³Ô¹ÏÍøÕ¾

Researchers from the are engaging with local Indigenous communities to address a critical knowledge gap around First Nations people and cultures in schools.

pursues social justice through research into equity in education, addressing intersectional disadvantage across race and gender. Together with UNSW Scientia Indigenous Research Fellow Associate , she advocates for teaching policies and practices and a culturally responsive curriculum that improves Indigenous educational outcomes.

“If we want to close the knowledge gap around Indigenous culture, we need to prioritise life-long learning around, and appreciation of, Australia’s shared history,” Dr Amazan says.

Introducing Indigenous knowledge to our children’s education in authentic ways is vital for Reconciliation, Dr Amazan says.

“Research shows that partnerships between schools and Indigenous communities, and the embedding of Indigenous cultural knowledge and perspectives in schools, can improve schooling for all students,” Dr Amazan says.

“Every child across this vast continent deserves to learn from the wisdom of the first custodians of the country they live on,” says A/Prof. Lowe, a Gubbi Gubbi man.

“This way, the next generation will be equipped to make better decisions that impact the lives of First Nations peoples.”

Combatting systemic disadvantage

The researchers are collaborating on the , which aims to address the systemic issues that disadvantage First Nations people in education.

This project identifies the critical role of school leadership, cultural engagement and authentic community partnerships in uplifting Indigenous student learning trajectories. It adopts a micro-treaty model between communities and schools for shared accountability.

“We’re working with [eight] schools to establish Aboriginal language and cultural programs that really sing to the heart of communities about their sense of Aboriginal identity,” A/Prof. Lowe says.

Research has shown that reinforcing Indigenous students’ cultural identities at school improves their performance overall, A/Prof. Lowe says.

“We know from that students who feel connected culturally to school become connected to school educationally. And so, our task is to help students be able to live more successfully between two worlds.”

The program, which includes ‘Learning from Country’ immersion experiences, curriculum and pedagogic workshops, professional learning conversations and cultural mentoring, addresses gaps in teacher knowledge and develops the skills for cultivating profound relationships with Indigenous students.

Additionally, A/Prof. Lowe is conducting research on policy analysis, survey and qualitative research to identify the barriers to successfully teaching Indigenous content in the curriculum.

Improving educational outcomes for all

The researchers are also collaborating on the , which raises awareness of and respect for Australia’s First Nations people and culture through primary education.

The project embeds members of local Aboriginal communities within schools to act as cultural educators, working with teachers to integrate Aboriginal histories, knowledge and cultures across the curriculum.

The project will provide a proof-of-concept for , a nationwide advocacy campaign convened by World Vision to place a First Nations cultural educator in every Australian primary school. The campaign is supported by research from the , established in 2015, which promotes educational advancement and opportunity through teacher development, student initiatives and community involvement.

Dr Scott Winch, Wiradjuri man and World Vision Australia First Nations senior policy advisor, says it’s time for change.

“The campaign urges education ministers, systems and schools to hold space for local First Nations communities,” he says. “Australians support change. In our research, 74 per cent of our survey respondents said they believe education is important in reducing racism, and 62 per cent agreed the government should do more to reduce racism in the education system.”