Don't be afraid to achieve : what teachers say about working with Aboriginal students

This paper draws on data from a study into self-concept and motivation of primary age Aboriginal students. The study interviewed students and teachers from schools selected because they were considered "exemplary" schools. That is, they were identified by the system as those obtaining strong academic and social outcomes for their Aboriginal students. The paper discusses themes drawn from interviews with teachers in these schools who are recognised for their successful teaching in these contexts. It explores common issues sorrounding their curricula, pedagogies and relationships with Aboriginal students, and thus offers insights into what kinds of teachers might make a difference and help to address persistent inequitable outcomes across Aboriginal communities.