Incorporating Indigenous Knowledges Guide: Home

Published on Feb 6, 2013

Professor Lester-Irabinna Rigney, the Head of Indigenous Education at the University of Adelaide, discusses the fourth Closing the Gap report, released on 6 February, 2013.

A systematic review of the Australian and international literature

This National Smarter Schools project focuses on identifying and sharing successful strategies that address the challenges that small and remote schools face. Some of these challenges are curriculum options and delivery, high staff turnover and high student mobility in Indigenous and non-Indigenous school communities, poor school attendance and limited community engagement.

Supplement to the Queensland Teacher's Journal

The ‘Dream Circle’ is a space designed by and operated through Indigenous educator footprints as a safe space for the school’s deadly jarjums (Indigenous children). The ‘Dream Circle’ uses a kinnected methodology drawing on the rich vein of Murri cultural knowledges and Torres Strait Islander supports within the local community to provide a safe and supportive circle. The ‘Dream Circle’ operates on a school site in the Logan area as an after school homework and cultural studies class. The ‘Dream Circle’ embodies practices and ritualises processes which ensure cultural safety and integrity. In this way the ‘Dream Circle’ balances the measures that Sarra (2005) purports are the stronger, smarter realities needed for positive change in Indigenous education.

This Closing the Gap Clearning house paper summarises the main findings from the Clearinghouse in 2010-11. It provides policy makers with key findings about what works, and assesses the gaps in the evidence for three of the seven COAG building blocks: early childhood, healthy homes, and governance and leadership.

Edith Cowan University - Research Online

This article is based on the findings of a qualitative case study that examined the professional experiences and career pathways of fifty current and former Australian Indigenous teachers. Here, we draw on data obtained from semi-structured interviews with the teachers to highlight their knowledge in three key areas: ‘Indigenous ways of knowing’, ‘Indigenous learners’ lives beyond the classroom’ and ‘Building relationships with Indigenous students and communities’. We suggest that Indigenous teachers can potentially play important roles as teacher educators and as mentors to non-Indigenous teachers and preservice teachers. We argue that it is important for schooling systems and teacher education to create and formalise opportunities for non-Indigenous teachers and preservice teachers to listen to, and learn from their Indigenous colleagues.

The Indigenous Science Network originated from a meeting in Darwin (Australia) in 1998 for people attending the Australian Science Teachers' Conference (CONASTA) and the conference of the Australasian Science Education Research Association (ASERA) who were interested in Indigenous science. It has expanded to include people from all over the globe and includes academics, researchers and classroom practitioners.

The Australian Research Council has provided funding for a digital archive of endangered literature in more than 16 Australian Indigenous languages from the NT.

This project will be a collaboration between CDU, ANU and NT DET.

This Aboriginal pedagogy framework is expressed as eight interconnected pedagogies

APAC is a project that aims to broaden and deepen students' and teachers' understanding of Aboriginal cultures and ways of being

A total education page for Australia

The Australian Indigenous Education Foundation (AIEF) is a private sector led, non-profit organisation focused on empowering Indigenous children in financial need.

A peer reviewed research journal publishing articles in the field of Indigenous education, broadly defined.

A variety of worksheets on the report that can be used in either the classroom or in the community

Commonwealth government portal on indigenous education sources

A national plan that commits all governments in Australia to a unified approach to closing the gap in education outcomes between Indigenous and non-Indigenous students

The Indigenous Literacy Foundation (ILF) aims to raise literacy levels and improve the lives and opportunities of Indigenous Australians living in remote and isolated regions.

This website outlines the process used to develop Stage 2 context-based Mathematics units of work in two NSW schools with significant Aboriginal student enrolments.

The Stronger Smarter Institute delivers quality leadership programs for school leaders to enhance the teaching of Indigenous school students(QUT)

The Kinship online learning module aims to give you a deeper understanding of the richly complex Kinship system by learning about the components of Moiety, Totem, Skin Names, language and traditional affiliations and individual identity.

What Works. The Work Program helps schools plan and take action to improve educational outcomes for Australian Indigenous students.

Journal of The Australian Institute of Aboriginal and Torres Strait Islander Studies is published twice yearly. Each issue contains three or four scholarly articles, accompanied by Research Reports, Book Reviews and News and Information.
online only

Interdisciplinary academic journal publishing refereed articles in all areas of Australian Indigenous Studies.
Print only
Casuarina Library
P 305.89915 JOUR
Table of contents

The Australian Journal of Indigenous Education is a peer reviewed research journal publishing articles in the field of Indigenous education, broadly defined. It is the only journal for educators devoted specifically to issues of practice, pedagogy and policy in Indigenous education in Australia.