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This book brings together Indigenous thinkers and scholars with Western theories and practice frameworks to propose a theory for a strengths approach to knowledge production in Indigenous education.
List of contents
1. Introduction to Strengths-Based Approaches in Indigenous Education
2. Theories and Strengths-based Approaches
3. Theoretical Underpinnings for a Stronger Smarter Philosophy of Learning
4. Applying SBA in Research and Practice
5. Case Studies of Strengths-based Approaches in Research
6. Strengths-based Codesign
7. Learning from Local Wisdom and Expertise in Applying Strengths-Based Approaches
8. Fostering Cultural Identity Through Education: Indigenous Strength Perspectives from Singapore and New Zealand
9. Thriving Through Strengths - A New Generation of Indigenous Education Researchers
10. A Theoretical Lens for Strengths-based Knowledge Production in Indigenous Education
About the author
Marnee Shay is an Associate Professor and Deputy Head of School in the School of Education at the University of Queensland, Australia. She is an Aboriginal woman whose maternal family is from the Ngen'giwumirri language group. She researches in the fields of Indigenous education, policy studies, flexi schooling and youth studies. She advocates for strengths-based approaches and the development of Indigenous-informed evidence in advancing Indigenous education.
Grace Sarra is a Professor at the School of Education in the Faculty of Creative Industries, Education and Social Justice at the Queensland University of Technology (QUT), Australia. She is of both Aboriginal and Torres Strait Islander heritage from the Bindal and Birriah clan groups of the Birrigubba nation and Torres Strait Islander heritage of Mauar, Stephen and Murray Islands. Her research work utilises Indigenous knowledges and frameworks with theoretical frameworks to contest prevailing assumptions and stereotypes that contribute to the lack of success of Aboriginal and Torres Strait Islander young people in schools.
