Project Title

No progression without tension? An insight into the experiences of academics in teaching pre-service teachers in Indigenous Australian education courses


The teaching and learning of Indigenous knowledges within the Australian university landscape is a recent addition to the curriculum agenda. The historical absence of Indigenous knowledges in the Australian education context and curriculum stems from the destructive effects of European colonisation and Eurocentric schooling practices as well as from the previously adopted view that Indigenous knowledges were inferior to western knowledges (Nakata, 2002; Foley, 2003; Kerwin, 2011; Phillips, 2011). This research study will critically explore the experiences of academics who have been involved in the teaching of Indigenous education courses at university. More specifically, this study will focus on the key challenges that academics face in preparing pre-service teachers to meet the Indigenous standards of the Australian Professional Standards for Teachers (Professional Standards) at a Graduate level.


Associate Professor Liz Mackinlay and Dr Katelyn Barney

Researcher biography

Mitch is a proud descendant of the Quandamooka people of Moreton Bay. He grew up in Brisbane and studied Education at Griffith University for a number of years before deciding to do his PhD at the University of Queensland. Mitch is passionate about teaching and learning.