The findings provide valuable insights and practical recommendations for aspiring and current non-Aboriginal Aboriginal Studies teachers seeking to develop a clearer understanding of their, thus far u

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Being an Indigenous-specific antiracist educator in health professions: a qualitative study of health educators’ learning journeys in Canada (2026) · doi

  A key strength of this study lies in its focus on educa- tors’ lived experiences of Indigenous-specific antiracist education. By centering voices working within systems shaped by racism and colonialism, the study offers insight into both the challenges and possibilities of this work, including its emotional and professional demands and the importance of supportive institutional conditions. The collaborative composition of the research team, which included Indigenous and settler scholars, further strengthens the credibility and depth of the analysis. Several limitations warrant consideration. The posi- tionality of the lead researcher as a white settler may have shaped aspects of interpretation despite ongoing reflex- ive and collaborative processes, underscoring the per- sistence of power dynamics even when efforts are made to foreground Indigenous perspectives. In addition, our decision not to disaggregate Indigenous participants’ experiences—necessary to protect confidentiality within a small community of practice—restricted our ability to examine differences across positionalities. Future stud- ies with larger samples could explore these distinctions more fully and consider their implications for educator support. The study prioritized educators’ learning journeys rather than providing a systematic analysis of pedagogi- cal strategies, curriculum design, or student outcomes. Although participants referenced teaching approaches, further research could more directly investigate peda- gogical practices and their impacts on learners. Similarly, while Indigenous epistemologies informed our frame- work, future scholarship could deepen this grounding by drawing more extensively on Indigenous theoretical traditions and Critical Race Theory. Finally, although participants described institutional barriers, institutions themselves were not the primary object of analysis; sub- sequent research could examine organizational struc- tures, policies, and cultures to better understand both obstacles and conditions that support transformative change.

  Keywords: indigenous participants experiences within shaped institutional conditions collaborative settler further examine future support strength lies
• Awakening Indigenous Knowledge: Perspectives and Experiences of Indigenous Early Childhood Education Diploma Students (2022) · doi

  We argue for Indigenous community-generated curricula that embody local Indigenous cultural knowledge, values, and practices, drawing on themes arising from analysis of focus group data: participants felt that they brought limited knowledge of their Indigenous language and culture to their program, and participants experienced an awakening of Indigenous knowledge through their participation in Indigenous practices outside the core curriculum.

  Keywords: indigenous knowledge practices participants argue community generated curricula embody local cultural values drawing themes arising
• ‘Teaching from the Heart’: challenges for non-Aboriginal teachers teaching Stage 6 Aboriginal Studies in NSW secondary schools (2020) · doi

  The findings provide valuable insights and practical recommendations for aspiring and current non-Aboriginal Aboriginal Studies teachers seeking to develop a clearer understanding of their, thus far under-researched, roles within the classroom, whilst opening an intriguing dialogue pertaining to the future of Aboriginal Studies in schools and its place within Australia's broader movement for conciliation.

  Keywords: aboriginal within provide valuable insights practical recommendations aspiring current teachers seeking develop clearer understanding thus