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Ngarrngga: An Approach to Indigenous Education for All Australians

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Title: Ngarrngga: An Approach to Indigenous Education for All Australians
Language: English
Authors: Melitta Hogarth (ORCID 0000-0001-9532-8110)
Source: Australian Educational Researcher. 2026 53(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Foreign Countries, Indigenous Populations, Indigenous Knowledge, National Curriculum, Integrated Curriculum, Educational Change, Inclusion, Student Rights, Models, Educational Policy, Educational Practices
Geographic Terms: Australia
DOI: 10.1007/s13384-025-00942-1
ISSN: 0311-6999
2210-5328
Abstract: The integration of Indigenous Knowledge into Australian educational curricula has been a longstanding objective of Indigenous Peoples. While the introduction of the cross-curriculum priority, Aboriginal and Torres Strait Islander histories and cultures, in 2008 partially addressed this goal, a significant gap between policy intentions and practical implementation has since emerged. This paper provides a critical analysis of the Australian educational landscape, highlighting the persistent challenges in implementing Indigenous content despite policy initiatives. It explores the impact of the current teacher shortage crisis and the trend of positioning educational resources as a solution to teacher workload issues. Against this backdrop, the paper introduces Ngarrngga, a comprehensive nation-building program designed to empower educators to confidently showcase Indigenous Knowledge within the Australian educational system. By situating Ngarrngga within the broader context of Australian educational reform, this paper contributes to ongoing discussions on cultural inclusivity and Indigenous rights in education. The paper argues for a systemic approach to integrating Indigenous Knowledge, potentially serving as a model for similar initiatives globally. Through this analysis, the paper aims to advance understanding of the complexities involved in bridging the gap between educational policy and practice, particularly in the realm of Indigenous knowledge incorporation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497455
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Melitta+Hogarth%22">Melitta Hogarth</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9532-8110">0000-0001-9532-8110</externalLink>)
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1007/s13384-025-00942-1
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  Data: The integration of Indigenous Knowledge into Australian educational curricula has been a longstanding objective of Indigenous Peoples. While the introduction of the cross-curriculum priority, Aboriginal and Torres Strait Islander histories and cultures, in 2008 partially addressed this goal, a significant gap between policy intentions and practical implementation has since emerged. This paper provides a critical analysis of the Australian educational landscape, highlighting the persistent challenges in implementing Indigenous content despite policy initiatives. It explores the impact of the current teacher shortage crisis and the trend of positioning educational resources as a solution to teacher workload issues. Against this backdrop, the paper introduces Ngarrngga, a comprehensive nation-building program designed to empower educators to confidently showcase Indigenous Knowledge within the Australian educational system. By situating Ngarrngga within the broader context of Australian educational reform, this paper contributes to ongoing discussions on cultural inclusivity and Indigenous rights in education. The paper argues for a systemic approach to integrating Indigenous Knowledge, potentially serving as a model for similar initiatives globally. Through this analysis, the paper aims to advance understanding of the complexities involved in bridging the gap between educational policy and practice, particularly in the realm of Indigenous knowledge incorporation.
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