Enacting socially just and transformative education through classroom pedagogy

John Guenther, Robyn Ober, Samuel Osborne, Majon Williamson-Kefu

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


In 2018, Australians Together, an organisation committed to promoting reconciliation between Indigenous and non-Indigenous peoples in Australia, commissioned research on a trial programme designed to improve teachers’ confidence teaching the Australian Curriculum’s Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority. The trial took the form of a two-day professional learning workshop with staff from two independent schools in Victoria, Australia. Both schools have a social justice ethos and are committed to the transformative power of education. The research found that teachers had strong affective responses to the professional learning workshops, which translated into more confident classroom practice. The extent to which increased consciousness translated into more socially just education for the whole school was difficult to ascertain. The authors explore what else is required to build more equitable, just and culturally responsive school cultures, particularly where the voices of First Nations people are rarely heard in the classroom.

Original languageEnglish
Pages (from-to)611-630
Number of pages20
JournalPedagogy, Culture and Society
Issue number4
Early online date31 May 2020
Publication statusPublished - 2021
Externally publishedYes


  • anti-racism
  • Australian curriculum
  • Indigenous education
  • intergroup contact theory
  • pedagogy
  • reconciliation
  • Transformative education


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