Engaging with Aboriginal communities to support culturally responsive teaching and learning in schools
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The problem
The Closing the Gap strategy has failed to alleviate Aboriginal and Torres Strait Islander educational disadvantage . Both the 2019 Mparntwe Education Declaration and the 2020 Closing the Gap Report highlight the significance of culture , wellbeing and holistic development for First Nations education . However , many education authorities continue to judge educational efficacy and base funding decisions on individual student outcomes .
Additionally , key priorities identified by the Education Council and Aboriginal groups – such as nurturing emotional , cultural and social wellbeing , and supporting reciprocity and relationships – are often poorly translated into policy and practice .
Our solution
Engaging with First Nations knowledges , histories and experiences through meaningful community relationships is vital to improving educational outcomes for Aboriginal and Torres Strait Islander students , says Associate Professor Kevin Lowe , a UNSW Scientia Indigenous Research Fellow .
Kevin Lowe , a Gubbi Gubbi man , conducts community-driven research to promote a sustainable model for improving Aboriginal education . He collaborates with researchers , NSW schools and local Aboriginal and Torres Strait Islander communities to address gross structural inequalities in education for First Nations students .
One such collaboration is the Culturally Nourishing Schooling project investigating strategies to support deep cultural inclusion in learning to improve outcomes for Aboriginal and
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