Mapping the past, present and future of Indigenous education, our ways: an exploration of two NSW Independent schools as pathways to Indigenous education sovereignty

<p dir="ltr"><i>Will you take a journey with me?</i> Through this thesis, I invite you to walk alongside me as we story through the past, present and future of Indigenous education, our ways. The stories of our teaching and learning started long ago, of/from/with Country and in ways familiar to our Ancestors. Yet, European invasion interrupted these highly effective systems of education in profound ways, forcing the teaching and learning of our young people into Western institutions of schooling that were never designed by us or for us. Today, the educational experiences and outcomes of many Indigenous students in Western schooling remain shaped by policies designed to assimilate, rather than celebrate our Indigenous identities, histories, and knowledges. But that is not where our story ends. </p><p dir="ltr">Grounded in Indigenous and relational methodologies, this thesis embraces a strengths-based, future-focused approach to (re)claiming Indigenous education, on our terms. As a Biripi Worimi woman, I conceptualise an Indigenous sovereignty lens, that highlights the essential roles Indigenous governance, Indigenous leadership, and Indigenous knowledges in shaping the education of Indigenous students. Using this lens I (re)view two NSW Independent schools, to explore how their structures and distinct approaches to Indigenous education enable pathways toward Indigenous education sovereignty. </p><p dir="ltr"><i>Come with me as we journey full circle; to (re)view Indigenous education in the ways of our Ancestors, and then scan the landscape for current pathways to (re)claim our educational futures for the generations to come.</i></p><p dir="ltr"><br></p>