Implementing Indigenous standpoint theory: Challenges for a TAFE trainer

Abstract

Vocational education and training outcomes for Indigenous Australians have remained below expectations for some time. Implementation of Indigenous Standpoint Theory (IST) presents the opportunity to further enhance Vocational Education and Training for Indigenous people in Australia. This paper briefly discusses this theory, the concept of Indigenous knowledge and its integration to enhance Vocational Education and Training for Indigenous learners. It presents a case study on the experiences and challenges of a non-Indigenous Technical and Further Education (TAFE) teacher who has been working with Indigenous learners and communities in regional Queensland for over eight years. The paper highlights issues and challenges and identifies three binaries in integrating this theory to improve outcomes for Indigenous learners and their communities.