Yarning up Aboriginal pedagogies: A dialogue about eight Aboriginal ways of learning

Much has been said about the inappropriateness of state and national 'one-size-fits-all' Indigenous education policies, because such universal dogmas belie diversity and difference in specific cultural ways of knowing and their embedded means of communicating and acquiring knowledge and skills. Similarly, many contributors have drawn attention to the absence or lack of research into the range, resilience and impact of Indigenous cognitive processes on the one hand, and the colonisation histories on the other, of student communities. The most commonly expressed underlying issue is that Indigenous students are in one way or another expected to leave their culture at the school gate, only to be revisited either when they are learning 'about' themselves, or when school communities are trying to deal with problems.