Our Research

Our research to date

The Culturally Nourishing Schooling (CNS) project has been conducting extensive research to explore the impact of professional learning strategies on shifting teacher perspectives toward teaching Aboriginal and Torres Strait Islander curriculum, as well as an overarching whole-of-school approach to changing the ways of working in schools.  

The project employs a variety of appropriate research methods, gathering large-scale quantitative data through surveys and qualitative data via interviews and artefacts with teachers, principals, Elders, and community members. The aim of our research is to understand how these strategies influence whole-of-school knowledge, teacher practices, pedagogic capacity, and on the experiences of Indigenous students. Current findings have contributed to the development of professional resources and a responsive model of culturally nourishing pedagogy, centered on Indigenous knowledges and practices. 


Quantitative Research Findings

Our Quantitative research findings have shown a clear correlation between the professional learning strategies of the CNS model and increased teacher confidence. This improvement in confidence has changed teachers’ core beliefs and values about teaching Aboriginal students and Aboriginal histories and cultures. 


Qualitative Research Findings

The Qualitative research has highlighted the undeniable influence of Cultural Mentorship on changing school practices. Our evidence indicates that teachers have improved their connections with Aboriginal students and communities, and increased their capacity to deliver more effective teaching and learning to all students. Furthermore, the changes evident in leadership practices have shown a broader impact on affecting change across the school and improving relationships between families and the school. 

The first phase of the CNS project (2021-2024) aimed to test the validity of the overarching model and develop a methodological framework for conducting research related to whole-school change, leadership, and teachers’ pedagogical practices.


Why Culturally Nourishing Schooling? 

So far, Australia has failed to meet national education targets established in 2008 to Close the Gap between Indigenous and non-Indigenous students in attendance, literacy, numeracy, and Year 12 completion. 

With over $150 million agreed to be spent across 2020-2025 on reforms in the Education portfolio and programs supporting Indigenous student education outcomes, there has been only minimal investment and/or improvement to the long-term learning outcomes and schooling experiences of Aboriginal and Torres Strait Islander students. Thus far, school systems have been unable to establish and sustainably implement the raft of interconnected programs required to address the needs of Indigenous students.  

While there has been investment in specific programs, namely those that seek to increase attendance measures, we know that there are many underlying issues that remain unaddressed. Examples include the ways in which schools feel welcoming of Indigenous peoples and identities, and appropriate practices that respect and integrate authentically and localised Indigenous perspectives. Our CNS research and professional strategies implemented across schools is directly addressing these needs and impacting the whole-of-school change required. 


Aboriginal Voices Systematic Reviews 

A team of 14 academics from 10 Australian universities carried out a system-wide review of more than 13,000 sources of Australian educational research literature between 2005 - 2017.  

The Aboriginal Voices project found there is often a disconnect between what is expected of teachers and the level of training and education they have been provided to do this work. There is often a stark difference between what is thought about as appropriate practice and what actually happens in classrooms or in their relationships with Aboriginal and Torres Strait Islander students. It determined an array of long-term issues affecting the underachievement of Aboriginal and Torres Strait Islander students in Australia that need to be simultaneously addressed.  

Furthermore, the Aboriginal Voices project identified what is working well; where teachers are supported to engage in robust professional learning, and families and communities are meaningfully involved in the life of schools and decision-making – which has informed the strategies being implemented and tested in the CNS project to date.