Improving Indigenous education outcomes in Victoria.

Working with two case study schools in Melbourne and a well-established program of professional development for teachers which explicitly rejects deficit thinking, this project will investigate the nature of deficit discourse in schools and examine what happens to educational outcomes for Indigenous children when it is no longer the dominant frame in the school environment. In doing so, it will contribute to development of best practice in achieving Indigenous education success and result in evidence-based guidance for schools and the Victorian Department of Education and Early Childhood Learning.