Most cited
This page lists all time most cited articles for this title. Please use the publication date filters on the left if you would like to restrict this list to recently published content, for example to articles published in the last three years. The number of times each article was cited is displayed to the right of its title and can be clicked to access a list of all titles this article has been cited by.
- Cited by 8
Finding Meaning in Maths: an Introductory Program for Aboriginal Children
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- Published online by Cambridge University Press:
- 22 July 2015, pp. 24-40
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- Cited by 8
‘No Shame at AIME’: Listening to Aboriginal Philosophy and Methodologies to Theorise Shame in Educational Contexts
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- Published online by Cambridge University Press:
- 14 September 2018, pp. 46-56
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- Cited by 7
Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies
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- Published online by Cambridge University Press:
- 05 June 2020, pp. 229-236
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- Cited by 7
Indigenous Secondary Education in the Northern Territory: Building for the Future
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- Published online by Cambridge University Press:
- 10 November 2014, pp. 85-95
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- Cited by 7
Popular Education for Adult Literacy and Health Development in Indigenous Australia
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- 22 July 2015, pp. 103-109
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- Cited by 7
Mobile Devices for Tertiary Study – Philosophy Meets Pragmatics for Remote Aboriginal and Torres Strait Islander Women
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- 30 September 2015, pp. 139-149
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- Cited by 7
*The Creole Language Debate and the Use of Creoles in Australian Schools
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- 22 July 2015, pp. 8-29
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- Cited by 7
Aboriginal Representation: Conflict or Dialogue in the Academy
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- 22 July 2015, pp. 32-39
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- Cited by 7
Disrupting normalised discourses: ways of knowing, being and doing cultural competence
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- 04 February 2019, pp. 203-211
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- Cited by 7
A Critical Pedagogy of Place?: Te Ātiawa (Māori) and Pākehā (Non-Māori) History Teachers' Perspectives on the Teaching of Local, Māori and New Zealand Histories
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- Published online by Cambridge University Press:
- 12 April 2012, pp. 102-111
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- Cited by 7
Developing Future Health Professionals’ Capacities for Working With Aboriginal and Torres Strait Islander Peoples
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- 10 November 2014, pp. 154-164
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- Cited by 7
The Purga Project: Indigenous Knowledge Research
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- Published online by Cambridge University Press:
- 22 July 2015, pp. 11-17
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- Cited by 7
Learning Versus Education: Rethinking Learning in Anangu Schools
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- 13 December 2013, pp. 171-181
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- Cited by 7
Distance Education and the Issue of Equity Online: Exploring the Perspectives of Rural Aboriginal Students
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- 22 July 2015, pp. 21-29
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- Cited by 7
Holyoake's Drumbeat Program: Music as a Tool for Social Learning and Improved Educational Outcomes
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- Published online by Cambridge University Press:
- 22 July 2015, pp. 98-109
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- Cited by 7
Some Language-related Observations for Teachers in Torres Strait and Cape York Peninsula Schools
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- 22 July 2015, pp. 8-24
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- Cited by 7
Strengthening the Capacity of Education Staff to Support the Wellbeing of Indigenous Students in Boarding Schools: A Participatory Action Research Study
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- Published online by Cambridge University Press:
- 14 February 2018, pp. 79-92
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- Cited by 7
Huakina Mai: A Kaupapa Māori Approach to Relationship and Behaviour Support
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- 10 November 2014, pp. 165-174
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- Cited by 7
Red Dirt Education Leaders ‘Caught in the Middle’: Priorities for Local and Nonlocal Leaders in Remote Schools
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- 07 September 2018, pp. 57-69
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- Cited by 7
Being, Flow and Knowledge in Māori Arts Education: Assessing Indigenous Creativity
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- 02 June 2015, pp. 85-93
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