002},\n\tkeywords = {Aboriginal education, Aboriginal students, Educational policy, Educational trends, Higher education, Participation, Student financial aid, University students, Vocational education},\n\tpages = {13},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Participation of Indigenous Australians in the higher education sector is contracting at a rate never before experienced. The authors examine recent trends, the policy changes driving them, and the immediate priorities for reversing the decline.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2000\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2000')\"\n      onkeypress=\"toggleGroup('group_2000')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2000</span>\n      <span class=\"bibbase_group_count\">\n        \n        (1)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"peterslittle-thecommunitygameaboriginalselfdefinitionatthelocalleveltextbaraiatsis-2000\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://aiatsis.gov.au/publication/35754\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'peterslittle-thecommunitygameaboriginalselfdefinitionatthelocalleveltextbaraiatsis-2000', 'https://aiatsis.gov.au/publication/35754', event);\">\n    The community game: Aboriginal self-definition at the local level \\textbar AIATSIS.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Peters-Little, F.\n</span>\n\n  \n\n</span>\n\n  Technical Report AITSIS Research Discussion Paper No. 10, Australian Institute of Aboriginal and Torres Strait Islander Studies, Canberra,  2000.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://aiatsis.gov.au/publication/35754\"\n     onclick=\"log_download('peterslittle-thecommunitygameaboriginalselfdefinitionatthelocalleveltextbaraiatsis-2000', 'https://aiatsis.gov.au/publication/35754', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"The community game: Aboriginal self-definition at the local level \\textbar AIATSIS [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/peterslittle-thecommunitygameaboriginalselfdefinitionatthelocalleveltextbaraiatsis-2000\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('peterslittle-thecommunitygameaboriginalselfdefinitionatthelocalleveltextbaraiatsis-2000')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@techreport{peters-little_community_2000,\n\taddress = {Canberra},\n\ttitle = {The community game: {Aboriginal} self-definition at the local level {\\textbar} {AIATSIS}},\n\tshorttitle = {The community game},\n\turl = {https://aiatsis.gov.au/publication/35754},\n\tabstract = {This paper researches the Aboriginal people living in the Walgett region of New South Wales. Topics include a brief history; the missions, reserves and pastoral stations; the elders; and the community as it relates to identity, self-determination,},\n\tlanguage = {en},\n\tnumber = {AITSIS Research Discussion Paper No. 10},\n\turldate = {2021-01-15},\n\tinstitution = {Australian Institute of Aboriginal and Torres Strait Islander Studies},\n\tauthor = {Peters-Little, Frances},\n\tyear = {2000},\n\tkeywords = {Defining Aboriginality, communities, community},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This paper researches the Aboriginal people living in the Walgett region of New South Wales. Topics include a brief history; the missions, reserves and pastoral stations; the elders; and the community as it relates to identity, self-determination,\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_1998\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_1998')\"\n      onkeypress=\"toggleGroup('group_1998')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>1998</span>\n      <span class=\"bibbase_group_count\">\n        \n        (2)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"nakata-anthropologicaltextsandindigenousstandpoints-1998\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Anthropological texts and Indigenous standpoints.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Nakata, M.\n</span>\n\n  \n\n</span>\n\n  <i>Australian Aboriginal Studies</i>, (2): 3–12.  1998.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/nakata-anthropologicaltextsandindigenousstandpoints-1998\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('nakata-anthropologicaltextsandindigenousstandpoints-1998')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{nakata_anthropological_1998,\n\ttitle = {Anthropological texts and {Indigenous} standpoints},\n\tabstract = {1998 marks the centenary of the Cambridge Anthropological Expedition to the Torres Strait. This was an expedition of ambitious proportion and logistics, an expedition at the cutting edge of new scientific disciplines and knowledge emerging during the last century. The scholars (AC Haddon, W H R Rivers, CS Myers, W McDougall, S H Ray, A Wilkin, CS Seligmann) involved in this expedition were experts in a number of fields: zoology, ethnology, music, experimental psychology, and linguistics. Their work challenged and extended the intellectual boundaries of what was known and understood about &#x27;primitive&#x27; peoples. The six-volume reports (hereafter Haddon Reports) produced from this expedition stand as one of the most comprehensive early attempts to document the lives and characteristics of a society of people before the onslaught of colonial expansion changed them forever and before Indigenous skills and knowledges were lost to the world.},\n\tlanguage = {EN},\n\tnumber = {2},\n\turldate = {2020-11-02},\n\tjournal = {Australian Aboriginal Studies},\n\tauthor = {Nakata, Martin},\n\tyear = {1998},\n\tkeywords = {Indigenous peoples--Education, Indigenous peoples--Social life and customs, Intellectuals--Attitudes},\n\tpages = {3--12},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  1998 marks the centenary of the Cambridge Anthropological Expedition to the Torres Strait. This was an expedition of ambitious proportion and logistics, an expedition at the cutting edge of new scientific disciplines and knowledge emerging during the last century. The scholars (AC Haddon, W H R Rivers, CS Myers, W McDougall, S H Ray, A Wilkin, CS Seligmann) involved in this expedition were experts in a number of fields: zoology, ethnology, music, experimental psychology, and linguistics. Their work challenged and extended the intellectual boundaries of what was known and understood about 'primitive' peoples. The six-volume reports (hereafter Haddon Reports) produced from this expedition stand as one of the most comprehensive early attempts to document the lives and characteristics of a society of people before the onslaught of colonial expansion changed them forever and before Indigenous skills and knowledges were lost to the world.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"moretonrobinson-witnessingwhitenessinthewakeofwik-1998\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Witnessing whiteness in the wake of Wik.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Moreton-Robinson, A.\n</span>\n\n  \n\n</span>\n\n  <i>Social Alternatives</i>, 17(2): : 11.  1998.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/moretonrobinson-witnessingwhitenessinthewakeofwik-1998\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('moretonrobinson-witnessingwhitenessinthewakeofwik-1998')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{moreton-robinson_witnessing_1998,\n\ttitle = {Witnessing whiteness in the wake of {Wik}},\n\tvolume = {17},\n\tlanguage = {EN},\n\tnumber = {2},\n\turldate = {2020-11-01},\n\tjournal = {Social Alternatives},\n\tauthor = {Moreton-Robinson, Aileen},\n\tyear = {1998},\n\tkeywords = {Aboriginal land rights, Aborigines, Aborigines and the law, Australia. Native Title Act 1993, Australia: Culture, Australia: Politics and government, Disadvantaged groups;, Pastoral leases, Power (Philosophy), Racial discrimination, Right to negotiate},\n\tpages = {: 11},\n}\n\n</pre>\n</div>\n\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_1996\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_1996')\"\n      onkeypress=\"toggleGroup('group_1996')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>1996</span>\n      <span class=\"bibbase_group_count\">\n        \n        (2)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"anderson-prioritiesinaboriginalhealth-1996\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Priorities in Aboriginal health.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Anderson, P.\n</span>\n\n  \n\n</span>\n\n  In <i>Aboriginal health, social and cultural transitions: proceedings of a conference at the Northern Territory University</i>, pages 15–18, Darwin,  1996. NTU Press\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/anderson-prioritiesinaboriginalhealth-1996\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('anderson-prioritiesinaboriginalhealth-1996')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@inproceedings{anderson_priorities_1996,\n\taddress = {Darwin},\n\ttitle = {Priorities in {Aboriginal} health.},\n\tisbn = {0-949070-86-6},\n\tabstract = {Conference summary: presents recent medical research into causes of Aboriginal ill-health and mortality, studies of the social, cultural and environmental determinants of health, an examination of women&#x27;s and infant health, discussions of the need for Aboriginal participation in health care and a discussion of initiatives in mental health.},\n\tlanguage = {EN},\n\turldate = {2020-10-21},\n\tbooktitle = {Aboriginal health, social and cultural transitions: proceedings of a conference at the {Northern} {Territory} {University}},\n\tpublisher = {NTU Press},\n\tauthor = {Anderson, Pat},\n\tyear = {1996},\n\tpages = {15--18},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Conference summary: presents recent medical research into causes of Aboriginal ill-health and mortality, studies of the social, cultural and environmental determinants of health, an examination of women's and infant health, discussions of the need for Aboriginal participation in health care and a discussion of initiatives in mental health.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"dodson-assimilationversusselfdeterminationnocontest-1996\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"http://hdl.handle.net/1885/9870\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'dodson-assimilationversusselfdeterminationnocontest-1996', 'http://hdl.handle.net/1885/9870', event);\">\n    Assimilation versus self-determination : No contest.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Dodson, M.\n</span>\n\n  \n\n</span>\n\n  Technical Report ANU, North Australia Research Unit (NARU), [Canberra],  1996.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"http://hdl.handle.net/1885/9870\"\n     onclick=\"log_download('dodson-assimilationversusselfdeterminationnocontest-1996', 'http://hdl.handle.net/1885/9870', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Assimilation versus self-determination : No contest [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/dodson-assimilationversusselfdeterminationnocontest-1996\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>1 download</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('dodson-assimilationversusselfdeterminationnocontest-1996')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@techreport{dodson_assimilation_1996,\n\taddress = {[Canberra]},\n\ttitle = {Assimilation versus self-determination : {No} contest},\n\turl = {http://hdl.handle.net/1885/9870},\n\tabstract = {H.C.(Nugget) Coombs is known as the whitefella&#x27;s most senior elder. In the Foreword to his book, Aboriginal Autonomy, in 1994 I wrote the following: On the morning just prior to the commencement of the meeting, Nugget Coombs, who had been invited to attend, arrived to wish us well and briefly renew acquaintances with many old Aboriginal and Islander friends. There were warm greetings and well wishing until shortly Nugget departed. A young Aboriginal man of perhaps 16 or 17 years inquired of me as to &#x27;who was that old man?&#x27; My response was, &#x27;that old man must be respected; he is the whitefella&#x27;s most senior elder. The context of these comments was the Eva Valley meeting in 1993, when the Indigenous people met to discuss the proposed legislative response to the High Court&#x27;s native title decision. That old man wished us well in our deliberations - the High Court recognised our rights to our land under Indigenous law. It was an act of justice that in shaping an entire environment of thought and understanding to which this man made such a substantial contribution, he was there, still fighting, still holding hope, still with us. Why does this man, this whitefella, draw such respect and love from all Indigenous Australians who know his story? We honour him as a &#x27;senior man&#x27;, an &#x27;elder&#x27;; we honour him in our terms - because he has always honoured us in ours. He has always seen who we are and listened to our voices. The greatness of Nugget Coombs lies in the fact that he did this at a time when it was fashionable to simply tell us what to do, to tell us what the whitefella wanted and what the whitefella expected of us. There has been much discussion of late about assimilation and self­ determination and I intend to add to the discussion. The really essential difference between the two tracks assimilation and self-determination and the difference that Nugget Coombs made to Aboriginal Affairs in Australia is revealed in the following statement by Paul Hasluck: We do not want a submerged caste or any other social pariahs in our community but want a homogeneous society. Assimilation was then, just as it is now, about what whitefellas want. First, what they want for themselves and second, what they want for us. I believe that the real essence of Nugget&#x27;s contribution is that he cared about us, thought about what we wanted, what we saw as our futures, what is our concept of what is our place in our country. Nugget&#x27;s achievements are testimony to this fact. His work is proof of the rewards of developing policy within a broader social context. Nugget&#x27;s understanding of the importance of the principle of self-determination to effect and appropriate policy making in Aboriginal affairs is, I believe, echoed in his work in the arts and at the Reserve Bank. Nugget was responsible, for example, for the establishment of the Aboriginal Arts Board which was set up in 1973. That signalled the beginning of Indigenous control of public funding for the arts. It was also an example of Nugget&#x27;s keenness to see Australians include &#x27;Aboriginality&#x27; within their sense of national heritage-a genuine act of inclusion. Nugget&#x27;s integrated approach to policy development is also illustrated by his appointment to the chair of the Australian Conservation Foundation. In this position Nugget was informed by his interest in environmental matters and their connection with Indigenous rights. In the current climate of fiscal restraint and the deficit black hole (I sometimes wonder why it has to be black) Nugget Coombs&#x27; approach to public policy has much to offer. Today, Nugget&#x27;s ways could well be seen as radical. Nugget once said that the power of Indigenous elders may not amount to more than a right to be consulted and listened to with respect. I am not saying we should all agree with Nugget&#x27;s ways-what I am saying is that now, more than ever before, we should listen to what he has to say and take lessons from his understanding.},\n\turldate = {2020-11-02},\n\tinstitution = {ANU, North Australia Research Unit (NARU)},\n\tauthor = {Dodson, Mick},\n\tyear = {1996},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  H.C.(Nugget) Coombs is known as the whitefella's most senior elder. In the Foreword to his book, Aboriginal Autonomy, in 1994 I wrote the following: On the morning just prior to the commencement of the meeting, Nugget Coombs, who had been invited to attend, arrived to wish us well and briefly renew acquaintances with many old Aboriginal and Islander friends. There were warm greetings and well wishing until shortly Nugget departed. A young Aboriginal man of perhaps 16 or 17 years inquired of me as to 'who was that old man?' My response was, 'that old man must be respected; he is the whitefella's most senior elder. The context of these comments was the Eva Valley meeting in 1993, when the Indigenous people met to discuss the proposed legislative response to the High Court's native title decision. That old man wished us well in our deliberations - the High Court recognised our rights to our land under Indigenous law. It was an act of justice that in shaping an entire environment of thought and understanding to which this man made such a substantial contribution, he was there, still fighting, still holding hope, still with us. Why does this man, this whitefella, draw such respect and love from all Indigenous Australians who know his story? We honour him as a 'senior man', an 'elder'; we honour him in our terms - because he has always honoured us in ours. He has always seen who we are and listened to our voices. The greatness of Nugget Coombs lies in the fact that he did this at a time when it was fashionable to simply tell us what to do, to tell us what the whitefella wanted and what the whitefella expected of us. There has been much discussion of late about assimilation and self­ determination and I intend to add to the discussion. The really essential difference between the two tracks assimilation and self-determination and the difference that Nugget Coombs made to Aboriginal Affairs in Australia is revealed in the following statement by Paul Hasluck: We do not want a submerged caste or any other social pariahs in our community but want a homogeneous society. Assimilation was then, just as it is now, about what whitefellas want. First, what they want for themselves and second, what they want for us. I believe that the real essence of Nugget's contribution is that he cared about us, thought about what we wanted, what we saw as our futures, what is our concept of what is our place in our country. Nugget's achievements are testimony to this fact. His work is proof of the rewards of developing policy within a broader social context. Nugget's understanding of the importance of the principle of self-determination to effect and appropriate policy making in Aboriginal affairs is, I believe, echoed in his work in the arts and at the Reserve Bank. Nugget was responsible, for example, for the establishment of the Aboriginal Arts Board which was set up in 1973. That signalled the beginning of Indigenous control of public funding for the arts. It was also an example of Nugget's keenness to see Australians include 'Aboriginality' within their sense of national heritage-a genuine act of inclusion. Nugget's integrated approach to policy development is also illustrated by his appointment to the chair of the Australian Conservation Foundation. In this position Nugget was informed by his interest in environmental matters and their connection with Indigenous rights. In the current climate of fiscal restraint and the deficit black hole (I sometimes wonder why it has to be black) Nugget Coombs' approach to public policy has much to offer. Today, Nugget's ways could well be seen as radical. Nugget once said that the power of Indigenous elders may not amount to more than a right to be consulted and listened to with respect. I am not saying we should all agree with Nugget's ways-what I am saying is that now, more than ever before, we should listen to what he has to say and take lessons from his understanding.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_1995\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_1995')\"\n      onkeypress=\"toggleGroup('group_1995')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>1995</span>\n      <span class=\"bibbase_group_count\">\n        \n        (1)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"nakata-cultureineducationapoliticalstrategyforusorforthem-1995\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Culture in education: A political strategy for us or for them?.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Nakata, M.\n</span>\n\n  \n\n</span>\n\n  <i>Ngoonjook</i>, (11): 40–61.  1995.\n  <span class=\"note\">Publisher: Educational Media Unit, Batchelor College</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/nakata-cultureineducationapoliticalstrategyforusorforthem-1995\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('nakata-cultureineducationapoliticalstrategyforusorforthem-1995')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{nakata_culture_1995,\n\ttitle = {Culture in education: {A} political strategy for us or for them?},\n\tshorttitle = {Culture in education},\n\tabstract = {In the Year of Indigenous Peoples, many writings around the Globe will celebrate and record events of significance. S o me will be content with reciting noble events, unpleasant events, or even events that condemn the invasion of their lands. Others may report more recent stories of continued disenfranchisement, powerlessness, or perhaps reconciliation with alien governments and their institutions. I suspect they will be gauged in terms of colonisers versus colonised, dominant versus minority, centre versus margins, or even society versus individual. This paper also considers historical data and transformations but it is not content with the recitation of notable events. This paper takes issue with theoretical themes that have become habitual in practice, and evident in educational writings both liberal and emancipatory in intents. Pertinent to the issue is the theme &#x27;culture&#x27;, here described in the context of the National Aboriginal and Torres Strait Islander Education Policy (1989) - a national policy that sets the educational agenda for the Islander and the Aborigine in the Australian States and Territories.},\n\tlanguage = {EN},\n\tnumber = {11},\n\turldate = {2020-11-02},\n\tjournal = {Ngoonjook},\n\tauthor = {Nakata, M.},\n\tyear = {1995},\n\tnote = {Publisher: Educational Media Unit, Batchelor College},\n\tkeywords = {Aboriginal Australians--Education, Education and state, Educational equalization, Torres Strait Islanders--Education},\n\tpages = {40--61},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  In the Year of Indigenous Peoples, many writings around the Globe will celebrate and record events of significance. S o me will be content with reciting noble events, unpleasant events, or even events that condemn the invasion of their lands. Others may report more recent stories of continued disenfranchisement, powerlessness, or perhaps reconciliation with alien governments and their institutions. I suspect they will be gauged in terms of colonisers versus colonised, dominant versus minority, centre versus margins, or even society versus individual. This paper also considers historical data and transformations but it is not content with the recitation of notable events. This paper takes issue with theoretical themes that have become habitual in practice, and evident in educational writings both liberal and emancipatory in intents. Pertinent to the issue is the theme 'culture', here described in the context of the National Aboriginal and Torres Strait Islander Education Policy (1989) - a national policy that sets the educational agenda for the Islander and the Aborigine in the Australian States and Territories.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_1982\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_1982')\"\n      onkeypress=\"toggleGroup('group_1982')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>1982</span>\n      <span class=\"bibbase_group_count\">\n        \n        (1)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"hughes-willmot-athousandaboriginalteachersby1990-1982\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  A thousand Aboriginal teachers by 1990.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Hughes, P;  and Willmot, E\n</span>\n\n  \n\n</span>\n\n  In Sherwood, J., editor(s), <i>Aboriginal education: issues and innovations</i>, of Perspectives in multicultural education, pages 45–49. Creative Research, Perth [W.A.],  1982.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/hughes-willmot-athousandaboriginalteachersby1990-1982\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('hughes-willmot-athousandaboriginalteachersby1990-1982')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{sherwood_thousand_1982,\n\taddress = {Perth [W.A.]},\n\tseries = {Perspectives in multicultural education},\n\ttitle = {A thousand {Aboriginal} teachers by 1990.},\n\tisbn = {978-0-908469-18-5},\n\tnumber = {v. 2},\n\tbooktitle = {Aboriginal education: issues and innovations},\n\tpublisher = {Creative Research},\n\tauthor = {Hughes, P and Willmot, E},\n\teditor = {Sherwood, John},\n\tyear = {1982},\n\tkeywords = {Aboriginal Australians, Australian Aborigines. Education. Essays, Education, Teachers, Teachers and community, Training of},\n\tpages = {45--49},\n}\n\n</pre>\n</div>\n\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n\n\n\n  </div>\n\n\n  <!-- Modal -->\n\n  <!-- <iframe id=\"bibbase_network_frame\" -->\n  <!--         src=\"//bibbase.org/network/control\" -->\n  <!--         style=\"display: none;\"> -->\n  <!-- </iframe> -->\n\n</div>\n"}; document.write(bibbase_data.data);