We acknowledge the Traditional Owner groups upon whose lands our Catholic schools are situated. We honour the spiritual heritage of our First Nations Australians who teach us so much about love of Country, family and community. Aboriginal and Torres Strait Islanders are advised that this resource may contain images of people who have died.
This ground-breaking work, born from the Townsville Diocese and shaped by the lived experiences of our families and students, is a powerful testament to the strength and wisdom of First Nations communities within education.
Developed through an ARC (Australian Research Council) grant in collaborative partnership with James Cook University and Townsville Catholic Education, this project highlights evidence-based strategies for First Nations students and families. Aboriginal and Torres Strait Islander students and parents have identified these culturally responsive pedagogies that create learning environments where they feel valued, respected and empowered to succeed.
Our framework has been co-created from the research by Aboriginal educators who deeply understand context, and offers a practical guide for classroom and school transformation. Aligned with the principles of the Alice Springs (Mparntwe) Education Declaration (2020), this resource urges educators to reflect, listen and tailor their pedagogical approaches to foster equity and excellence for First Nations students. To truly have any impact on ‘Closing the Gap’ it is believed that educators need to listen to, and respond to the transformative potential of collaborative, community-driven approaches to pedagogy from the people who have identified what works for them.
Together, it is possible to create classrooms where culture is celebrated, community partnerships flourish, and every student is supported to reach their full potential.
Pedagogy of Difference
Culture is at the heart of who we are, and for Aboriginal and Torres Strait Islander students, positively affirming their cultural identities within the classroom ignites a sense of belonging, pride and strength.
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A truly responsive curriculum doesn’t just teach - it listens, reflects, learns and evolves.
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Communities are the foundation on which effective culturally responsive pedagogy is built.
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Australian voices on First Nations Education
This project seeks to amplify a voice that has long been overlooked in conversations about effective teaching - the voices of Aboriginal and Torres Strait Islander students, parents and community members. Spanning urban and rural areas across North and West Queensland, this initiative highlights their perspectives, providing essential insights into education that is culturally responsive and inclusive.
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Addressing our internal biases and assumptions and developing a greater understanding of Indigenous perspectives and knowledge is critical to teaching Aboriginal and Torres Strait Islander students
Chris Sarra, 2011
Maximise opportunities for Aboriginal and Torres Strait Islander students to engage and experience success in our schools
Townsville Catholic Education Office, 2020
The professional challenge for classroom teachers is to reflect inwards and evaluate the effectiveness of their own teaching practices
Chris Sarra, 2011
Cultural responsiveness is not about adding to the demands of teachers; it is about enhancing and enriching teacher practice and broadening the perspective of the profession.
AITSL Indigenous cultural responsiveness capability framework
A project that focuses on calling teachers to respond to Aboriginal and Torres Strait Islander students' requests for pedagogical change.
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