Greg Vass is Senior Lecturer at Griffith University, Australia. His research interests are focused on investigating policy enactment through teaching and learning practices. Central to this research is addressing the cultural politics of schooling and knowledge-making practices that shape the experiences of teacher and learner identities in the classroom.Melitta Hogarth is Associate Professor at the University of Melbourne, Australia. Her research interests include the translation of policy to practice, particularly in the area of Indigenous education. Integral to this research is investigating how to best support educators to engage with Indigenous knowledge and peoples to ensure the nation building aspirations of curriculum and policy is possible.

• Introduction: Can we keep up with the aspirations of Indigenous education? 1. Identifying and working through settler ignorance 2. Uncanny pedagogies: teaching difficult histories at sites of colonial violence 3. Community according to whom? An analysis of how indigenous ‘community’ is defined in Australia’s Through Growth to Achievement 2018 report on equity in education 4. Deficit discourses and teachers’ work: the case of an early career teacher in a remote Indigenous school 5. The untold story of middle-class Indigenous Australian school students who aspire to university 6. Shaming the silences: Indigenous Graduate Attributes and the privileging of Aboriginal and Torres Strait Islander voices 7. On the land gathering: education for reconciliation 8.Indigenous education sovereignty: another way of ‘doing’ education

Greg Vass is Senior Lecturer at Griffith University, Australia. His research interests are focused on investigating policy enactment through teaching and learning practices. Central to this research is addressing the cultural politics of schooling and knowledge-making practices that shape the experiences of teacher and learner identities in the classroom.Melitta Hogarth is Associate Professor at the University of Melbourne, Australia. Her research interests include the translation of policy to practice, particularly in the area of Indigenous education. Integral to this research is investigating how to best support educators to engage with Indigenous knowledge and peoples to ensure the nation building aspirations of curriculum and policy is possible.

• Introduction: Can we keep up with the aspirations of Indigenous education? 1. Identifying and working through settler ignorance 2. Uncanny pedagogies: teaching difficult histories at sites of colonial violence 3. Community according to whom? An analysis of how indigenous ‘community’ is defined in Australia’s Through Growth to Achievement 2018 report on equity in education 4. Deficit discourses and teachers’ work: the case of an early career teacher in a remote Indigenous school 5. The untold story of middle-class Indigenous Australian school students who aspire to university 6. Shaming the silences: Indigenous Graduate Attributes and the privileging of Aboriginal and Torres Strait Islander voices 7. On the land gathering: education for reconciliation 8.Indigenous education sovereignty: another way of ‘doing’ education

Greg Vass is Senior Lecturer at Griffith University, Australia. His research interests are focused on investigating policy enactment through teaching and learning practices. Central to this research is addressing the cultural politics of schooling and knowledge-making practices that shape the experiences of teacher and learner identities in the classroom.Melitta Hogarth is Associate Professor at the University of Melbourne, Australia. Her research interests include the translation of policy to practice, particularly in the area of Indigenous education. Integral to this research is investigating how to best support educators to engage with Indigenous knowledge and peoples to ensure the nation building aspirations of curriculum and policy is possible.

• Introduction: Can we keep up with the aspirations of Indigenous education? 1. Identifying and working through settler ignorance 2. Uncanny pedagogies: teaching difficult histories at sites of colonial violence 3. Community according to whom? An analysis of how indigenous ‘community’ is defined in Australia’s Through Growth to Achievement 2018 report on equity in education 4. Deficit discourses and teachers’ work: the case of an early career teacher in a remote Indigenous school 5. The untold story of middle-class Indigenous Australian school students who aspire to university 6. Shaming the silences: Indigenous Graduate Attributes and the privileging of Aboriginal and Torres Strait Islander voices 7. On the land gathering: education for reconciliation 8.Indigenous education sovereignty: another way of ‘doing’ education