Journal Article

Texts, voices and stories: Indigenous education futures are Blak and bright

Tamika Worrell

2024

Overview

Indigenous education futures require the prioritising of Indigenous voices. We need to ensure educators are engaging in deep listening, critical self-reflection and learning to develop necessary understandings. This paper will explore the urgency of prioritising Blak voices in all classrooms, emphasising the role of Indigenous-authored texts through a reflection on my doctoral research journey. This exploration stems from the absence of Indigenous representation in my own schooling, loving reading and literature, and never experiencing my own literary histories. Through considerations of Indigenous research methods and positionality, this paper will look to the future of text selection and fostering a pathway forward that places Blak voices at the forefront in all learning settings. Our Indigenous futures require non-Indigenous peoples to strip away their fears and apprehension when engaging with our knowledges and histories, and for our voices to be amplified and at the forefront.

• Publisher: University of Queensland, Aboriginal and Torres Strait Islander Studies Unit,Aboriginal and Torres Strait Islander Studies Unit,Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
• Subject: Aboriginal Australians / Anxiety / Autoethnography / Classrooms / Curricula / Education / English teachers / Future / Higher education / Indigenous futures, Indigenous education, Aboriginal education, Indigenous perspective, Indigenous English, English curriculum / Indigenous peoples / Learning / Listening comprehension / Literature / Native peoples / Native students / Native studies / Research methodology / Selfreflection / Student participation / Teachers / Trauma / Urgency / Voices