Assessing the Evidence in Indigenous Education Research: Implications for Policy and Practice

Preface
Contents
About the Authors
List of Acronyms
List of Figures
List of Tables
1: The Aboriginal Voices Project: What Matters, and Who Counts, in Indigenous Education
Introduction
Findings
What Counts as Knowledge?
What Counts as Success?
What Counts as Evidence?
Methodological Limitations
Who Counts?
Conclusion
References
2: Developing a Systematic Methodology to Explore Research in Indigenous Education
Introduction
Defining a Methodology for the Aboriginal Voices Project
Applying an Indigenous Critical Lens to a Systematic Review Methodology
Five Stages in an Aboriginal Voices Systematic Review
Stage 1: Framing the Question and Developing the Protocol
Research Protocols
Stage 2: Conduct Searches of the Literature
Stage 3: Screen and Critically Appraise
Stage 4: Summarise Evidence and Synthesise
Stage 5: Interpret, Discuss and Disseminate Findings
Hearing Aboriginal Voices: The Methodological Challenge
Conclusion
References
3: The Benefit of Indigenous Cultural Programs in Schools
Introduction
Methodology
Analysis
Theme 1: Indigenous Communities—Cultural Attachment and Aspirations
Community Connectedness to Country
Indigenous Enculturation
Valuing Elders
Knowledge and Its Impact on Community
Theme 2: The Role of School and School Systems
Policy
Leadership
Theme 3: Language Planning
Systemic Support in Building Community Involvement
Cultural Programs
Theme 4: Impact of Programs
Cultural Connectedness
Nurturing Well-Being Through Language and Culture
Broader Learning Impact
Discussion
Conclusion
References
4: Understanding the Evidence on Racism and Indigenous Schooling
Introduction
Methodology
Positioning
Method
Review Question
Results
Study Type and Location
Understandings of Racism
Understanding the Impact of Racism
Implications
Implications for Research
Implications for Policy
Implications for Students, Families and Schools
Conclusion
References
5: Improving School Engagement with Indigenous Communities
Introduction
Method
Findings
Barriers to Engagement
Colonial Experiences
Low Expectations
Schooling Practices
Enablers
Beliefs
Engagement
Leadership
Mobilizing Capital
Impact of Collaboration
Aboriginal and Torres Strait Islander Communities
Teachers/School
Discussion
Purpose of Engagement
Critical Challenges
Conclusion
References
6: Professional Learning and Teacher Identity in Indigenous Education
Introduction
What Is Good Practice PL?
The Approach for the PL Systematic Review
The Research Strategy
Five Themes
The Challenges of Context
Research Design Considerations
Balancing the Depth of Detail About PL
Explicit Engagement with Theory
The Ongoing Difficulties of Accounting for Race and Intercultural Complexity
Conclusion
References
7: Knowing in Being: An Understanding of Indigenous Knowledge in Its Relationship to Reality Through Enacted Curriculum
What Is Curriculum?
Curriculum Organisation
Methodology
Method
Understanding Indigenous Knowledge
Country as Enactment of Place-Based Relations
Knowing in Being
Interactional Epistemology
References
8: Innovative School Leadership: Impacting Aboriginal Student Outcomes into the Future
Leadership Research for Universal Student Outcomes
Methodology
Position Statement
Method
Findings
Relationship to and Collaboration Between Principals and Community
Complexity of Principal Role
Models and Styles of Leadership
Leadership of Pedagogy and Curriculum
Participation and Achievement
Impacts of Governance, Policy, Procedures, and Accountability Requirements on Leadership and Decision-Making
Innovative School Leadership: Moving Forward
References
9: What Does Quality Teaching Look Like for Indigenous Australian Students and How Do We Know?
Introduction
Quality Teaching, Standardisation, and Effective Pedagogies
Methodology
Positioning
Method
Findings
Specific Teaching Strategies
Effective Teaching Strategies
Pedagogic Frameworks
Impact of Other Factors on Effective Teaching
Context
Implications
Implications for Policy, Aboriginal Families, and Schools
Conclusion
References
10: Interrogating Indigenous Student Literacy Programs
Introduction
Methodology and Method
Critical Indigenous Methodology
Positioning
Method
Review Question
The Literacy Context and Framework for Analysis
Political Approaches to Indigenous Literacies
Literacy Debates and Research: The Foundation for the Analysis Framework
Results
Summary of the Literacy Programs
What the Literacy Programs Tested
What Does this Say About Programs that Focus on Indigenous Literacy Teaching?
Implications
Conclusion
References
11: What Next? Building on the Evidence of Teaching and Learning Mathematics for Aboriginal and Torres Strait Islander Students
Introduction
About the Systematic Literature Review Process
Researcher’s Positionality
Method
Findings
Understanding the Research Design
Where and with Whom?
Data Collection Methods
Understanding the Evidence for Teaching and Learning Mathematics
Professional Learning for Teachers
Empowering ITAs in Mathematics Classrooms
Research-Informed Teaching Practices That Support Indigenous Learners
Contextualising Mathematics for Students
Valuing Home Language
Teaching Mathematics through Structures and Multiple Representations
Personalised Interventions
Implications and Conclusion
Continue to Fund Educational Research and Support more Inclusive Research Practices
Enact Inclusive Policy Practices
Build and Sustain Relationships with Communities
Empower ITAs through Quality Professional Learning with their Teacher Colleagues
References
12: Making a Difference in Educational Outcomes for Remote First Nations Students
Introduction
Methodology
Review Question
Databases and Publication Sources
Inclusion and Exclusion Criteria
Critical Appraisal
Methodological Issues: Quantitative Studies
Methodological Issues: Qualitative Studies
Findings and Discussion
Limitations of Papers Versus Theses
What Is Not Discussed in the Papers
What Factors Contribute to Educational Outcomes for Indigenous Students from Remote Communities?
Significance for Policy
Conclusion
References
13: What’s the Problem Represented to Be? Analysing Indigenous Education Policy as Discourse
Introduction
Poststructural Policy Analysis and the WPR Approach
The WPR Approach and Indigenous Education Policy
Racialised Governing through NSW Aboriginal Education Policies
Problematising Students and Families, Exonerating Schools and Institutions
Policy and the Contemporary Colonial Project
Governing through Language and Culture
Government as Saviour
Conclusions
References
14: The Foundations Required for First Nations Education in Australia
Introduction
Positionality
Evidence-Based Policy or Policy-Based Evidence?
Foundational Assumptions
Aspiration and Epistemological, Axiological, and Ontological Alignment
Power Relations and the Role of Education as an Agent of Change
Pedagogical and Curriculum Theory
From Proposition and Premise to Evidence and Policy
Conclusion
References
Appendix: Positionality Statements
Chapter 6 Neil Harrison
Chapter 6 Kevin Lowe
Index