Assessing the Evidence in Indigenous Education Research: Implications for Policy and Practice

Preface
Contents
About the Authors
List of Acronyms
List of Figures
List of Tables
1: The Aboriginal Voices Project: What Matters, and Who Counts, in Indigenous Education
	Introduction
	Findings
		What Counts as Knowledge?
		What Counts as Success?
		What Counts as Evidence?
		Methodological Limitations
	Who Counts?
	Conclusion
	References
2: Developing a Systematic Methodology to Explore Research in Indigenous Education
	Introduction
	Defining a Methodology for the Aboriginal Voices Project
	Applying an Indigenous Critical Lens to a Systematic Review Methodology
		Five Stages in an Aboriginal Voices Systematic Review
			Stage 1: Framing the Question and Developing the Protocol
				Research Protocols
			Stage 2: Conduct Searches of the Literature
			Stage 3: Screen and Critically Appraise
			Stage 4: Summarise Evidence and Synthesise
			Stage 5: Interpret, Discuss and Disseminate Findings
	Hearing Aboriginal Voices: The Methodological Challenge
	Conclusion
	References
3: The Benefit of Indigenous Cultural Programs in Schools
	Introduction
	Methodology
	Analysis
		Theme 1: Indigenous Communities—Cultural Attachment and Aspirations
		Community Connectedness to Country
		Indigenous Enculturation
		Valuing Elders
		Knowledge and Its Impact on Community
	Theme 2: The Role of School and School Systems
		Policy
		Leadership
	Theme 3: Language Planning
		Systemic Support in Building Community Involvement
		Cultural Programs
	Theme 4: Impact of Programs
		Cultural Connectedness
		Nurturing Well-Being Through Language and Culture
		Broader Learning Impact
	Discussion
	Conclusion
	References
4: Understanding the Evidence on Racism and Indigenous Schooling
	Introduction
	Methodology
	Positioning
	Method
	Review Question
	Results
		Study Type and Location
		Understandings of Racism
		Understanding the Impact of Racism
	Implications
		Implications for Research
		Implications for Policy
		Implications for Students, Families and Schools
	Conclusion
	References
5: Improving School Engagement with Indigenous Communities
	Introduction
	Method
	Findings
		Barriers to Engagement
		Colonial Experiences
		Low Expectations
		Schooling Practices
	Enablers
		Beliefs
		Engagement
		Leadership
		Mobilizing Capital
	Impact of Collaboration
		Aboriginal and Torres Strait Islander Communities
		Teachers/School
	Discussion
		Purpose of Engagement
		Critical Challenges
	Conclusion
	References
6: Professional Learning and Teacher Identity in Indigenous Education
	Introduction
	What Is Good Practice PL?
	The Approach for the PL Systematic Review
		The Research Strategy
	Five Themes
		The Challenges of Context
		Research Design Considerations
		Balancing the Depth of Detail About PL
		Explicit Engagement with Theory
		The Ongoing Difficulties of Accounting for Race and Intercultural Complexity
	Conclusion
	References
7: Knowing in Being: An Understanding of Indigenous Knowledge in Its Relationship to Reality Through Enacted Curriculum
	What Is Curriculum?
	Curriculum Organisation
	Methodology
		Method
		Understanding Indigenous Knowledge
		Country as Enactment of Place-Based Relations
		Knowing in Being
		Interactional Epistemology
	References
8: Innovative School Leadership: Impacting Aboriginal Student Outcomes into the Future
	Leadership Research for Universal Student Outcomes
	Methodology
		Position Statement
		Method
	Findings
		Relationship to and Collaboration Between Principals and Community
		Complexity of Principal Role
		Models and Styles of Leadership
		Leadership of Pedagogy and Curriculum
		Participation and Achievement
		Impacts of Governance, Policy, Procedures, and Accountability Requirements on Leadership and Decision-Making
	Innovative School Leadership: Moving Forward
	References
9: What Does Quality Teaching Look Like for Indigenous Australian Students and How Do We Know?
	Introduction
	Quality Teaching, Standardisation, and Effective Pedagogies
	Methodology
		Positioning
		Method
	Findings
		Specific Teaching Strategies
		Effective Teaching Strategies
		Pedagogic Frameworks
		Impact of Other Factors on Effective Teaching
		Context
	Implications
		Implications for Policy, Aboriginal Families, and Schools
	Conclusion
	References
10: Interrogating Indigenous Student Literacy Programs
	Introduction
	Methodology and Method
		Critical Indigenous Methodology
		Positioning
		Method
		Review Question
	The Literacy Context and Framework for Analysis
		Political Approaches to Indigenous Literacies
		Literacy Debates and Research: The Foundation for the Analysis Framework
	Results
		Summary of the Literacy Programs
			What the Literacy Programs Tested
			What Does this Say About Programs that Focus on Indigenous Literacy Teaching?
	Implications
	Conclusion
	References
11: What Next? Building on the Evidence of Teaching and Learning Mathematics for Aboriginal and Torres Strait Islander Students
	Introduction
	About the Systematic Literature Review Process
		Researcher’s Positionality
		Method
	Findings
		Understanding the Research Design
		Where and with Whom?
		Data Collection Methods
		Understanding the Evidence for Teaching and Learning Mathematics
		Professional Learning for Teachers
		Empowering ITAs in Mathematics Classrooms
		Research-Informed Teaching Practices That Support Indigenous Learners
		Contextualising Mathematics for Students
		Valuing Home Language
		Teaching Mathematics through Structures and Multiple Representations
		Personalised Interventions
	Implications and Conclusion
		Continue to Fund Educational Research and Support more Inclusive Research Practices
		Enact Inclusive Policy Practices
		Build and Sustain Relationships with Communities
		Empower ITAs through Quality Professional Learning with their Teacher Colleagues
	References
12: Making a Difference in Educational Outcomes for Remote First Nations Students
	Introduction
	Methodology
		Review Question
		Databases and Publication Sources
		Inclusion and Exclusion Criteria
		Critical Appraisal
		Methodological Issues: Quantitative Studies
		Methodological Issues: Qualitative Studies
	Findings and Discussion
		Limitations of Papers Versus Theses
		What Is Not Discussed in the Papers
		What Factors Contribute to Educational Outcomes for Indigenous Students from Remote Communities?
		Significance for Policy
	Conclusion
	References
13: What’s the Problem Represented to Be? Analysing Indigenous Education Policy as Discourse
	Introduction
	Poststructural Policy Analysis and the WPR Approach
	The WPR Approach and Indigenous Education Policy
	Racialised Governing through NSW Aboriginal Education Policies
	Problematising Students and Families, Exonerating Schools and Institutions
	Policy and the Contemporary Colonial Project
	Governing through Language and Culture
	Government as Saviour
	Conclusions
	References
14: The Foundations Required for First Nations Education in Australia
	Introduction
		Positionality
	Evidence-Based Policy or Policy-Based Evidence?
	Foundational Assumptions
		Aspiration and Epistemological, Axiological, and Ontological Alignment
		Power Relations and the Role of Education as an Agent of Change
		Pedagogical and Curriculum Theory
	From Proposition and Premise to Evidence and Policy
	Conclusion
	References
Appendix: Positionality Statements
	Chapter 6 Neil Harrison
	Chapter 6 Kevin Lowe
Index