Indigenous Education

A Learning Journey for Teachers, Schools and Communities

  • Nina Burridge
  • Frances Whalan
  • Karen Vaughan

Part of the Transgressions book series (TRANS, volume 86)

Table of contents

  1. Front Matter
    Pages i-xii
    1. Nina Burridge, Frances Whalan, Karen Vaughan
      Pages 1-7
    1. Front Matter
      Pages 9-9
    2. Frances Whalan, Kerin Wood
      Pages 23-32
    3. Nina Burridge, Andrew Chodkiewicz, Frances Whalan
      Pages 33-46
  2. School Studies

    1. Front Matter
      Pages 47-47
    2. Stacey Quince
      Pages 49-62
    3. Nina Burridge, Christine Evans
      Pages 63-75
    4. Nina Burridge, Christine Evans
      Pages 77-86
    5. Christine Evans, Geoffrey Riordan
      Pages 87-101
    6. Peter Aubusson, Karen Vaughan
      Pages 103-113
    7. Suzanne Kenney, Karen Vaughan
      Pages 115-125
    8. Karen Vaughan, Peter Aubusson, Heather Edwards
      Pages 127-136
    1. Front Matter
      Pages 137-137
    2. Nina Burridge, Andrew Chodkiewicz
      Pages 139-154
  3. Back Matter
    Pages 155-163

About this book


Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers’ commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students’ learning outcomes. The school studies come from different demographic regions in New South Wales, Australia’s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners and members of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities.


Torres Strait Islander children Aboriginal indigenous education

Editors and affiliations

  • Nina Burridge
    • 1
  • Frances Whalan
    • 2
  • Karen Vaughan
    • 3
  1. 1.University of TechnologySydneyAustralia
  2. 2.New South Wales Department of Education and TrainingAustralia
  3. 3.University of TechnologySydneyAustralia

Bibliographic information