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The aim of this chapter is to critically analyse multiple stakeholders’ self-perceptions of the value, nature, success and impact of core Aboriginal Studies subjects in primary teacher education university courses.

Participants were drawn from two universities in New South Wales which taught a core Aboriginal Studies subject as part of their primary teacher education degree. The methodology was informed by Yin’s (2003) multiple-case study replication design. This replication presents a picture of the perceptions and events which have impacted on the participants in the study.

The findings have important implications for theory, research and practice. The results of this study demonstrate that core Aboriginal Studies subjects in primary teacher education courses can make a positive difference in changing the perceptions of many pre-service teachers about Aboriginal people.

The purpose of this study was to assemble an evidence-based rationale, which includes the voices of multiple stakeholders, to test the extent to which core Aboriginal Studies subjects in primary teacher education courses are vital to improving educational outcomes for Aboriginal children, advancing reconciliation and creating a more socially just Australian society.

Undertaking professional training through a core Aboriginal Studies subject builds pre-service teachers’ self-concepts, attitudes, commitment, knowledge and skills, and ability and understandings to teach Aboriginal Studies, incorporate Aboriginal perspectives and to be committed to effectively teaching Aboriginal students.

The study supports the need for the inclusion of core Aboriginal Studies subjects in all universities with teacher education courses.

Research on Indigenous students has mostly adopted a deficiency model. In contrast, this study takes an explicitly positive perspective on Indigenous student success by focusing on the active psychological ingredients that facilitate successful learning.

What is this tide of history that washes over the continent of Australia after 1788 destroying in its wake much of the indigenous people’s relationship with land and waters? Now only remnants, fragments of a former aboriginal inscription of law/lore remain evident in the Australian physical and metaphoric landscape.¹ In Law, the “tide of history” has been extended from its original voicing in Mabo v. Queensland [No. 2] (1992) to become a justificatory strategy for the limitation of responsibility and a concurrent apologia that simultaneously acknowledges a previous aboriginal connection with land but denies its current legitimacy.²

In partnership with the University of Western Australia (UWA), the strengths-based National Empowerment Project (NEP) brought together researchers from across Australia and began to address issues surrounding Aboriginal wellbeing and, in particular, the high rates of Aboriginal deaths by suicide. The NEP utilised participatory action research (PAR) and was concerned with promoting positive cultural, social, and emotional wellbeing (CSEWB) and building capacity and resilience within Aboriginal communities. Throughout the NEP, consultations with 11 Aboriginal and Torres Strait Islander communities led to the development of a CSEWB program. The program seeks to increase self-determination and empowerment, developing participants’ awareness of a variety of issues relevant to wellbeing. This enables participants to gain a greater understanding of the holistic nature of CSEWB and the complex influences on Aboriginal wellbeing at individual, family, and community levels. This chapter is concerned with the development and delivery of the CSEWB program within three community sites in Perth, Western Australia. Shared philosophical approaches of the CSEWB program, between UWA and Aboriginal communities were human rights and social justice, community ownership, community capacity building, a strong focus on resilience, empowerment and partnerships, respect for local knowledge, and the delivery of community consultations. Investigation into the impacts of the program are based in an anti-colonial space, employing Indigenous Standpoint Theory and PAR approaches. This chapter demonstrates the success of the CSEWB program, links this success to the vital importance of Indigenous research ethics, and positions the research within an empowering and capacity-building context.

This chapter explores the approaches to digital representation of Australian Aboriginal art and visitor engagement in museum exhibition spaces from a digital design perspective. It discusses recent developments in the fields of digital representation of Aboriginal art, immersive exhibition design and visitor engagement. Through a case study of an immersive exhibition on Australian Aboriginal art in the National Museum of Australia, Canberra, this chapter identifies how Aboriginal art can be digitally represented by appropriate immersive technologies ranging from augmented realities [ARs] and virtual realities [VRs] to mixed reality [MRs] and extended reality [XRs] for enhancing visitors’ immersive digital experience. According to the analysis, the digital representation of Aboriginal artworks needs to be conducted practically, cognitively and ontologically based on understanding Australian Aboriginal history and culture. Visitors can engage with Aboriginal art stories meaningfully through immersive exhibitions through this holistic approach.

Purpose – The purpose of this study is to reveal a missing chapter of Australian Aboriginal history. Jack Johnson is known as the first black Heavyweight Champion of the world but little is known of his inspiration to many oppressed groups around the globe including Aboriginal Australia. Johnson was flamboyant, outspoken and deeply proud of his heritage.

Design/methodology/approach – This chapter is undertaken as restorative history and examines the interconnected international networks of cultural exchange operational in the early decades of the twentieth century. It privileges the tools of historical narrative (story) as a major method, and is based largely on historical newspapers sources’. Press coverage can provide fascinating insight into historical characters and can deliver their voice and thoughts at the time, and newspapers remain important in forming public opinion.

Findings – Jack Johnson would become one of many influences from the international Black Diaspora upon Aboriginal Australia across the twentieth century.

Originality/value – John Maynard’s work on Jack Johnson (Maynard, J. (2003). Vision, Voice and Influence – The rise of the Australian Aboriginal Progressive Association. Australian Historical Studies, 121(April), 91–105, 2005, 2007) and more recently Theresa Runstedtler’s study (2012) has uncovered transnational links of Jack Johnson to many oppressed groups globally including Aboriginal Australia. This current study places Johnson’s impact upon Aboriginal Australia at the forefront of a shift and awakening awareness of Aboriginal Australians of their global political and racial challenges.

Embedded in built environment discourse, this chapter examines the traditional knowledge and resilience of the Ngadjuri Nation Peoples through an Elder’s narrative of reconciliation as well as resistance in their subsisting colonial settlement. Removed from ‘Country’ in the 1840s, Ngadjuri Aboriginal community endured colonial industries of open-cut copper mining and large-scale pastoralism as irreparable destruction to their cultural landscapes. European processes in the resources sectors reshaped natural topographies, deconstructing Ngadjuri Songlines and Ancestral Dreaming stories. Burra’s colonial stone buildings of settlement, painstakingly cut and composed from materials of the surrounding ecological terrain, prompted new narratives from Ngadjuri as a way of alleviating scars. Broadly speaking, this chapter aims to show how cultural heritage of two communities is provocatively and conceptually unpacked through the vernacular buildings’ cross-cultural foundations. That is, an under-reported narrative was unwittingly bestowed on the colonial-built forms with hidden meanings that deserve further investigation. This chapter offers a counternarrative to colonial histories revealing Ngadjuri’s methods for reconnecting to Country and culture after generations of disempowerment. It explores how within the materiality of colonial structures, the Ngadjuri entwined their remediated storylines – revealing a data curation that had avoided popular discourse in the galleries, libraries, archives, and museums [GLAM] sector representation. This example implies there are bodies of knowledge in built cultural heritage hidden elsewhere on our Aboriginal Nations and the challenges it presents GLAM in their Indigenisation processes.

Emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia’s First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. In addition, it may be argued that the very construction of Western perspectives of Indigenous identity (as opposed to identities) may be deeply entwined within the undertones of the interplay between epistemological racism, and the emergence of new racism today.

This chapter shall review a substantial portion of Aboriginal and Torres Strait Islander educational research, with a particular emphasis on the acknowledgment of the impact of racism on the educational outcomes (and other life outcomes) of Aboriginal and Torres Strait Islander peoples with a focus on higher education.

This review has found that while there is evidence emerging toward the engagement of Aboriginal and Torres Strait Islander students in all forms of education, there is also considerable resistance to targeted efforts to reduce the inequities between Aboriginal and Torres Strait Islander students and all Australians (especially within the university sector). It is argued this resistance, both at the student and curriculum level, is clear evidence of preexisting epistemological mentalities and racism.

The implications of this review suggest that greater effort needs to be placed in recognizing unique Aboriginal and Torres Strait Islander experiences and perspectives, not only at the student level, but such perspectives need to be imbedded throughout the whole university environment.

In his article, “Modes of Repair: Reparations and Citizenship in the Dawn of the New Millennium,” John Torpey argues that reparations claims are mere extensions of identity politics and its preoccupation with group victimization and historical injustice. This essay takes another view, arguing that reparations politics is both a tactic used by groups to enhance their citizenship and a response to government's failure to address enduring and deeply rooted inequalities. Historical grievances are part of the political toolbox that groups employ to advance their interests. Reparations claims are pluralist politics by another name. Why would we expect them to be otherwise?

New and converging technologies in administration and mapping have enabled property rights to become disconnected from the facts of occupation and possession of land. By the time native title was recognised in the Mabo decision (1992) the primary representation of land tenure was in digital cadastres¹ created and controlled by Federal and State bureaucracies. Native title was immediately cast as a spatial question. The location of native title rights was determined within the confines of a map of existing legal interests in the land. In this paper, I consider how the spatial orientation of property has affected the nature and expression of native title rights in Australia.