The CNS project aims to develop a whole-of-school approach to addressing some key challenges to providing equitable, quality education for Aboriginal and Torres Strait Islander students.
On these pages you will find a variety of resources that underpin our approach ⎼ including outcomes from the Aboriginal Voices Project which articulate the challenges schools and communities face.
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Aboriginal cultural educators teaching the teachers: mobilising a collaborative cultural mentoring program to affect change C Burgess, V Harwood (2021) |
The Australian Educational Researcher | Read |
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Decolonising Indigenous education: the case for cultural mentoring in supporting Indigenous knowledge reproduction C Burgess, M Bishop, K Lowe (2020) |
Discourse: Studies in the Cultural Politics of Education, 43:1, 1-14 | Read |
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The impact of Learning from Country on teachers’ understandings of place and community: insights from the Culturally Nourishing Schooling project D Commbs, S Langdon, Z Jabir, C Burgess, R Amazan (2024) |
Australian Educational Researcher
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Read |
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Aboriginal Community-led Preservice Teacher Education: Learning from Country in the City K Thorpe, C Burgess, S Egan (2021) |
Australian Journal of Teacher Education, 46(1), 55-73 | Read |
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Pathways to progress? – collective conscientisation and progressive school reform in Aboriginal education R Amazan, J Wood, K Lowe, G Vass (2023) |
Critical Studies in Education, 1-17 | Read |
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Sovereign and pseudo-hosts: The politics of hospitality for negotiating culturally nourishing schools S Weuffen, K Lowe, C Burgess, K Thompson (2023) |
The Australian Educational Researcher. Special Issue: Aboriginal Voices: The state of Aboriginal student experiences in Australian secondary school project, 50(1), 131-146 | Read |
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Towards an Australian model of culturally nourishing schooling K Lowe, I Skrebneva, C Burgess, N Harrison, G Vass (2020) |
Journal of Curriculum Studies, 53:4, 467-481 | Read |
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Rhetoric vs Reality: The Disconnect between Policy and Practice for Teachers Implementing Aboriginal Education in their Schools C Burgess, K Lowe (2022) |
Education Policy Analysis Archives 30 (97), 1-23 |
Read |
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Educators engaged in curriculum work: Encounters with relationally responsive curriculum practices G Vass, D Coombs, A Woods, K Lowe (2023) |
The Curriculum Journal | Read |
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Transforming schooling practices for First Nations learners: culturally nourishing schooling in conversation with the theory of practice architectures K Lowe, K Thompson, G Vass, C Grice (2024) |
International Journal of Qualitative Studies in Education |
Read |
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Decolonising schooling practices through relationality and reciprocity: embedding local Aboriginal perspectives in the classroom M Bishop, G Vass, K Thompson (2019) |
Pedagogy, Culture & Society, 1-19 | Read |
