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 ID	10819
Article Category	Article
Authors	Shay, Marnee, Sarra, Grace, Lampert, Jo, Jeong, Daeul, Thomson, Amy and Miller, Jodie
Journal Title	Australian Journal of Social Issues
Journal Citation	59 (4), pp. 844-863
Number of Pages	20
Year	2024
Publisher	John Wiley & Sons
ISSN	0157-6321
	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.
Keywords	codesign; Aboriginal and Torres Strait Islander peoples; social policy; Indigenous peoples; education
Article Publishing Charge (APC) Funding	Researcher
Contains Sensitive Content	Does not contain sensitive content
ANZSRC Field of Research 2020	450299. Aboriginal and Torres Strait Islander education not elsewhere classified
	390201. Education policy
Byline Affiliations	University of Queensland
	Queensland University of Technology
	Monash University

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