[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594246-105":59,"doc-detail-594246-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","agency-and-leadership-by-indigenous-education-workers-for-family-school-community-engagement-paper","Agency and leadership by Indigenous education workers for family-school-community engagement - Paper","","Agency and leadership by Indigenous education workers are examined through a single-site case study focused on developing genuine, successful roles for IEWs in remote Australian communities. The study uses a social justice framework to explore intended change generated by including IEWs in an 18-month professional learning coalition with school leaders, teachers, Indigenous elders, and university researchers. Evidence highlights IEWs leading families and community in creating culturally relevant story texts supporting children’s reading both inside and outside school, while arguing for more meaningful employment and formal leadership roles.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/agency-and-leadership-by-indigenous-education-workers-for-family-school-community-engagement-paper/594246/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/agency-and-leadership-by-indigenous-education-workers-for-family-school-community-engagement-paper/594246.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the paper address?","Question",{"text":112,"@type":113},"It asks how Indigenous education workers (IEWs) can become more central in leading families, schools, and community to support literacy education in remote Indigenous communities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What framework and project design does the study use?",{"text":117,"@type":113},"The paper applies a social justice framework and draws on an 18-month project involving IEWs, school leaders, teachers, community elders, and university researchers.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence of intended change does the paper highlight?",{"text":121,"@type":113},"It focuses on IEWs displaying agency by leading families and community in producing culturally relevant story texts that support children’s reading both inside and outside school.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594246,1792211356,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Agency and leadership by Indigenous education workers for family-schoolcommunity engagement  \nGreer Johnson and Bev Flückiger  \nGriffith University, Mt Gravatt Campus, Messines Ridge Road, Mt Gravatt, 4122, Australia,  \n[email: g.johnson@griffith.edu.au](email: g.johnson@griffith.edu.au)  \nThis paper presents a single-site case study to explicate some of the issues that relate to developing a genuine and successful role for Indigenous education workers (IEWs) especially those who reside in remote Australian communities. It draws attention to the lost opportunities for agency and leadership in culturally relevant literacy teaching with families, schools and community. The study employs asocial justice framework to explore a theory of intended change resultant from the inclusion of IEWsin a professional learning coalition of school leaders, teachers, and Indigenous elders with university researchers throughout an 18-month project. This evidence of intended change focuses on the IEWs’display of agency in leading families and community in the production of culturally relevant story texts to support children’s reading inside and outside school. The paper contributes to a scant body of literature highlighting the valuable work conducted by IEWs, and justifies more meaningful employment and formal leadership roles in schools and in the community. This work lays the foundation for further research involving IEWs’ leadership in producing culturally relevant criteria for measuring change in children’s literacy outcomes and change in family-community engagement in children’s reading.  \nKeywords: Indigenous education workers, family-school-community engagement, positioning  \ntheory, leading literacy learning, inclusive professional learning  \nIntroduction  \nThe work of Indigenous education workers (henceforth IEWs) employed in remote schools and communities is central to improving education outcomes for Indigenous children in a culturally sensitive manner (Price et al., 2017) . It is well documented that although the work of IEWs is complex, in that it is essential to decolonising and promoting Indigenous culture and knowledge in primary schools, it remains largely undervalued by systems and schools (Peacock & Prehn, 2019) . Since the inception of the IEW role in the 1950s, the status quo has meant that Indigenous people perform low-paid contract work with opaque job descriptions centred on assisting mostly non-Indigenous school leaders and teachers to deliver standard Western curricula and manage children’s behaviour. Some IEWs have described the situation as comparable to working under a “silent apartheid”, whereby they are expected to attend to all matters related to Indigenous culture, inside and outside schools (Rose, 2012). This paper responds to the question, How might IEWs become more central in leading families, school and community to support literacy education in remote Indigenous communities?  \nWe argue that, to date, the IEW role remains one of “invisible leadership”: invisible to systems and schools, but not necessarily to IEWs, Indigenous parents/families and community. IEWs have reported disappointment that their work is so often devalued with little likelihood of formal recognition and promotion (Price et al., 2017) . In 2021 there remain few opportunities for IEWs to move from the periphery of involvement in core business for Indigenous education. This paper takes a single case study approach in a bid to build greater awareness of the strong capabilities of IEWs to demonstrate the untapped potential for IEWs’ agency and leadership to impact Indigenous education through engagement with Indigenous families and community. There is no intention, however, to argue that the case delivers generalisable findings. Rather, the positive findings demonstrate what might be possible in similar contexts. The case study is generated from the processes and outcomes of a recently completed university-school-family-community partnership th","cbCainRa75G8bUOX","https://ap.wps.com/l/cbCainRa75G8bUOX","pdf",468106,21,"English","# Introduction\n## Australian Indigenous education policy direction\n## Case study approach and setting","[{\"question\":\"What research question does the paper address?\",\"answer\":\"It asks how Indigenous education workers (IEWs) can become more central in leading families, schools, and community to support literacy education in remote Indigenous communities.\"},{\"question\":\"What framework and project design does the study use?\",\"answer\":\"The paper applies a social justice framework and draws on an 18-month project involving IEWs, school leaders, teachers, community elders, and university researchers.\"},{\"question\":\"What evidence of intended change does the paper highlight?\",\"answer\":\"It focuses on IEWs displaying agency by leading families and community in producing culturally relevant story texts that support children’s reading both inside and outside school.\"}]","Agency and leadership by Indigenous education workers for family-school-community engagement - Paper | PDF",1792078796,53]