‘I spoke about Dreamtime, I ticked a box’: teachers say they lack confidence to teach Indigenous perspectives
Many teachers don’t feel confident or capable to include Indigenous perspectives in their classrooms. However, curriculums are needing Indigenous perspectives beyond tokenistic inclusion.
Ready for work: stories of innovative vocational education and training for regional and remote Indigenous students at Charles Darwin University
This report provides a series of case studies of Vocational Education and Training (VET) programs at Charles Darwin University (CDU) that are recognised for delivering positive outcomes for regional and remote Indigenous students in the Northern Territory (NT).
Overcoming the ‘hidden injuries’ of students from refugee backgrounds: the importance of caring teacher-student relationships
The schooling experiences of refugee background students prior to being resettled in Australia significantly shape their transitions into Australian schools. This chapter presents a case study of six young people from Sudanese refugee backgrounds. With a focus on discipline and student-teacher relationships, I argue that...
Literature review relating to the current context and discourse on Indigenous cultural awareness in the teaching space: critical pedagogies and improving Indigenous learning outcomes through cultural responsiveness
This literature review seeks to provide an overview of current understandings and discourse about culturally responsive teaching and cultural awareness in education in Australia. Although some of the literature considered within this review is from an international perspective, the purpose of this review is to...