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 23
Both-Ways: Learning from Yesterday, Celebrating Today, Strengthening Tomorrow
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- Published online by Cambridge University Press:
- 22 July 2015, pp. 34-39
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- Cited by 23
The ‘Come and Go’ Syndrome of Teachers in Remote Indigenous Schools: Listening to the Perspective of Indigenous Teachers about What Helps Teachers to Stay and What Makes Them Go
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- Published online by Cambridge University Press:
- 22 January 2013, pp. 187-195
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- Cited by 23
Culturally Responsive Pedagogy: Connecting New Zealand Teachers of Science with their Māori Students
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- Published online by Cambridge University Press:
- 22 July 2015, pp. 118-127
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- Cited by 22
Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities
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- Published online by Cambridge University Press:
- 08 January 2020, pp. 215-221
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- Cited by 22
Nēhîthâwâk of Reindeer Lake, Canada: Worldview, Epistemology and Relationships with the Natural World
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- Published online by Cambridge University Press:
- 22 July 2015, pp. 33-43
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- Cited by 22
Bangawarra'gumada — Strengthening the Spirit: Causal Modelling of Academic Self-Concept and Patterns of Disengagement for Indigenous and Non-Indigenous Australian Students
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- 22 July 2015, pp. 24-39
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- Cited by 22
Why is Life so Hard for Aboriginal Students in Urban Classrooms?
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- Published online by Cambridge University Press:
- 19 February 2016, pp. 9-29
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- Cited by 22
Thinking Place: Animating the Indigenous Humanities in Education
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- Published online by Cambridge University Press:
- 22 July 2015, pp. 7-19
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- Cited by 21
Nurturing Relationships Within a Space Created by “Indigenous Ways of Knowing”: a Case Study
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- 22 July 2015, pp. 15-22
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- Cited by 21
Indigenous Education and Literacy Policy in Australia: Bringing Learning Back to the Debate
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- Published online by Cambridge University Press:
- 20 July 2017, pp. 185-197
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- Cited by 21
The Need to Extend Beyond the Knowledge Gained in Cross-Cultural Awareness Training
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- 22 July 2015, pp. 81-89
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- Cited by 21
Indigenous Student Perspectives on Support and Impediments at University
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- 23 September 2015, pp. 23-35
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- Cited by 20
Indigenous Research: Three Researchers Reflect on their Experiences at the Interface
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- Published online by Cambridge University Press:
- 22 July 2015, pp. 23-31
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- Cited by 20
A Global De-colonial Praxis of Sustainability — Undoing Epistemic Violences between Indigenous peoples and those no longer Indigenous to Place
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- Published online by Cambridge University Press:
- 03 October 2017, pp. 41-53
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- Cited by 20
“We're the Mob You Should be Listening to”: Aboriginal Elders at Mornington Island Speak Up about Productive Relationships with Visiting Teachers
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- Published online by Cambridge University Press:
- 22 July 2015, pp. 40-53
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- Cited by 20
Four Scholars Speak to Navigating the Complexities of Naming in Indigenous Studies
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- 15 August 2014, pp. 58-72
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- Cited by 19
Engaging Indigenous Knowledges: From Sovereign to Relational Knowers
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- 14 March 2016, pp. 152-158
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- Cited by 19
Towards a Decolonising Pedagogy: Understanding Australian Indigenous Studies through Critical Whiteness Theory and Film Pedagogy
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- Published online by Cambridge University Press:
- 22 January 2013, pp. 110-119
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- Cited by 19
Sound-field Amplification: Enhancing the Classroom Listening Environment for Aboriginal and Torres Strait Islander Children
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- 19 February 2016, pp. 47-53
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- Cited by 19
Bridging the Gap: Identifying Needs and Aspirations of Indigenous Students to Facilitate their Entry into University
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- 22 July 2015, pp. 9-17
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