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Assessing the Evidence in Indigenous Education Research

Implications for Policy and Practice

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  • © 2023

Overview

Editors:
  1. Nikki Moodie

    1. The University of Melbourne, Melbourne, Australia

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  2. Kevin Lowe

    1. School of Education, University of New South Wales, Kensington, Australia

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  3. Roselyn Dixon

    1. School of Education, University of Wollongong, Wollongong, Australia

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  4. Karen Trimmer

    1. Faculty of Business, Law, Education & Arts, University of Southern Queensland, Toowoomba, Australia

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  • Presents up-to-date research and evidence-based practice about what has actually been effective in the field
  • Provides a practical resource for Aboriginal families, communities and educators
  • Seeks to reposition education for Indigenous students

Part of the book series: Postcolonial Studies in Education (PCSE)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-xxv
    Download chapter PDF

  2. The Aboriginal Voices Project: What Matters, and Who Counts, in Indigenous Education

    • Nikki Moodie, Cathie Burgess, Kevin Lowe, Greg Vass
    Pages 1-18

  3. Developing a Systematic Methodology to Explore Research in Indigenous Education

    • Kevin Lowe, Christine Tennent, Cathie Burgess, Nikki Moodie, Greg Vass, John Guenther
    Pages 19-39

  4. The Benefit of Indigenous Cultural Programs in Schools

    • Kevin Lowe, Cathie Burgess, Nikki Moodie, Christine Tennent, John Guenther
    Pages 41-59

  5. Understanding the Evidence on Racism and Indigenous Schooling

    • Nikki Moodie, Sophie Rudolph, Jacinta Maxwell
    Pages 61-81

  6. Improving School Engagement with Indigenous Communities

    • Kevin Lowe, Neil Harrison, Christine Tennent, John Guenther, Greg Vass, Nikki Moodie
    Pages 83-102

  7. Professional Learning and Teacher Identity in Indigenous Education

    • Greg Vass, Kevin Lowe, Cathie Burgess, Neil Harrison, Nikki Moodie
    Pages 103-123

  8. Knowing in Being: An Understanding of Indigenous Knowledge in Its Relationship to Reality Through Enacted Curriculum

    • Neil Harrison, Christine Tennent, Cathie Burgess, Greg Vass, John Guenther, Kevin Lowe et al.
    Pages 125-139

  9. Innovative School Leadership: Impacting Aboriginal Student Outcomes into the Future

    • Karen Trimmer, Roselyn Dixon
    Pages 141-160

  10. What Does Quality Teaching Look Like for Indigenous Australian Students and How Do We Know?

    • Cathie Burgess, Christine Tennent, Greg Vass, John Guenther, Kevin Lowe, Neil Harrison et al.
    Pages 161-179

  11. Interrogating Indigenous Student Literacy Programs

    • Amanda Gutierrez, Kevin Lowe, John Guenther
    Pages 181-199

  12. What Next? Building on the Evidence of Teaching and Learning Mathematics for Aboriginal and Torres Strait Islander Students

    • Jodie Miller, Danielle Armour, Marnee Shay, Carly Sawatzki
    Pages 201-227

  13. Making a Difference in Educational Outcomes for Remote First Nations Students

    • John Guenther, Kevin Lowe, Cathie Burgess, Greg Vass, Nikki Moodie
    Pages 229-244

  14. What’s the Problem Represented to Be? Analysing Indigenous Education Policy as Discourse

    • Cathie Burgess, Kevin Lowe, Susan Goodwin
    Pages 245-263

  15. The Foundations Required for First Nations Education in Australia

    • John Guenther, Lester-Irabinna Rigney, Sam Osborne, Kevin Lowe, Nikki Moodie
    Pages 265-284

  16. Back Matter

    Pages 285-291
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Keywords

About this book

This book explores the current state of research on Indigenous education in Australia. In particular, these chapters focus on exploring deep and enduring questions about the failures of schooling to address the needs of Aboriginal communities. This book provides a systematic analysis of existing research to explain how connection to culture - and the recognition of Indigenous sovereignties and knowledges - are the keys to Aboriginal excellence in schooling.


Editors and Affiliations

  • The University of Melbourne, Melbourne, Australia

    Nikki Moodie

  • School of Education, University of New South Wales, Kensington, Australia

    Kevin Lowe

  • School of Education, University of Wollongong, Wollongong, Australia

    Roselyn Dixon

  • Faculty of Business, Law, Education & Arts, University of Southern Queensland, Toowoomba, Australia

    Karen Trimmer

About the editors

Nikki Moodie is an Associate Professor and Program Director of the Atlantic Fellows for Social Equity at the University of Melbourne, Australia.

Kevin Lowe is an Associate Professor and Scientia Fellow in the School of Education, Faculty of Arts, Design and Architecture at the University of New South Wales, Australia.

Rosalyn Dixon is an Associate Professor in the School of Education at the University of Wollongong, Australia.

Karen Trimmer is Professor of Educational Leadership & Postgraduate Coordinator at the University of Southern Queensland, Australia.



Bibliographic Information

  • Book Title: Assessing the Evidence in Indigenous Education Research

  • Book Subtitle: Implications for Policy and Practice

  • Editors: Nikki Moodie, Kevin Lowe, Roselyn Dixon, Karen Trimmer

  • Series Title: Postcolonial Studies in Education

  • DOI: https://doi.org/10.1007/978-3-031-14306-9

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023

  • Hardcover ISBN: 978-3-031-14305-2Published: 12 April 2023

  • Softcover ISBN: 978-3-031-14308-3Published: 12 April 2024

  • eBook ISBN: 978-3-031-14306-9Published: 11 April 2023

  • Series ISSN: 2946-2339

  • Series E-ISSN: 2946-2347

  • Edition Number: 1

  • Number of Pages: XXV, 291

  • Number of Illustrations: 16 b/w illustrations

  • Topics: Research Methods in Education, Sociology of Education, Research Ethics, Sociology of Education

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