Getting schools ready for Indigenous academic achievement: a meta-synthesis of the issues and challenges in Australian schools

References

• Anderson, P., Maeda, K., Diamond, Z. M., & Sato, C. (Eds.). (2020). Post-imperial perspectives on Indigenous education: Lessons from Japan and Australia. Taylor and Francis.
   Google Scholar
• Anderson, P. J., & Atkinson, B. (2014). Closing the gap: Using graduate attributes to improve Indigenous education. International Education Journal: Comparative Perspectives, 12(1), 135–145.
   Google Scholar
• Anderson, P. J., Diamond, Z., & Diamond, J. (2021). Embracing and resisting Indigenist perspectives in Australian pre-service teacher education. In P. Anderson, K. Maeda, Z. Diamond, & C. Sato (Eds.), Post-imperial perspectives on Indigenous education: Lessons from Japan and Australia (pp. 126–150). Taylor & Francis.
   Google Scholar
• Anderson, P. J., & Ma Rhea, Z. (2018). Rights-based Indigenous education in Australia: Evidence-based policy to pedagogy. In M. Barnes, M. Gindidis, & S. Phillipson (Eds.), Evidence-based learning and teaching: A look into Australian classrooms (pp. 207–228). Routledge.
   Google Scholar
• Arnold, C., Bartlett, K., Gowani, S., & Merali, R. (2007). Is everybody ready? Readiness, transition and continuity: Reflections and moving forward ( working paper in early childhood development. no. 41). Bernard van Leer Foundation. https://eric.ed.gov/?id=ED522694
   Google Scholar
• Ashcroft, B., Griffiths, G., & Tiffen, H. (1998). Key concepts in postcolonial studies. Routledge.
   Google Scholar
• Australian Council for Educational Research. (2016). Literature review relating to the current context and discourse surrounding Indigenous early childhood education, school readiness and transition programs to primary school ( produced for the Dusseldorp Forum by the Indigenous Education Team at ACER). https://research.acer.edu.au/cgi/viewcontent.cgi?article=1042&context=indigenous_education
   Google Scholar
• Australian Council of Deans of Education. (2018). ACDE analysis of 2016 census statistics of Aboriginal Torres Strait Islander teachers and students. https://www.acde.edu.au/acde-analysis-of-2016-census-statistics-of-aboriginal-torres-strait-islander-teachers-and-students/
   Google Scholar
• Australian Curriculum, Assessment and Reporting Authority. (2013). National report on schooling in Australia. https://www.acara.edu.au/reporting/national-report-on-schooling-in-australia/national-report-on-schooling-in-australia-2013/national-initiatives-and-achievements/aboriginal-and-torres-strait-islander
   Google Scholar
• Australian Institute of Teaching and School Leadership. (2013). Australian professional standards for teachers. https://www.aitsl.edu.au/docs/default-source/default-document-library/a_unit_outline_and_content_for_professional_learning_units_to_support_teachers_in_meeting_focus_areas_1-4_and-_2-4_monash_et_al_feb_2013.pdf?sfvrsn=d3faec3c_0
   Google Scholar
• Ball, S. J. (1994a). Education reform: A critical and post-structural approach. Open University Press.
   Google Scholar
• Biddle, N. (2010). A human capital approach to the educational marginalization of Indigenous Australians ( CAEPR working paper no. 67/2010). Centre for Aboriginal Economic Policy Research (CAEPR), The Australian National University. https://core.ac.uk/download/pdf/30682842.pdf
   Google Scholar
• Biddle, N., & Markham, F. (, December 4). Radical rethink of closing the gap required, despite some progress. The Conversation. https://theconversation.com/radical-rethink-of-closing-the-gap-required-despite-some-progress-86203
   Google Scholar
• Biddle, N., & Priest, N. (, April 11). Indigenous students skipping school to avoid bullying and racism. The Conversation. http://theconversation.com/indigenous-students-skipping-school-to-avoidbullying-and-racism-25433
   Google Scholar
• Biddle, N. (2007). Indigenous Australians and preschool education: Who is attending? Australian Journal of Early Childhood, 32(3), 9–16. https://doi.org/10.1177/183693910703200303
   Google Scholar
• Biddle, N. (2014). Developing a behavioural model of school attendance: Policy implications for Indigenous children and youth. Centre for Aboriginal Economic Policy Research, The Australian National University.
   Google Scholar
• Bodkin-Andrews, G., Paradies, Y., Parada, R., Denson, N., Priest, N., & Bansel, P. (2012). Theory and research on bullying and racism from an Aboriginal Australian perspective [ Paper presentation]. Australian association for research in education conference, Sydney, Australia (Australian Association for Research in Education).
   Google Scholar
• Bond, H. (2010). ‘We’re the mob you should be listening to’: Aboriginal Elders at Mornington Island speak up about productive relationships with visiting teachers. The Australian Journal of Indigenous Education, 39(1), 40–53. https://doi.org/10.1375/S1326011100000909
   Google Scholar
• Buckskin, P. (2016). More Aboriginal and Torres Strait Islander teachers Initiative. University of South Australia. https://www.edutech.com.au/matsiti/wp-content/uploads/2020/06/MATSITI-2016-Final-Report-1.0.pdf
   Google Scholar
• Burgess, C., Tennent, C., Vass, G., Guenther, J., Lowe, K., & Moodie, N. (2019). A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students. Australian Educational Researcher, 46(2), 297–318. http://dx.doi.org/10.1007/s13384-019-00315-5
   Web of Science ®Google Scholar
• Buxton, L. (2017). Ditching deficit thinking: Changing to a culture of high expectations. Issues in Educational Research, 27(2), 198–214.
   Web of Science ®Google Scholar
• Carbines, R., Grieves, V., Robb, L., & Wyatt, T. (2008). National study into the successful transition of Indigenous children into schools (Report to the department of education, employment and workplace relations). Erebus International and Minimbah Consultants.
   Google Scholar
• Castagno, A., & Brayboy, B. M. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941–993. https://doi.org/10.3102/0034654308323036
   Web of Science ®Google Scholar
• Chrysanthos, N. (, June 7). Each Australian school should employ an Indigenous educator: World vision. The Sydney Morning Herald. https://www.smh.com.au/education/each-australian-school-should-employ-an-indigenous-educator-world-vision-20200601-p54yez.html
   Google Scholar
• Coffin, J. M., Larson, A., & Cross, D. (2010). Bullying in an Aboriginal context. The Australian Journal of Indigenous Education, 39(1), 77–87. https://doi.org/10.1375/S1326011100000934
   Google Scholar
• Commonwealth of Australia. (2012). What works. The work program. Success in remote schools: A research study of eleven improving remote schools. http://www.whatworks.edu.au/upload/dbAction.do?cmd=homePage
   Google Scholar
• Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. University of Minnesota Press.
   Google Scholar
• Department of Education, Skills & Employment. (2019). The Alice Springs (Mparntwe) Education Declaration. https://www.dese.gov.au/alice-springs-mparntwe-education-declaration/resources/alice-springs-mparntwe-education-declaration
   Google Scholar
• Department of the Prime Minister and Cabinet. (2020). Closing the Gap Report 2020. https://ctgreport.niaa.gov.au/sites/default/files/pdf/closing-the-gap-report-2020.pdf
   Google Scholar
• Diamond, Z. M., & Sato, C. (2021). Challenges and responses to UNDRIPs in Australian and Japanese Indigenous education. In P. J. Anderson, K. Maeda, Z. M. Diamond, & C. Sato (Eds.), Post-imperial perspectives on Indigenous education: Lessons from Japan and Australia (pp. 113–125). Routledge.
   Google Scholar
• Dockett, S., Perry, B., & Kearney, E. (2010 (Australian Institute of Health and Welfare)). (Issues paper no. 2. Closing the Gap Clearinghouse). https://www.aihw.gov.au/getmedia/1dbd1d43-511a-4528-9d69-c3835204bc8b/ctg-ip02.pdf.aspx?inline=true
   Google Scholar
• Donovan, M. J. (2015). Aboriginal student stories, the missing voice to guide us towards change. Australian Educational Researcher, 42(5), 613–625. https://doi.org/10.1007/s13384-015-0182-3
   Web of Science ®Google Scholar
• Doyle, L., & Hill, R. (2008). . AMP Foundation, Effective Philanthropy & Social Ventures Australia (Effective Philanthropy). https://www.socialventures.com.au/assets/Our_Children_Our_Future.pdf
   Google Scholar
• Dreise, T., & Thomson, S. (). Unfinished business: PISA shows Indigenous youth are being left behind. ACER Occasional Essays, . https://research.acer.edu.au/cgi/viewcontent.cgi?article=1037&context=indigenous_education
   Google Scholar
• Edmonds-Wathen, C. (2015). Indigenous language speaking students learning mathematics in english: Expectations of and for teachers. The Australian Journal of Indigenous Education, 44(1), 48–58. https://doi.org/10.1017/jie.2015.9
   Web of Science ®Google Scholar
• Finfgeld-Connett, D. (2018). A guide to qualitative meta-synthesis. Taylor and Francis.
   Google Scholar
• Guenther, J., Disbray, S., & Osborne, S. (2015). Building on ‘Red Dirt’ perspectives: What counts as important for remote education? The Australian Journal of Indigenous Education, 44(2), 194–206. https://doi.org/10.1017/jie.2015.20
   Web of Science ®Google Scholar
• Harrison, N., & Greenfield, M. (2011). Relationship to place: Positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education, 52(1), 65–76. https://doi.org/10.1080/17508487.2011.536513
   Web of Science ®Google Scholar
• Helme, S., & Lamb, S. (2011). Closing the school completion gap for Indigenous students (resource sheet no. 6 produced for the closing the gap clearinghouse). Australian Institute of Health and Welfare http://hdl.voced.edu.au/10707/258190.
   Google Scholar
• Henderson, D. (2020). Cross-curriculum priorities in the Australian curriculum: Stirring the passions and a work in progress? Curriculum Perspectives, 40(2), 203–214. https://doi.org/10.1007/s41297-020-00121-5
   Google Scholar
• Janus, M., & Offord, D. R. (2007). Development and psychometric properties of the Early Development Instrument (EDI): A measure of children’s school readiness. Canadian Journal of Behavioural Science, 39(1), 1–22. https://doi.org/10.1037/cjbs2007001
   Web of Science ®Google Scholar
• Kagan, S. L., & Rigby, E. (2003). Improving the readiness of children for school: Recommendations for state policy. Policy matters: Setting and measuring benchmarks for state policy. Center for the Study of Social Policy.
   Google Scholar
• Kaomea, J. (2005). Indigenous studies in the elementary curriculum: A cautionary Hawaiian example. Anthropology and Education Quarterly, 36(1), 24–42. https://doi.org/10.1525/aeq.2005.36.1.024
   Web of Science ®Google Scholar
• Kelsey-Sugg, A., & Nur, A. (2019, August 27). Just 1 in 100 teachers are Indigenous. That’s a problem – And it affects kids, too. . https://www.abc.net.au/news/2019-08-27/indigenous-teachers-diversity-problem-in-australian-schools/11439192
   Google Scholar
• Krakouer, J. (2015). Literature review relating to the current context and discourse on Indigenous cultural awareness in the teaching space: Critical pedagogies and improving Indigenous learning outcomes through cultural responsiveness. Australian Council for Educational Research.
   Google Scholar
• Labone, E., Cavanagh, P., & Long, J. (2014). Critical design features of pre-service education programs to enhance teacher capacity to effectively work in schools with Indigenous students. The Australian Journal of Indigenous Education, 43(2), 121–133. https://doi.org/10.1017/jie.2014.22
   Google Scholar
• Langton, M. L., & Ma Rhea, Z. (2009). Indigenous education and the ladder to prosperity. In H. Sykes (Ed.), Perspectives (pp. 95–119). Future Leaders.
   Google Scholar
• Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Laffin, G., Harrison, M., Day, C., Kemp, C., & Wills, J. (2015). Seeking a pedagogy of difference: What Aboriginal students and their parents in North Queensland say about teaching and their learning. Australian Journal of Teacher Education, 40(5), 132–159. https://doi.org/10.14221/ajte.2015v40n5.8
   Web of Science ®Google Scholar
• Llewellyn, L. L., Boon, H. J., & Lewthwaite, B. E. (2018). Effective behaviour management strategies for Australian Aboriginal and Torres Strait Islander students: A literature review. Australian Journal of Teacher Education, 43(1), 1–27. https://doi.org/10.14221/ajte.2018v43n1.1
   Web of Science ®Google Scholar
• Lloyd, J., Lewthwaite, E., Osborne, B., & Boon, J. (2015). Effective teaching practices for Aboriginal and Torres Strait Islander students: A review of the literature. Australian Journal of Teacher Education, 40(11 1–22). http://dx.doi.org/10.14221/ajte.2015v40n11.1
   Web of Science ®Google Scholar
• Lowe, K., & Galstaun, V. (2020). Ethical challenges: The possibility of authentic teaching encounters with indigenous cross-curriculum content? Curriculum Perspectives, 40(1), 93–98. http://dx.doi.org/10.1007/s41297-019-00093-1
   Google Scholar
• Lowe, K., & Yunkaporta, T. (2013). The inclusion of Aboriginal and Torres Strait Islander content in the Australian national curriculum: A cultural, cognitive and socio-political evaluation. Curriculum Perspectives, 33(1), 1–14.
   Google Scholar
• Ma Rhea, Z. (2015a). Leading and managing Indigenous education in the postcolonial world. Routledge.
   Google Scholar
• Ma Rhea, Z. (2015b). Unthinking the 200-year-old colonial mind: Indigenist perspectives on leading and managing Indigenous education. International Education Journal, 14(2), 90–100.
   Google Scholar
• Macquarie, L. (1814). Establishment of the Native Institution 1814. https://www.records.nsw.gov.au/sites/default/files/Galleries/Lachlan%20Macquarie/native-institution.pdf
   Google Scholar
• Maxwell, J., Lowe, K., & Salter, P. (2018). The re-creation and resolution of the ‘problem’ of Indigenous Education in the Aboriginal and Torres Strait Islander cross-curriculum priority. The Australian Educational Researcher, 45(2), 161–177. http://dx.doi.org/10.1007/s13384-017-0254-7
   Web of Science ®Google Scholar
• Maxwell, J. (2014). It’s a bit hard to tell isn’t it: Identifying and analyzing intentions behind a cross-curriculum priority. Curriculum Perspectives, 34(3), 27–38.
   Google Scholar
• McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T., Price, K., Rowland, M., Warhurst, J., Woods, D., & Zbar, V. (2000). What works: Explorations in improving outcomes for Indigenous students. Australian Curriculum Studies Association.
   Google Scholar
• McTurk, N., Nutton, G., Lea, T., Robinson, G., & Carapetis, J. (2008). The school readiness of Australian Indigenous Children: A review of the literature. Charles Darwin University and Menzies School of Health Research. https://www.aracy.org.au/publications-resources/command/download_file/id/152/filename/The_school_readiness_of_Australian_Indigenous_children.pdf
   Google Scholar
• Mohammed, M. A., Moles, R. J., & Chen, T. F. (2016). Meta-synthesis of qualitative research: The challenges and opportunities. International Journal of Clinical Pharmacy, 38(3), 695–704. https://doi.org/10.1007/s11096-016-0289-2
   PubMed Web of Science ®Google Scholar
• Moodie, N., Maxwell, J., & Rudolph, S. (2019). The impact of racism on the schooling experiences of Aboriginal and Torres Strait Islander students: A systematic review. The Australian Educational Researcher, 46(2), 273–295. https://doi.org/10.1007/s13384-019-00312-8
   Web of Science ®Google Scholar
• Moreton- Robinson, A., Walter, M., Singh, D., & Kimber, M. (2011). On stony ground: Governance and Aboriginal and Torres Strait Islander participation in Australian universities (report to the review of higher education access and outcomes for Aboriginal and Torres Strait Islander people). Department of education, employment and workplace relations.
   Google Scholar
• Morris, A., & Burgess, C. (2018). The intellectual quality and inclusivity of Aboriginal and Torres Strait Islander content in the NSW stage 5 history syllabus. Curriculum Perspectives, 38(2), 107–116. https://doi.org/10.1007/s41297-018-0045-y
   Google Scholar
• Morrison, A., Rigney, L.-I., Hattam, R., & Diplock, A. (2019). Toward an Australian culturally responsive pedagogy: A narrative review of the literature. University of South Australia. https://apo.org.au/sites/default/files/resource-files/2019-08/apo-nid262951.pdf
   Google Scholar
• Mulford, B. (2011). Teacher and school leader quality and sustainability (resource sheet no. 5 produced by the closing the gap clearinghouse). http://www.aboriginalstudies.com.au/content/uploads/2012/07/2011-Mulford-CTGC-Teacher-and-Leader-Quality-Impact.pdf
   Google Scholar
• Munns, G., O’Rourke, V., & Bodkin-Andrews, G. (2013). Seeding success: Schools that work for Aboriginal students. The Australian Journal of Indigenous Education, 42(1), 1–11. https://doi.org/10.1017/jie.2013.6
   Google Scholar
• Nelson, A., & Hay, P. J. (2010). ‘I don’t want to grow up and not be smart’: Urban Indigenous young people’s perceptions of school. The Australian Journal of Indigenous Education, 39(1), 54–64. https://doi.org/10.1375/S1326011100000910
   Google Scholar
• Ockenden, L. (2014). Positive learning environments for Indigenous children and young people (resource sheet no. 33 produced by the closing the gap clearinghouse). . https://www.aihw.gov.au/getmedia/107b2cd9-88f7-4e8e-8ab3-33718c966ff9/ctgc-rs33.pdf.aspx?inline=true
   Google Scholar
• Organization for Economic Co-operation and Development. (2009). Creating effective teaching and learning environments: First results from TALIS. https://www.oecd.org/berlin/43541655.pdf
   Google Scholar
• Pearson, N. (2010) Some magic bullets for education. . https://capeyorkpartnership.org.au/wp-content/uploads/2014/files/Some-magic-bullets-for-education.pdf
   Google Scholar
• Perso, T. F. (2012). . Menzies School of Health Research, Centre for Child Development and Education (Darwin Northern Territory: Menzies School of Health Research, Centre for Child Development and Education). https://www.menzies.edu.au/icms_docs/312407_Cultural_Responsiveness_and_School_Education.pdf
   Google Scholar
• Productivity Commission. (2021). Report on government services: School education. https://www.pc.gov.au/research/ongoing/report-on-government-services/2021/child-care-education-and-training/school-education
   Google Scholar
• Purdie, N., & Wilkinson, J. (). Leadership in Indigenous education. Scoping paper prepared for the ACER standing committee on Indigenous education. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1030&context=indigenous_education
   Google Scholar
• Rahman, K. (2013). Belonging and learning to belong in school: The implications of the hidden curriculum for indigenous students. Discourse: Studies in the Cultural Politics of Education, 34(5), 660–672.
   Web of Science ®Google Scholar
• Rigney, L.-I. (1999). Internationalization of an Indigenous anticolonial cultural critique of research methodologies: A guide to Indigenist research methodology and its principles. Wicazo Sa Review, 14(2), 109–121. https://doi.org/10.2307/1409555
   Google Scholar
• Riley, T., & Pidgeon, M. (2018). Australian teachers voice their perceptions of the influences of stereotypes, mindsets and school structure on teachers’ expectations of Indigenous students. Teaching Education, 30(2), 123–144. https://doi.org/10.1080/10476210.2018.1453796
   Web of Science ®Google Scholar
• Rioux, J., Ewing, B., & Cooper, T. J. (2017). Embedding Aboriginal perspectives and knowledge in the Biology curriculum: The little porky. The Australian Journal of Indigenous Education, 47(2), 158–170. https://doi.org/10.1017/jie.2017.12
   Web of Science ®Google Scholar
• Rowan, L., Kline, J., & Mayer, D. (2017). Early career teachers’ perceptions of their preparedness to teach ‘diverse learners’: Insights from an Australian research project. Australian Journal of Teacher Education, 42(10), 71–92. http://dx.doi.org/10.14221/ajte.2017v42n10.5
   Web of Science ®Google Scholar
• Salter, P., & Maxwell, J. (2016). The inherent vulnerability of the Australian curriculum’s cross-curriculum priorities. Critical Studies in Education, 57(3), 296–312. https://doi.org/10.1080/17508487.2015.1070363
   Web of Science ®Google Scholar
• Santoro, N., Reid, J., Crawford, L., & Simpson, L. (2011). Teaching Indigenous children: Listening to and learning from Indigenous teachers. Australian Journal of Teacher Education, 36(10), 65–76. https://doi.org/10.14221/ajte.2011v36n10.2
   Google Scholar
• Santoro, N. (2009). Teaching in culturally diverse contexts: What knowledge about self and others do teachers need? Journal of Education for Teaching, 35(1), 33–45. https://doi.org/10.1080/02607470802587111
   Google Scholar
• Sarra, C. (2011). Transforming Indigenous education. In N. Purdie, G. Milgate, and H. R. Bell (Eds.), Two way teaching and learning: Toward culturally reflective and relevant education. ACER Press.
   Google Scholar
• Sato, C., & Diamond, Z. M. (2021). An Indigenous history of education in Japan and Australia. In P. J. Anderson, K. Maeda, Z. M. Diamond, & C. Sato (Eds.), Post-imperial perspectives on Indigenous education: Lessons from Japan and Australia (pp. 25–65). Routledge.
   Google Scholar
• Secretariat of National Indigenous and Islander Child Care. (2014). The journey to ‘Big School’: Supporting Aboriginal and Torres Strait Islander children’s transition to primary school. https://www.snaicc.org.au/wp-content/uploads/2016/01/03316.pdf
   Google Scholar
• Shay, M., & Oliver, R. (2021). Indigenous education in Australia : Learning and teaching for deadly futures. Routledge.
   Google Scholar
• Sims, M. (2011). Early childhood and education services for Indigenous children prior to starting school (produced for the closing the gap clearinghouse). Australian Institute for Health and Welfare and Australian Institute of Family Studies.
   Google Scholar
• Snow, K. (2006). Measuring school readiness: Conceptual and practical considerations. Early Education & Development, 17(1), 7–41. https://doi.org/10.1207/s15566935eed1701_2
   Google Scholar
• Vass, G., Lowe, K., Burgess, C., Harrison, N., & Moodie, N. (2019). The possibilities and practicalities of professional learning in support of Indigenous student experiences in schooling: A systematic review. Australian Educational Researcher, 46(2), 341–361. https://doi.org/10.1007/s13384-019-00313-7
   Web of Science ®Google Scholar
• Walsh, D., & Downe, S. (2005). Meta-synthesis method for qualitative research: A literature review. Journal of Advanced Nursing, 50(2), 204–211. https://doi.org/10.1111/j.1365-2648.2005.03380.x
   PubMed Web of Science ®Google Scholar
• White, S., Ma Rhea, Z., Anderson, P. J., & Atkinson, B. (2013). A unit outline and content for professional learning units to support teachers in meeting focus areas 1.4 and 2.4. Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/docs/default-source/default-document-library/a_unit_outline_and_content_for_professional_learning_units_to_support_teachers_in_meeting_focus_areas_1-4_and-_2-4_monash_et_al_feb_2013.pdf?sfvrsn=d3faec3c_0
   Google Scholar
• Worawa Aboriginal College. (2021). Principal’s Welcome. https://www.worawa.vic.edu.au/our-school/principals-welcome/
   Google Scholar
• Wright, C., Diener, M., & Kay, S. C. (2000). School readiness of low-income children at risk for school failure. Journal of Children & Poverty, 6(2), 99–117. https://doi.org/10.1080/713675961
   Google Scholar
• Yunkaporta, T., & McGinty, S. (2009). Reclaiming aboriginal knowledge at the cultural interface. Australian Educational Researcher, 36(2), 55–72. https://doi.org/10.1007/BF03216899
   Web of Science ®Google Scholar