Ngarrngga’s Stance on Learning Design

Ngarrngga represents a nation-building program of works that seeks to empower educators to showcase Indigenous Knowledge in curriculum. With a vision to showcase the contributions and achievements of Aboriginal and Torres Strait Islander people, Ngarrngga supports educators in confidently and authentically integrating these knowledge systems, histories and cultures into their teaching and learning practices.

Achieving this vision requires moving beyond rigid, prescriptive approaches and embracing a more flexible and responsive framework that values educator agency and creativity.

In this final blog of the series, we draw together the insights from Ngarrngga’s curriculum, methodology, and resource creation to explore its guiding principles for learning design.

Rooted in relationality, inclusivity, and respect, these principles provide a framework for creating culturally safe and transformative learning experiences that align with Ngarrngga’s vision for a more meaningful and equitable education system.

Ngarrngga’s Vision and Stance on Learning Design

Ngarrngga’s bold vision is...

Ngarrngga strives to support educators to be confident in showcasing Indigenous Knowledge within their teaching and learning; to provide opportunity for all Australian students to learn about the contributions and achievements of Aboriginal and Torres Strait Islander people to Australian society through a practical and sustained approach.

Achieving this vision requires a shift away from prescriptive approaches to teaching. The ongoing debate around evidence-based teaching highlights the limitations of rigid pedagogies that fail to account for the diverse needs of classrooms, educational spaces and students.

Instead of dictating a narrow set of pedagogical practices, Ngarrngga’s principles empower educators to adapt resources in ways that resonate with their unique student cohorts.

By providing tools that encourage flexibility and teacher agency, Ngarrngga allows educators to leverage their deep understanding of their students’ backgrounds, interests, and contexts. This approach ensures the resources are not only relevant but also impactful.

Ngarrngga Principles for Learning Design

The guiding principles for Ngarrngga’s learning design are encapsulated in a circular framework (Figure 1). Each principle is underpinned by scholarly research and designed to inspire educators and/or students while ensuring inclusivity and responsiveness.

Figure 1: Ngarrngga’s Principles for Learning Design

Below is a brief description of these principles:

Reflect the Ngarrngga Principles (Relationality, Respecting Indigenous Cultural Intellectual Property, Reparative Approach, Responsiveness, Reconciliation, Respect and Reciprocity)

Emphasising connections and mutual respect by honouring Indigenous Cultural Intellectual Property (ICIP) through reparative, responsive, and reciprocal approaches that support reconciliation (Bishop et al., 2021; Janke, 2019; Nakata, 2007a; 2007b; Ngarrngga, 2024; United Nations General Assembly, 2007).

Showcasing and Privileging Indigenous Knowledge

Centring Indigenous Knowledge and perspectives in educational practices to highlight their significance and contributions to Australian society (Hogarth, 2017; Nakata, 2007a, 2007b, 2011; Sambono, 2021; Shay & Wickes, 2017).

Trust and Empowering Educators

Building trust in educators' expertise while empowering them with resources and guidance to confidently integrate Indigenous Knowledge into their classrooms. (Algozzine & Anderson, 2007; Jackson, 2019; Reeves & Shin, 2020).

Flexibility and Versatility

Designing adaptable resources that allow educators to tailor content to their unique teaching contexts and student needs. (Hogarth, 2020; Krakouer, 2015; Nakata, 2007b).

Inclusive and Responsive Pedagogies

Incorporating Universal Design for Learning (UDL) principles alongside culturally responsive approaches to ensure accessibility and inclusivity for all learners (Hogarth, 2020; Krakouer, 2015; Nakata, 2011; New London Group, 2000; Rose, 2000).

Fostering Critical and Creative Thinking

Encouraging both educators and students to engage deeply with content through reflective, critical, and creative thinking strategies.Krakouer, 2015; Nakata, 2011; Purdie et al., 2011; Ritchhart, 2008, 2015, 2023).

Interdisciplinary Learning

Bridging disciplines to authentically respect and represent the Indigenous Knowledge being showcased within diverse curricula areas.(Cozmescu, 2021; Cubillo, 2019).

Empowering Learners for Action

Inspiring students to become agents of change, advocating for equity, sustainability, and cultural awareness in their communities.Algozzine & Anderson, 2007; Hill Collins, 2013; New London Group, 2000; Reeve & Shin, 2020).

These principles encourage educators to approach their classrooms with confidence, adapting resources to align with their students' individual needs.

Ngarrngga stands in contrast to the increasingly prescriptive trend in Australian education (Connell, 2013; Cairns, et al., 2024), which often narrows teaching to rigid frameworks and standard practices.

While evidence-based teaching has its place, overprescription risks alienating educators by limiting their agency and the ability to tailor learning experiences to their students' unique needs.

Ngarrngga’s approach recognises that teaching is not a ‘one-size-fits-all’ endeavour.

Instead of dictating methods, it offers flexible, research-informed resources that trust and empower educators to showcase Indigenous Knowledge authentically.

By fostering creativity, critical thinking, and adaptability, Ngarrngga provides a model that respects the professional expertise of educators while prioritising Indigenous Knowledge.

This approach is more than a set of resources; it is a call to action for a more inclusive, equitable, and meaningful educational landscape.

Ngarrngga invites educators to embrace a collaborative, responsive, and culturally aware pedagogy that places Indigenous Knowledge at the heart of learning.

References

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• Bishop, M., Vass, G., & Thompson, K. (2021). Decolonising schooling practices through relationality and reciprocity: Embedding local Aboriginal perspectives in the classroom. Pedagogy, culture & society, 29(2), 193-211.

• Cairns, R., Weinmann, M., & McKnight, L. (2024). ‘Solving’ the curriculum resource ‘problem’? A critical policy analysis. Discourse: Studies in the Cultural Politics of Education, 1-14.

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• UN General Assembly. (2007) United Nations declaration on the rights of Indigenous peoples. United Nations.