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1. Talking about culturally responsive approaches to education: teacher professional learning, Indigenous learners and the politics of schooling.

2. Upholding heightened expectations of Indigenous children? Parents do, teachers do not.

3. Campfire sessions as pedagogy: a new twist on the Indigenous art of story-telling.

4. Extending the yarning yarn: Collaborative Yarning Methodology for ethical Indigenist education research.

5. Disrupting normalised discourses: ways of knowing, being and doing cultural competence.

7. Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools.

9. Red Dirt Education Leaders 'Caught in the Middle': Priorities for Local and Nonlocal Leaders in Remote Schools.

10. Navigating the Western Academy: An Aboriginal Man's PhD Perspective.

11. The 'Within' Journey: Assessment of the Online Indigenous Australian Cultural Competence Training Programme at Charles Sturt University.

12. How the Tivaevae Model can be Used as an Indigenous Methodology in Cook Islands Education Settings.

13. Understanding the Challenges, Yet Focusing on the Successes: An Investigation into Indigenous University Students' Academic Success.

16. Growing a Culturally Responsive Tertiary Programme in Psychology.

17. Understanding the Complex Work of Aboriginal Education Workers in Schools.

18. Indigenous Education and Literacy Policy in Australia: Bringing Learning Back to the Debate.

19. Decolonising Gender: Stories by, About and with Aboriginal and Torres Strait Islander Women.

22. Rodolfo Kusch's ‘Estar’ as Seen from the Systemic Perspective of Humberto Maturana as a way of ‘corazonar’ Coexistence.

23. Doing Decoloniality in the Writing Borderlands of the PhD.

24. Ngoelmun Yawar, Our Journey: The Transition and the Challenges for Female Students Leaving Torres Strait Island Communities for Boarding Schools in Regional Queensland.

25. Teaching Practise Utilising Embedded Indigenous Cultural Standards.

28. Spending for success: identifying 'what works?' for Indigenous student outcomes in Australian Universities.

29. Contributions to urban Indigenous self-determination: the story of Neeginan and Kaupapa Māori.

30. Weaving First Peoples' knowledge into a university course.

31. Building effective school–community partnerships in Aboriginal remote school settings.

32. Exploring Papuan medical students' learning experiences whilst studying in Indonesia.

33. Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies.

34. 'Teaching from the Heart': challenges for non-Aboriginal teachers teaching Stage 6 Aboriginal Studies in NSW secondary schools.

35. Indigenous Standpoint Theory: ethical principles and practices for studying Sukuma people in Tanzania.

36. Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities.

37. The Power of Words: Bias and Assumptions in the Aboriginal and Torres Strait Islander Education Action Plan.

38. Links Between Senior High School Indigenous Attendance, Retention and Engagement: Observations at Two Urban High Schools.

39. Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies.

40. Academic self-concepts of Aboriginal and/or Torres Strait Islander children from the Longitudinal Study of Indigenous Children.

41. Queer(y)ing Indigenous Australian higher education student spaces.

42. Critical creative pedagogies: a decolonial and indigenous approach using visual arts and creative writing.

43. Imagining the possibilities of a cross-cultural oral narrative portraiture method: stepping beyond binary discourses.

44. The importance of Aboriginal Education Workers for decolonising and promoting culture in primary schools: an analysis of the longitudinal study of Indigenous children (LSIC).

45. Long-lasting educational engagement of Aboriginal and Torres Strait Islander people: Where are the Ghundus (children)? A longitudinal study.

46. Through the eyes of students: the satisfaction of remote Indigenous boarding students' with a transition support service in Queensland, Australia.

47. Renewing the Yolŋu 'Bothways' philosophy: Warramiri transculturation education at Gäwa.

48. Wik pedagogies: adapting oral culture processes for print-based learning contexts.

49. Meeting Country and Self to Initiate an Embodiment of Knowledge: Embedding a Process for Aboriginal Perspectives.

50. Creating Shared Norms in Schools — A Theoretical Approach.