Abstract
School systems and Aboriginal and Torres Strait Islanders have long acknowledged the levels of social, cultural and epistemic disaffection and contestation that have historically existed between teachers and schools, and Indigenous students, families and their local communities. This relationship is both part symptomatic and part causal of the broader and highly complex array of legal and socio-economic issues that underpin the often highly fraught relationships existing between these communities and schools. The findings of this review provide insights into the everyday environments of these interactions, the possibilities that emanate from their establishment and the hope that these interactions can positively impact on students’ educational outcomes.
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Notes
- 1.
The PICo criteria invaluably assist in identifying the research population, the phenomena of interest and the context, which is then used to guide defining the question and the subsequent Boolean search strategy used to locate potential research studies [see Petticrew and Roberts (2006, p. 38)].
- 2.
See Chap. 2 on methodology.
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Lowe, K., Harrison, N., Tennent, C., Guenther, J., Vass, G., Moodie, N. (2023). Improving School Engagement with Indigenous Communities. 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_5
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