Durithunga Boul: A pattern of respectful relationships, reciprocity and socially just literacy education in one urban school

Systems and schools in Australia continue to be challenged to provide equitable, socially just literacy education for Aboriginal and Torres Strait Islander young people and children in schools. This task seems to continue to be more difficult than might be expected, and this suggests that the current policy approach which relies on a variety of isolated ‘programs’ and new – or old – approaches that layer on top of each other may not be the best way forward. This chapter provides insight into one locally developed, Indigenous led education community and describes the possibilities created when these educators brokered relationships with other systems, approaches and researchers to reform schooling in the best interests of Aboriginal and Torres Strait Islander students. Details of the variety of strategies taken at one urban school are provided to focus on the important elements of what a socially just literacy education could be when Aboriginal and Torres Strait Islander education perspectives are foregrounded in authentic ways.