Codesign in Indigenous education policy and practice—A systematic literature review

Article

Shay, Marnee, Sarra, Grace, Lampert, Jo, Jeong, Daeul, Thomson, Amy and Miller, Jodie. 2024. "Codesign in Indigenous education policy and practice—A systematic literature review." Australian Journal of Social Issues. 59 (4), pp. 844-863. https://doi.org/10.1002/ajs4.320
Article Title

Codesign in Indigenous education policy and practice—A systematic literature review

ERA Journal ID10819
Article CategoryArticle
AuthorsShay, Marnee, Sarra, Grace, Lampert, Jo, Jeong, Daeul, Thomson, Amy and Miller, Jodie
Journal TitleAustralian Journal of Social Issues
Journal Citation59 (4), pp. 844-863
Number of Pages20
Year2024
PublisherJohn Wiley & Sons
ISSN0157-6321
1839-4655
Digital Object Identifier (DOI)https://doi.org/10.1002/ajs4.320
Web Address (URL)https://onlinelibrary.wiley.com/doi/full/10.1002/ajs4.320
Abstract

Codesign is an increasingly common term in Indigenous education policy settings. However, it is unclear exactly what it means and how it is enacted. This systematic review examined 15 papers relevant to codesign in the context of Indigenous education, clearly distinguishing between codesign as a process and a method. These papers provide a snapshot of the various ways codesign is conceptualised, enacted as a process and evaluated in Indigenous education settings. In this paper, we respond to these three areas of codesign to inform a more nuanced framework to help policymakers and practitioners in the future.

Keywordscodesign; Aboriginal and Torres Strait Islander peoples; social policy; Indigenous peoples; education
Article Publishing Charge (APC) FundingResearcher
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020450299. Aboriginal and Torres Strait Islander education not elsewhere classified
390201. Education policy
Byline AffiliationsUniversity of Queensland
Queensland University of Technology
Monash University
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