The Culturally Nourishing Schooling (CNS) project is ethically approved by the University of New South Wales (UNSW) Human Research Ethics Committee (HREC) - HC200310. The research component of the CNS project employs both qualitative and quantitative methods. This approach examines the impact of a culturally nourishing model of schooling on the engagement and educational outcomes of Aboriginal and/or Torres Strait Islander students. The primary focus of the CNS investigation is on school leadership, teachers' engagement in and understanding of various elements of professional learning, the role of school-employed Cultural Mentors in effecting whole-of-school change in practices, and increased prioritisation for school-community partnerships to guide transformation.
Our Research Methodologies
Our quantitative methods
Our quantitative methods gathers online survey data from teachers, principals, community members, Elders, and other support staff, right across Australia, to determine beliefs, experiences, motivations, and approaches to working with, and for, Aboriginal and/or Torres Strait Islander students.
Our qualitative methods
Our qualitative methods – yarning/semi-structured interviews, photos, artefacts, and researcher notes - collect data primarily from the practice components (strategies) of the CNS model to explore factors influencing whole-of-school change, pedagogical practice, and collaborations between schools and local communities.
Our researchers draw on a range of Indigenous and non-Indigenous methodologies to analyse data and present key findings via peer-reviewed publications, at national and international conferences, and through publicly-accessible outputs about whole-of-school change occurring at participating school sites and the efficacy of the CNS model to support long-term reform.
Phase 1 Research Questions
Phase 1 of the CNS research and practice project ran between 2021-2024 with eight (8) participating schools across New South Wales (NSW), Australia. The key questions underpinning the research component of the project were:
- 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?
Phase 1 Research Aims
Phase 1 of the CNS research and practice project ran between 2021-2024 with eight (8) participating schools across New South Wales (NSW), Australia. Based on a significant body of scholarship, the broad aims of Phase 1 were to:
- 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.