Australia and the Urgent Need to Establish Culturally Nourishing Schooling Practices: Settler (Il)Literacy and Investing in First Nations Futurity
Saved in:
| Title: | Australia and the Urgent Need to Establish Culturally Nourishing Schooling Practices: Settler (Il)Literacy and Investing in First Nations Futurity |
|---|---|
| Language: | English |
| Authors: | Greg Vass (ORCID |
| Source: | Journal of the International Society for Teacher Education. 2026 29(2):138-150. |
| Availability: | International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: https://journals.library.brocku.ca/index.php/jiste |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Foreign Countries, Indigenous Populations, Minority Group Students, Educational Policy, Culturally Relevant Education, Teacher Attitudes, Social Bias, Racism, Educational Change, Colonialism, Equal Education, Illiteracy, Teacher Education |
| Geographic Terms: | Australia |
| DOI: | 10.26522/jiste.v29i2.5606 |
| ISSN: | 1029-5968 2521-6015 |
| Abstract: | In Australia, as in other settler colonial contexts, First Nations students have historically been poorly served by the education system. Since the 1970s, education policies have aimed to address this dire situation, but efforts to support these policies have yielded limited positive results. Teachers have long voiced concerns, including a lack of confidence, limited access to resources, disinterest, or reluctance to assume this responsibility. Negative perceptions of First Nations learners and communities continue to influence both the education sector and the wider public. In recent years, considerable hope has been placed on approaches that are culturally responsive as a way forward. Our work in this area has been connected with the Culturally Nourishing Schooling (CNS) project, a whole-school reform initiative designed to base educational practices within local contexts, and thus relies on reimagining communication, collaboration, and relationships that are no longer hindered by settler illiteracy. Therefore, our vision for teacher education actively promotes settler literacy across the nation and beyond. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505710 |
| Database: | ERIC |
| Abstract: | In Australia, as in other settler colonial contexts, First Nations students have historically been poorly served by the education system. Since the 1970s, education policies have aimed to address this dire situation, but efforts to support these policies have yielded limited positive results. Teachers have long voiced concerns, including a lack of confidence, limited access to resources, disinterest, or reluctance to assume this responsibility. Negative perceptions of First Nations learners and communities continue to influence both the education sector and the wider public. In recent years, considerable hope has been placed on approaches that are culturally responsive as a way forward. Our work in this area has been connected with the Culturally Nourishing Schooling (CNS) project, a whole-school reform initiative designed to base educational practices within local contexts, and thus relies on reimagining communication, collaboration, and relationships that are no longer hindered by settler illiteracy. Therefore, our vision for teacher education actively promotes settler literacy across the nation and beyond. |
|---|---|
| ISSN: | 1029-5968 2521-6015 |
| DOI: | 10.26522/jiste.v29i2.5606 |
