Grace Sarra

Grounded ontologies: indigenous methodologies in qualitative cross-cultural research

Publisher: Edward Elgar Publishing

Date: 13-12-2022

DOI: 10.4337/9781800376625.00011

Strong identities, strong futures: Indigenous identities and wellbeing in schools

Publisher: Routledge

Date: 17-02-2021

DOI: 10.4324/9780429263453-6

Counter stories: The voices of Indigenous peoples undertaking educative roles inflexi schools

Publisher: Cambridge University Press (CUP)

Date: 15-07-2022

DOI: 10.55146/AJIE.2022.20

Abstract: This paper reports on findings from the first author’s doctoral research examining the experiences of Aboriginal and Torres Strait Islander staff in Australian flexi schools. ‘Collaborative yarning methodology’ story boarding was used to hear (and theme) the collective experiences of Indigenous teaching and non-teaching staff in these alternative school settings where both they and Indigenous students make up larger numbers of staff than mainstream schools. Informed by Indigenist and critical race theory, 19 Indigenous staff members contributed to knowledge around three themes: Us Mob Race and racism, and School Practice which incorporated discussions both of curriculum and of issues related to funding. Many Indigenous staff were working in flexi schools through choice and a sense of commitment to working with Indigenous youth. However other issues, such as experiences of racism, were still present despite the ‘social justice’ nature of flexi schools.

Indigenous Education, Critical Perspectives to Enhance Learning Practices

Publisher: Springer Singapore

Date: 2019

DOI: 10.1007/978-981-13-1179-6_195-1

Cherbourg State School in Historical Context

Publisher: Cambridge University Press (CUP)

Date: 12-2008

DOI: 10.1017/S132601110001615X

Abstract: Abstract Cherbourg State School is some 300 kilometres northwest of Brisbane. It is situated in an Aboriginal community at Cherbourg with approximately 250 students, all of whom are Indigenous Australian children. Cherbourg State School aims to generate good academic outcomes for its students from kindergarten to Year 7 and nurture a strong and positive sense of what it means to be Aboriginal in today's society. In a context where the community continues to grapple with many social issues born of the historical processes of dispossession and disempowerment, Cherbourg State School is determined that its children can and will learn to become “Strong and Smart”. It is a journey that has been charted by Chris Sarra, the school's first Aboriginal principal, in his paper Young and Black and Deadly: Strategies for Improving Outcomes for Indigenous Students(2003), which describes how pride and expectations were engendered in the school over a four-year period from 1998. In this paper I will discuss the historical context of the school and its impact on the Indigenous people of Cherbourg. My aim here has been to consider the historical, political, social and cultural context around the creation of Cherbourg State School. I critically examine the historical records of the role of the State Government and the white settlers in the setting up and creation of the Aboriginal Reserve and later the primary school. Throughout I address an absence – a voice missing from history – the voice of the Aboriginal people. This exercise in collective memory was designed to provide an opportunity for those who have seldom been given the opportunity to tell their story. Instead of the official view of Cherbourg School it provides a narrative which restores the victims of history to a place of dignity and indeed humanity.

“Strive with pride”: the voices of Indigenous young people on identity, wellbeing, and schooling in Australia

Publisher: Informa UK Limited

Date: 17-07-2023

DOI: 10.1080/09518398.2023.2233939

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

Publisher: Springer Science and Business Media LLC

Date: 21-10-2023

DOI: 10.1007/S13384-022-00581-W

Abstract: An abundance of research in Indigenous education has not resulted in significant systemic change in relation to Indigenous education in Australia. In this paper we examine convergence and ergence across the policy, practice and research realms with the aim of identifying key sites of opportunity for innovation and change. Through analysing how research and evidence is produced and included/excluded in Indigenous education policy settings, the complexities of how different types of evidence are considered rigorous and relevant were found to be clearly implicated with broader social and political discourses with relation to Indigenous peoples and interests. Whilst we argue for an Indigenous based evidence approach that centres Indigenous agency and solutions, we propose that deeper conversations about Indigenous voice and ersity is needed in implementing such an approach. We re-visit some key policy cycles that resembles the new co-design approach announced by the Australian Government in 2019 and consider the implications based on published literature to date for Indigenous education.

Educating Indigenous Children in Australian Juvenile Justice Systems

Publisher: Springer Nature Singapore

Date: 2023

DOI: 10.1007/978-981-19-8684-0

Culturally responsive pedagogies and perspectives in mathematics

Publisher: Routledge

Date: 17-02-2021

DOI: 10.4324/9780429263453-12

Locating the voices of Indigenous young people on identity in Australia: an Indigenist analysis

Publisher: Informa UK Limited

Date: 13-04-2021

DOI: 10.1080/15595692.2021.1907330

Working with incarcerated indigenous and low socioeconomic status youth and their teachers to improve learning outcomes in mathematics

Publisher: Springer Science and Business Media LLC

Date: 16-08-2018

DOI: 10.1007/S41297-018-0056-8

Indigenous studies in all schools

Publisher: No publisher found

DOI: 10.1080/13603110903265040}

Indigenous studies in all schools

Publisher: Informa UK Limited

Date: 07-2011

DOI: 10.1080/13603110903265040

Indigenous students transitioning to school: responses to pre-foundational mathematics

Publisher: Springer Science and Business Media LLC

Date: 24-11-2014

DOI: 10.1186/2193-1801-3-685

Queensland University Of Technology

Location: Australia

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Discovery Indigenous Researchers Development - Grant ID: DI0775799

Start Date: 2007

End Date: 06-2010

Amount: $99,000.00

Funder: Australian Research Council

Discovery Indigenous - Grant ID: IN150100045

Start Date: 06-2016

End Date: 06-2022

Amount: $450,000.00

Funder: Australian Research Council

ARC Centres Of Excellence - Grant ID: CE200100022

Start Date: 02-2021

End Date: 02-2028

Amount: $34,934,592.00

Funder: Australian Research Council

Discovery Indigenous - Grant ID: IN210100062

Start Date: 09-2021

End Date: 09-2024

Amount: $750,000.00

Funder: Australian Research Council