[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594224-105":59,"doc-detail-594224-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","asking-the-experts-indigenous-educators-as-leaders-in-early-education-and-care-settings-in-australia","Asking the experts - Indigenous educators as leaders in early education and care settings in Australia","","Educational inclusion of Indigenous knowledges and perspectives in Australia’s early education and care services is presented as essential for engaging and supporting Indigenous families, building non-Indigenous understanding, and strengthening reconciliation while improving outcomes for Indigenous children. The study argues that limited confidence and capacity among a largely non-Indigenous early childhood educator workforce leads to missing or distorted inclusion. Using a qualitative Indigenous methodological framework, it identifies Indigenous educators as owners and experts best able to lead meaningful inclusion.",{"@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/asking-the-experts-indigenous-educators-as-leaders-in-early-education-and-care-settings-in-australia/594224/",{"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/asking-the-experts-indigenous-educators-as-leaders-in-early-education-and-care-settings-in-australia/594224.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is the inclusion of Indigenous knowledges and perspectives important in early education and care services?","Question",{"text":112,"@type":113},"It supports effective engagement and care for Indigenous families, promotes non-Indigenous recognition and understanding of Indigenous peoples, strengthens reconciliation, and improves outcomes for Indigenous children.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the paper identify with current early childhood educator practice?",{"text":117,"@type":113},"A lack of confidence and capacity among a largely non-Indigenous educator cohort results in either no inclusion or misrepresentation of Indigenous knowledges and/or perspectives.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the research study Indigenous educators’ role in early education and care?",{"text":121,"@type":113},"It uses a qualitative approach within an Indigenous methodological framework, engaging Indigenous educators to identify and recruit additional research participants and to clarify their leadership capacity for inclusion.","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},594224,1792170904,{"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":24,"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","Asking the experts: Indigenous educators as leaders in early education and care settings in Australia  \nMichelle Locke  \nOffice of the Deputy Vice-Chancellor Indigenous Leadership, Western Sydney University, Sydney, New South Wales, 2747, Australia, [email: m.locke@westernsydney.edu.au](email: m.locke@westernsydney.edu.au)  \nThe educational rationale behind the inclusion of Indigenous knowledges and perspectives in early education and care services in Australia is grounded in effective engagement and support of Indigenous families. Additionally, this inclusion aims to promote non-Indigenous understanding and recognition of Indigenous peoples, with a view to strengthening reconciliation and improving outcomes for Indigenous children. However, a lack of confidence and capacity of a largely nonIndigenous early childhood educator cohort has resulted in either the absence or misrepresentation of Indigenous knowledges and/or perspectives. This paper presents research that identifies Indigenous peoples as the owners and experts of Indigenous knowledges and perspectives.  \nEmploying a qualitative approach from within an Indigenous methodological framework, the research engaged the expertise of Indigenous educators to identify and recruit additional research participants. From this research, it is clear that specific characteristics related to knowledge, experience and understanding position Indigenous educators as the most valuable and capable leaders in the inclusion of Indigenous knowledges and perspectives in early education and care settings.  \nKeywords: early childhood, Indigenous families, Indigenous educators  \nIntroduction  \nWestern-based early education and care settings (EECS) in Australia provide an exemplar of Nakata’s (2002)“cultural interface” as they are environments in which Western-based values and theories of child development dominate. Such environments are contested spaces for Indigenous families whose childrearing practices and cultural beliefs are likely to be contradicted by the policies and procedures of Western-based early childhood services (Behrendt, 1995; Guilfoyle et al., 2010; Martin, 2007) . Therefore, research into effective and meaningful inclusion of Indigenous knowledges and perspectives in EECS must be guided by, if not be conducted by, Indigenous peoples. Indigenist research positions Indigenous people as participants with power and control over the research project rather than as the subjects of research (Martin, 2008; Rigney, 2001; Smith, 2012) . This approach to research recognises and empowers Indigenous people to identify the challenges and solutions they face in a Western-driven and-dominated society.  \nRigney (2001) defined Indigenism as “a body of knowledge by Indigenous scholars in the interest of Indigenous peoples for the purpose of self-determination”(p. 1) . This statement specifies the use of  \nIndigenous knowledges for the benefit of Indigenous peoples to attain and secure control over our own intellectual property and cultural knowledges. Martin (2008) builds on Rigney’s (2001) principles of Indigenist research with her work that identifies the meaning and value of Indigenous ways of knowing, being and doing from an Indigenous perspective. Through the decolonisation of Western research in the Indigenous space, Martin’s (2008) work brings to light the crucial components of belonging and accountability to one’s own country. This work serves to challenge various stereotypical views of Indigenous knowledges and culture that have been created and sustained by non-Indigenous researchers and educators.  \nResearch that seeks to investigate the proper inclusion of Indigenous knowledges and perspectives in early childhood settings must recognise that,  \nThe purpose of Indigenous education and the production of Indigenous knowledge does not involve “saving” Indigenous people but helping construct conditions that allow for Indigenous self-sufficiency while learning from the vast storehouse of I","cbCait3J0kWaBkQI","https://ap.wps.com/l/cbCait3J0kWaBkQI","pdf",295148,14,"English","# Introduction\n## Western early education and care as a cultural interface\n## Indigenist research and Indigenous control of knowledge\n## Indigeneity, inclusion, and decolonising Western research\n## Indigenous agency in education and research\n# Research approach and findings","[{\"question\":\"Why is the inclusion of Indigenous knowledges and perspectives important in early education and care services?\",\"answer\":\"It supports effective engagement and care for Indigenous families, promotes non-Indigenous recognition and understanding of Indigenous peoples, strengthens reconciliation, and improves outcomes for Indigenous children.\"},{\"question\":\"What problem does the paper identify with current early childhood educator practice?\",\"answer\":\"A lack of confidence and capacity among a largely non-Indigenous educator cohort results in either no inclusion or misrepresentation of Indigenous knowledges and/or perspectives.\"},{\"question\":\"How does the research study Indigenous educators’ role in early education and care?\",\"answer\":\"It uses a qualitative approach within an Indigenous methodological framework, engaging Indigenous educators to identify and recruit additional research participants and to clarify their leadership capacity for inclusion.\"}]","Asking the experts - Indigenous educators as leaders in early education and care settings in Australia | PDF",1792078755,35]