Education Commons^™

An Ecosystem Of Knowledge: Relationality As A Framework For Teachers To Infuse Indigenous Perspectives In Curriculum, Maryanne Macdonald, Sarah Booth, Libby Jackson-Barrett

Research outputs 2022 to 2026

New data is presented from two studies involving thirteen practising secondary teachers and twelve pre-service early childhood, primary and secondary teachers in Australia. The first study explored how non-Indigenous practising teacher identities, shaped by external and policy discourse, create obstacles to teachers’ willingness and confidence in infusing Indigenous perspectives in curriculum. With this knowledge in hand, the researchers utilised a Design-Based Research methodology to conduct a second study with pre-service (ITE) teachers, exploring the power of relationality as a framework to re-shape non-Indigenous pre-service teachers’ conceptualisation of racial and place-based identity. By enabling non-Indigenous pre-service teachers to construct an authentic …