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There is an identifiable gap between Australian government policy aspiration and curriculum guidance found in the content of the renewed Australian Curriculum (2018) that has been designed to support the cross-curriculum priority (CCP) of "Asia and Australia's engagement with Asia." We have employed an inductive, interpretative research methodology to analyse the curriculum guidance as data to examine how the Australian government's policies that are predicated on strengthening its partnerships with Asia are being supported by the Australian Curriculum and its State and Territory derivatives. We found that Australian Curriculum content that has been included to support the CCP "Asia and Australia's engagement with Asia" is minimal, unevenly distributed across the key learning areas, and that the inclusion of content is different between the overall Australian Curriculum and its State and Territory derivatives across key ideas, learning areas, and explanatory materials. Identifying a gap, we critically discuss two aspects of our findings: content real estate and its location, and the skills and knowledge assumed of teachers.

The University Australia (UA) 2017-2020 Indigenous Strategy has offered Australian universities a focus that would work to increase Indigenous participation in the higher education sector in Australia. Despite the high-level involvement and detailed monitoring by Universities Australia as the sector's peak body, Australia's universities have not made significant progress in achieving the targets in the strategic plan. Using a meta-synthesis methodological approach, we provide an overview of published reviews and research on increasing Indigenous participation in the higher education sector in Australia, with particular reference to the three initiative foci and targets in the UA 2017-2020 Indigenous Strategy. Findings revealed that Indigenous students' experiences at university, the shortage of Indigenous academics, and the embedment of Indigenous knowledge and perspectives are significant elements that affect the achievement of the UA targets. We conclude by discussing the implications and gaps in the existing UA strategies and offering recommendations to enable higher educator stakeholders to progress the Indigenous Strategy agenda.

Schoolteacher and early childhood educator wellbeing is associated with their ability to provide high-quality educational experiences to students and children in their care. Given the importance of this topic, this systematic review sought to (1) identify available evidence-based wellbeing initiatives for educators and schoolteachers, (2) appraise the quality of evidence demonstrating the efficacy of these initiatives, and (3) summarise the characteristics of these initiatives. In total, 23 studies on 19 distinct initiatives were identified. Although most initiatives improved schoolteacher wellbeing, the quality of available evidence is modest, especially for early childhood educators. Existing teacher and educator wellbeing initiatives predominantly target individual and not systematic determinants of educator wellbeing, even though wellbeing of these groups is determined by a combination of personal and education setting influences. More research is needed to improve the evidence on teacher and early childhood educator wellbeing initiatives, as well as development of initiatives that aim to change workplace demands and education setting culture.

The international movement of teachers is a global phenomenon that has seen an increasing number of teachers moving from one country to another. Although developed countries in the West are traditionally seen as attractive migration destinations for teachers, countries in Asia, such as Singapore, are also proving to be a draw for many foreign teachers. Despite studies of the experiences of foreign teachers, there are few studies investigating the influence of cross-cultural teaching on the development of the professional identity of foreign teachers. Using a narrative inquiry approach, this study examines how the cross-cultural teaching experience of a Chinese beginning teacher in Singapore influenced the development of his professional teacher identity. The story of the participant tells of why the participant became a teacher and how the change of teaching context from China to Singapore influenced his professional identity as a teacher. The study surfaced the large cultural difference between the two countries.

The Australian governments' centrepiece Indigenous strategy, the 'Closing the Gap' framework, established in 2008 to address systemic Indigenous disadvantage, is underpinned by the concept of 'school readiness', which expects Indigenous families to bring their children to school ready to learn. The education system commonly blames Indigenous culture as a contributing factor in explaining the 'Gap'. In this paper, we reverse the mirror of 'school readiness', examining what is known about the readiness of the education system to meet the aspirations of Indigenous learners. Using a meta-synthesis methodological approach, this paper provides an overview of research about the issues and challenges facing Australian schools to be ready to respond to the educational needs of Indigenous children. Findings reveal that the lack of teacher, curriculum, pedagogical, school environment and culture readiness are the four key aspects to consider. We conclude by discussing the implications and gaps in the existing Indigenous education strategies. [ABSTRACT FROM AUTHOR]

The University Australia (UA) 2017–2020 Indigenous Strategy has offered Australian universities a focus that would work to increase Indigenous participation in the higher education sector in Australia. Despite the high-level involvement and detailed monitoring by Universities Australia as the sector's peak body, Australia's universities have not made significant progress in achieving the targets in the strategic plan. Using a meta-synthesis methodological approach, we provide an overview of published reviews and research on increasing Indigenous participation in the higher education sector in Australia, with particular reference to the three initiative foci and targets in the UA 2017–2020 Indigenous Strategy. Findings revealed that Indigenous students' experiences at university, the shortage of Indigenous academics, and the embedment of Indigenous knowledge and perspectives are significant elements that affect the achievement of the UA targets. We conclude by discussing the implications and gaps in the existing UA strategies and offering recommendations to enable higher educator stakeholders to progress the Indigenous Strategy agenda. [ABSTRACT FROM AUTHOR]

There is an identifiable gap between Australian government policy aspiration and curriculum guidance found in the content of the renewed Australian Curriculum (2018) that has been designed to support the cross-curriculum priority (CCP) of Asia and Australia's engagement with Asia. We have employed an inductive, interpretative research methodology to analyse the curriculum guidance as data to examine how the Australian government's policies that are predicated on strengthening its partnerships with Asia are being supported by the Australian Curriculum and its State and Territory derivatives. We found that Australian Curriculum content that has been included to support the CCP Asia and Australia's engagement with Asia is minimal, unevenly distributed across the key learning areas, and that the inclusion of content is different between the overall Australian Curriculum and its State and Territory derivatives across key ideas, learning areas, and explanatory materials. Identifying a gap, we critically discuss two aspects of our findings: content real estate and its location, and the skills and knowledge assumed of teachers. [ABSTRACT FROM AUTHOR]

This research note seeks to critically examine Sport for Development (SFD) policies and programming targeting Indigenous Australians. Through a narrative literature review, this article seeks to broaden the discussion surrounding the use of sport as a development tool throughout Australia's Indigenous communities, by considering perspectives within SFD literature that have received limited attention in existing policy and research approaches. The findings of this literature review expose a dominant trend towards positivistic research that reinforces existing approaches, and a lack of criticality surrounding the use of sport as a development tool. This article, therefore, seeks to pose a new research agenda by drawing on international perspectives with the potential to broaden this discussion surrounding the use of sport as a development tool for Indigenous Australians. Issues of conceptual clarity, the use of sport as a mechanism for social control, neoliberalism and neo-colonialism are largely absent from existing literature exploring SFD for Indigenous Australians. Calls to de-colonise SFD are also largely absent from the literature reviewed, and therefore calls for the decolonisation of SFD globally are also considered. Finally, this research note calls for researchers working in this space to engage critically with the use of sport in Indigenous communities, to shift the focus away from the production of 'evidence' to a broader discussion around the use of sport, including how research must contribute to decolonising both policy and practice through privileging Indigenous perspectives and voices. [ABSTRACT FROM AUTHOR]

The international movement of teachers is a global phenomenon that has seen an increasing number of teachers moving from one country to another. Although developed countries in the West are traditionally seen as attractive migration destinations for teachers, countries in Asia, such as Singapore, are also proving to be a draw for many foreign teachers. Despite studies of the experiences of foreign teachers, there are few studies investigating the influence of cross-cultural teaching on the development of the professional identity of foreign teachers. Using a narrative inquiry approach, this study examines how the cross-cultural teaching experience of a Chinese beginning teacher in Singapore influenced the development of his professional teacher identity. The story of the participant tells of why the participant became a teacher and how the change of teaching context from China to Singapore influenced his professional identity as a teacher. The study surfaced the large cultural difference between the two countries. [ABSTRACT FROM AUTHOR]