Abstract
The Aboriginal Voices project has conducted the largest systematic review of Indigenous education in Australia to date. Over three years, our team analysed over 13,000 publications on 10 critical issues affecting Aboriginal and Torres Strait Islander students’ experience of schooling. As a result of these reviews, we know what is working well and what isn’t—and what the quality of evidence is. We know that when teachers engage in robust professional learning, and Indigenous families are involved in decision-making at school, outcomes for Indigenous students improve. Yet we also find there is still some distance between practice and perceptions of practice, between understanding cause and effect and between the aspirations of Indigenous students and families, and the ability of education systems to meet those aspirations.
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Moodie, N., Burgess, C., Lowe, K., Vass, G. (2023). The Aboriginal Voices Project: What Matters, and Who Counts, in Indigenous Education. In: Moodie, N., Lowe, K., Dixon, R., Trimmer, K. (eds) Assessing the Evidence in Indigenous Education Research. Postcolonial Studies in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-14306-9_1
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