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Asia-Pacific Journal of Teacher Education Volume 49, 2021 - Issue 1: Systematic reviews in Indigenous education research
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Editorial

Special issue editorial: systematic reviews in Indigenous education

Nikki Moodiea Atlantic Fellows for Social Equity, The University of Melbourne, Carlton, Australia, [email protected]ORCID Iconhttps://orcid.org/0000-0002-5238-8073View further author information
ORCID Icon,
Greg Vassb School of Education and Professional Studies, Griffith University, Brisbane, [email protected]ORCID Iconhttps://orcid.org/0000-0002-7958-9342View further author information
ORCID Icon &
Kevin Lowec School of Education, University of New South Wales, Kensington, AustraliaORCID Iconhttps://orcid.org/0000-0002-2982-6565View further author information
ORCID Icon
Pages 1-4 | Published online: 20 Apr 2021

References

  • Bishop, B., Vass, G., & Thompson, K. (2019). Decolonising schooling practices through relationality and reciprocity: Embedding local Aboriginal perspectives in the classroom. Pedagogy, Culture & Society, 1–19. doi:10.1080/14681366.2019.1704844
  • Burgess, C., Tennent, C., Vass, G., Guenther, J., Lowe, K., & Moodie, N. (2019). A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students. The Australian Educational Researcher, 46(2), 297–318.
  • Cochrane Collaboration. (2011). Cochrane handbook for systematic reviews of interventions. London: Cochrane. Retrieved from https://training.cochrane.org/handbook
  • Department of the Prime Minister and Cabinet. (2020). Closing the gap report 2020. Canberra: Commonwealth of Australia.
  • Gutierrez, A., Lowe, K., & Guenther, J. (2021). Indigenous student literacy outcomes in Australia: A systematic review of literacy programmes. Asia-Pacific Journal of Teacher Education, 49(1), 37–60. doi:10.1080/1359866X.2019.1700214
  • Lea, T., Thompson, H., McRae‐Williams, E., & Wegner, A. (2011). Policy fuzz and fuzzy logic: Researching contemporary Indigenous education and parent–school engagement in north Australia. Journal of Education Policy, 26(3), 321–339.
  • Lowe, K., Tennent, C., & Burgess, C. (2021). School-based Indigenous cultural programs and their impact on Australian Indigenous students: A systematic review. Asia-Pacific Journal of Teacher Education, 49(1), 78-98. doi:10.1080/1359866X.2020.1843137
  • Lowe, K., Tennent, C., Guenther, J., Harrison, N., Burgess, C., Moodie, N., & Vass, G. (2019). ‘Aboriginal Voices’: An overview of the methodology applied in the systematic review of recent research across ten key areas of Australian Indigenous education. The Australian Educational Researcher, 46(2), 213–229.
  • Miller, J., & Armour, D. (2021). Supporting successful outcomes in mathematics for Aboriginal and Torres Strait Islander students: A systematic review. Asia-Pacific Journal of Teacher Education, 49(1), 61–77. doi:10.1080/1359866X.2019.1698711
  • Moodie, N., Maxwell, J., & Rudolph, S. (2019). The impact of racism on the schooling experiences of Aboriginal and Torres Strait Islander students: A systematic review. The Australian Educational Researcher, 46(2), 273–295.
  • Moodie, N., Vass, G., & Lowe, K. (2021). The Aboriginal Voices project: Findings and reflections. Asia-Pacific Journal of Teacher Education, 49(1), 5-19. doi:10.1080/1359866X.2020.1863335
  • Seawright, G. (2014). Settler traditions of place: Making explicit the epistemological legacy of White supremacy and settler colonialism for place-based education. Educational Studies, 50(6), 554–572.
  • Trimmer, K., Dixon, R., & Guenther, J. (2021). School leadership and Aboriginal student outcomes: Systematic review. Asia-Pacific Journal of Teacher Education, 49(1), 20–36. doi:10.1080/1359866X.2019.1685646

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