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Australia first documented national goals for primary and secondary education in 1989 with the Hobart Declaration on Schooling. Since then, Australia's goals for the education of children have been updated in three subsequent National Education Declarations. Each of the Declarations includes specific goals for Indigenous Australian students, as well as goals for students to learn about Indigenous Australian peoples and cultures. Arranged into four thematic sections covering each Declaration, this paper traces colonial representation of Indigenous Australians in these policy documents. Each section discusses the socio-political factors that influenced education policy at the time each Declaration was written, and the socio-political priorities of Indigenous peoples in the same period. We argue that the evolution of representations of Indigenous peoples in education policy is evidence of the continued resistance of Indigenous peoples to colonial dominance in education policies. [ABSTRACT FROM AUTHOR]

The everyday lived experiences of Indigenous Australian sex workers are often made to be invisible. Frequently, they are embedded and left unrecognised within non-Indigenous sex workers' experiences; alternately, stereotypes about Indigenous sex workers mean their experiences are often overgeneralised and relegated to discussion of exploitation and victimhood. Based on interviews with Indigenous Australians who identify as sex workers, this article examines what sex work means for Indigenous Australians, their views of sex work, and the factors influencing their reasons for engaging in sex work, to bring their experiences to the forefront of contemporary discussions. This research goes beyond the polarised and simplistic arguments which have circulated in sex workers' research leading to important understandings of the complex and nuanced choices made in relation to work, finances, gender, sexuality and race. [ABSTRACT FROM AUTHOR]

Violence and microaggressions against the LGBTQ+ community from those outside of the community is commonly known and understood within academic literature. However, there is limited comprehensive knowledge about violence and microaggressions that occur within LGBTQ+ communities. This scoping review helps to fill this gap in knowledge, analyzing and synthesizing 18 research articles published in English language scholarly journals all of which have been published between 2010 and 2020. Online databases ProQuest, SAGE Journals, Google Scholar, Taylor and Francis Journals, Scopus, Informit, Project MUSE, PubMed, and EBSCOhost were utilized to search for existing literature on ingroup LGBTQ+ microaggression. The found literature focused on power dynamics within the LGBTQ+ community and how that power has enabled subgroups within the community to enact microaggression on one another. We found that ingroup microaggressions experienced by members of the LGBTQ+ community are a result of dominant norms that give certain groups power over another.