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Acknowledging Australian Indigenous cultural diversity involves respecting local Indigenous knowledge and perspectives. This can be difficult for teachers who do not know about Indigenous people and their knowledge. The Differentiated Indigenous Pedagogies project evaluated digitally available information describing Indigenous in this paper, 'Indigenous' will be used when referring to First Nations and Aboriginal and Torres Strait Islander peoples, pedagogies, policies, and institutional contexts in Australia apart from references used which use other terminology. The authors acknowledge the contested nature of terminology and use the term 'Indigenous' as it is consistent with the title of the research project on which this article is based pedagogies in the Northern Territory. The purpose was to consolidate findings to increase positive intercultural actions in the wider education community. An important aspect of the project is addressing gaps in western, non-Indigenous teacher knowledge pertinent to the diversity within Indigenous language groups and regions. Through searching for available Indigenous pedagogies as a teacher might, we found information differs in description and levels of relationality. Pedagogies are presented in numerous ways which complicates teachers' cultural understandings. Common themes from search results and Indigenist educational research are used to define ways teachers can actively engage in more respectful, relational, and reconciliatory ways to develop a differentiated approach for themselves to use when working with Indigenous pedagogies. [ABSTRACT FROM AUTHOR]

Globally, Indigenous people seek to develop sustainable livelihood options that enable them to practice their culture, look after their traditional estates and generate economic development outcomes for their wider community. Enterprise development can and may provide one such pathway. However, challenges can arise with regard to reconciling the core drivers of 'economic development' with aspirations to practice and preserve culture. Current enterprise development approaches and models do not always suit Indigenous contexts. In this paper, we present a practical tool to enable Indigenous leaders, their partners, and others, to consider enterprise development options grounded in culture that may generate multiple benefits including economic outcomes. Our tool combines critical review of alternative development models, with empirical research to outline a set of foundational principles, building blocks and potential enterprise development options. We apply the practical tool to a case study of a nascent enterprise from the northern Australia Indigenous-led bush products sector. The case study illustrates how enterprise development planning is integral and discussions should consider how to enable cultural governance, protection of Indigenous cultural and intellectual property, potential benefits and sharing, access to resources, as well as the 'building blocks' for enterprise development and consideration of different enterprise approaches. The practical tool aims to ensure development pathways build on local economies and ecologies, do not compromise culture and recognise the influence of extra-local political economies on lived experiences and outcomes. [ABSTRACT FROM AUTHOR]