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Indigenous education policy, practice and research: unravelling the tangled web

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posted on 2023-03-23, 23:27 authored by Marnee Shay, Grace Sarra, Jo Lampert

An abundance of research in Indigenous education has not resulted in significant systemic change in relation to Indigenous education in Australia. In this paper we examine convergence and divergence across the policy, practice and research realms with the aim of identifying key sites of opportunity for innovation and change. Through analysing how research and evidence is produced and included/excluded in Indigenous education policy settings, the complexities of how different types of evidence are considered rigorous and relevant were found to be clearly implicated with broader social and political discourses with relation to Indigenous peoples and interests. Whilst we argue for an Indigenous based evidence approach that centres Indigenous agency and solutions, we propose that deeper conversations about Indigenous voice and diversity is needed in implementing such an approach. We re-visit some key policy cycles that resembles the new co-design approach announced by the Australian Government in 2019 and consider the implications based on published literature to date for Indigenous education.

Funding

Open Access funding enabled and organized by CAUL and its Member Institutions. The authors received funding for a project ‘Co-designing Indigenous education policy in Queensland’ from the Australian Research Council Discovery Indigenous funding 2021–2024. (Grant No. IN210100062)

History

Publication Date

2023-03-01

Journal

The Australian Educational Researcher

Volume

50

Pagination

73–88

Publisher

Springer Nature

ISSN

0311-6999

Rights Statement

© The Author(s) 2022 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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