Co-designing Indigenous education policy in Queensland

The Australian Government consistently reports the lack of progress in relation to improving educational outcomes for Indigenous Australians. Poor educational outcomes for young people leads to social justice and economic issues for Australia. This project aims to offer new and innovative ways of investigating a persistent problem through unlocking the complex interactions between communities, schools and policy makers with a focus on co-design. Through development of foundational research knowledge the project seeks to provide innovative solutions to address the current barriers for improvement in Indigenous educational outcomes. The research project expects to involve significant engagement and translation activities including community forums and policy roundtables to engage key stakeholders. These activities are expected to lead to the co-construction of new knowledge and ways of working with Indigenous peoples through co-design that can potentially impact on the social, cultural and economic national interest and seek to significantly improve the outcomes for Indigenous young people.

Output(s)

Indigenous education policy, practice and research: unravelling the tangled web.

Type

Journal article

Authors

Shay, M., Sarra, G. & Lampert, J

Publisher

Aust. Educ. Res

Publication date

2022

Rights notice

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

File

s13384-022-00581-w.pdf

Link

https://link.springer.com/article/10.1007/s13384-022-00581-w#citeas

Project information

Project ownerNot listed

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Community / Language group(s)

Project contact(s)

A/Prof Marnee Shay

m.shay@uq.edu.au

Researcher(s)

A/Prof Marnee Shay
Prof Grace Sarra
Prof Jo Lampert
A/Prof Jodie Miller

Supporting partner(s)

Complete

Start date

2021

End dateNot listed

Topic(s)

Closing the Gap focus

Funder(s)

Organisation(s)

Indigenous involvement

Indigenous involvement notes

Author one, Shay, is from Wagiman Country (Daly River, Northern Territory) through her mother and grandmother. She was born off Country but is fortunate to know who she is and where she is from. Shay was born in Brisbane and raised around Southeast Queensland where she has many community ties. She is an experienced youth worker and secondary classroom teacher. Author two, Sarra, is an Indigenous Professor at the Queensland University of Technology (QUT). She is of Aboriginal heritage from the Birrigubba nation and Torres Strait Islander heritage, and her research work utilises Indigenous knowledges and frameworks with theoretical frameworks to contest prevailing assumptions and stereotypes that contribute to the lack of success of Aboriginal and Torres Strait Islander young people in schools. Author three, Lampert, is a White non-Indigenous Australian originally from Canada. She has been involved in work around embedding Indigenous perspectives in the curriculum since 1996 during which she has seen many policies come and go.

Co-designing Indigenous education policy in Queensland

Output(s)

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AIATSIS acknowledges all Aboriginal and Torres Strait Islander Traditional Custodians of Country and recognises their continuing connection to land, sea, culture and community. We pay our respects to Elders past and present.