Australian teachers’ attitudes towards showcasing Indigenous knowledge in teaching and learning

This paper examines Australian teachers' attitudes towards showcasing Indigenous knowledge in teaching and learning, spanning the period from 2010 to 2023. The study is situated within the context of persistent educational inequities between Indigenous and non-Indigenous students and policy initiatives aimed at addressing these disparities. Through a critical analysis of 40 selected articles, the research explores teachers' attitudes, challenges, and practices related to embedding Aboriginal and Torres Strait Islander histories, cultures, and perspectives into classroom pedagogy. Findings reveal that despite policy efforts, many teachers continue to grapple with deficit views, fear, and resistance to incorporating Indigenous content. This review informs the development of Ngarrngga, aimed at supporting educators in this crucial endeavour, and contributes to the ongoing discourse on culturally responsive education in Australia.