Our Research | Culturally Nourishing Schooling

Our research methodologies

We employ a mixed methods approach to data collection.

Large-scale quantitative data from teachers about their experiences are collected via an online survey. Broad-scope qualitative data is collected from teachers, principals, community members, Elders, and other support staff is collected via a semi-structured interview/yarning approach to guided professional development through Learning on Country, theoretical discussions, and applied methodologies.

Our researchers draw on a range of First Nations and non-Indigenous methodologies to analyse data and present key findings.

Research questions

To what extent do the CNS professional learning strategies impact teachers' professional knowledge and pedagogic capacity?
What strategies are seen to support the development of productive and sustained educative partnerships between schools and Aboriginal and Torres Strait Islander communities?
In what ways do the CNS strategies ⎼ separately and collectively ⎼ impact the schooling experiences of Aboriginal and Torres Strait Islander students?

Research aims

Establish a model of professional learning that improves teachers’ knowledge and professional practice.
Use evidence-based strategies to support sustained educative partnerships toward improved outcomes.
Evaluate a responsive model of culturally nourishing pedagogy and curriculum.
Develop professional resources for teachers that centre Indigenous knowledges, practices and aspirations in curriculum and pedagogy to support the implementation of the CNS model.