Co-Designing Culturally Responsive Initial Teacher Education Programs for Aboriginal Students in Remote and Very Remote Northern Territory Communities

This research foregrounds the voices of Aboriginal people from remote and very remote communities in the NT, to create a discourse
around the curriculum and pedagogy of Initial Teacher Education (ITE) programs in the NT. Based on this discourse, whilst utilising ground
up theory, a participatory action research approach, case study analysis and decolonising methodology, this research involves co-designing
units that integrate Indigenous knowledges and Western knowledges as part of an ITE degree. The research is guided by the central
question: How can a co-designed, culturally responsive ITE degree contribute to a more meaningful and successful experience for
Aboriginal students in remote and very remote communities? Sub-questions address perceptions of success, sociocultural relevance, and
strategies for curriculum and pedagogical adaptation. Working with an Aboriginal advisory group and Aboriginal co-teacher will provide
guidance for community consultation and analysis of findings and help to provide actionable insights into designing ITE programs that are
successful and meaningful for Aboriginal people from remote and very remote communities in the NT.