Indigenous Education in Australia

The healing will come through our old people. These elders were shaped from the land we stand on. And it’s their wisdom that will allow Teachers to seek the truth within themselves. That then makes this book a true teaching tool, one that can perhaps shape that one word that we all seek. Belonging-Boori Monty Pryor, an Award-winning Author

Teachers not only provide foundational knowledges to support a person’s educational growth for their economic futures and socialisation within the wider society; but they also assist students, their families and communities in creating a lifetime of fond memories with their peers through their engagement in learning and school activities. For First Nation students these are dependent on the teacher’s knowledge of pedagogical practices and curriculum which support and strengthen First Nation students to have sound academic outcomes and culturally respectful and engaging course work. This book provides a practical guide from a diverse range of authors with a breadth of experience in pedagogical practice, curriculum development, community partnerships and dealing with racism, which if used, can assist emerging and professional teachers in appropriate ways to provide positive, active and practical engagement within the classroom and school for First Nation students, their families and communities- Dr Lynette Riley, University of Sydney.

While acknowledging positive systemic policy changes, Marnee Shay and Rhonda Oliver’s edited collection provides positive, productive and practical insights for pre- and in-service teachers towards improving the schooling experiences of all Aboriginal and Torres Strait islander students in all Australians schools. In so doing, they adopt a strength-based approach, which they argue will not only improve schooling for Aboriginal and Torres Strait Islander students, but for all Australians. This is a must read for all Australian teachers and teacher educators committed to Reconciliation and more socially just schooling- Professor Bob Lingard, Institute for Learning Sciences & Teacher Education, Australian Catholic University and Emeritus Professor, The University of Queensland.

What works best for Aboriginal students, works best for all -- but the converse is often not correct. Bringing the richness of culture, the awareness of heritage, and interests of Aboriginal students to the forefront of teaching means all students benefit. Oliver and Shay provide the direction for truly making a difference for Aboriginal, Torres Strait and all students-Laureate Professor John Hattie University of Melbourne Chair, Board of the Australian Institute for Teaching and School Leadership