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This study explored the racial identity of Indigenous children and youth who attended urban, state and private primary and secondary schools in the Noongar[i] region of urban Perth in Western Australia. Thirty five Australian Indigenous children aged 8-12 were interviewed and 120 youth aged 13-17 participated in focus groups. Transcripts were analysed and common themes were identified by extracting relevant responses and their meanings. The components of racial identity for children aged 7-12 and youth were very similar such that culture, family, language and appearance featured. The most reported element of racial identity for young children was culture which comprised of eight sub-elements. Young people however, reported that a strong sense of self was the most important contributor to their racial identity and it comprised of ten sub-elements. Indigenous youth perceived that their racial identity is exposed to others' attitudes, values and behaviours because according to them 'identity is about what you look like and how others see you'. [i] Noongar can be spelled in a number of ways and this paper has adopted the above spelling. Noongar is a collective term that denotes Aboriginal people of the south-west of Western Australia (Palmer & Collard 1993). [ABSTRACT FROM AUTHOR]

Research events are important places where disciplinary structures and norms are reproduced and challenged. This article uses the authors' experiences organising a geography research event on decolonising settler cities on Wadjuk Nyungar Country in Perth, Western Australia, to interrogate the transformations that a decolonising ethic demands. Learning with the Indigenous research method of yarning as a decolonising practice, we document and reflect on the persistence a decolonising ethic requires. This project concretely revealed the interconnection between transformation at the micro-level—event conceptualisation, design, placement, and conduct—and building challenges to settler-colonial structures and institutions. We conclude by interrogating the structural barriers for multi-epistemic engagement and learning and propose three principles for non-Indigenous researchers to more fully understand the invitation of being in a relationship with what has always been here: Indigenous sovereignties of law, place, and knowledge. [ABSTRACT FROM AUTHOR]

Teachers of the Deaf, and other community stakeholders were involved in codesigning a web-based resource to support students' social-emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4-6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. Method: A pre-post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student-teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents (n = 37), and their classroom teachers (n = 40) participated in the intervention program and were provided access to the resource. Results: In total, 19 students, 22 parents, and 17 teachers completed both preand postsurvey measures. Paired t tests revealed that there was a statistically significant increase in parents' self-efficacy scores from pre- to posttest. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. Conclusions: The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents' self-efficacy. Further research is needed to confirm the benefits. [ABSTRACT FROM AUTHOR]