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Book Review Leading From the North: Rethinking Northern Australia Development
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Child Mortality, Fertility and Poverty: A Counterfactual Analysis
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Hear it From the Horses’ Mouth: Listening to African Professionals in Australia
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Undoing Theory: Walking of Arrernte Country – Co-creating Knowledge and Meaning in Central Australia
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Ground Up Inquiry: Questions and Answers About the Emergence and Development of a Northern Australian Tradition of Situated Research
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Editorial
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Learning Communities: International Journal of Learning in Social Contexts - Number 27, August 2022
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Micro-credentialing as making and doing STS
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Everyone and everything is a boundary object – an empirical account from a modest human boundary object
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Meaning making in the cosmopolitics of heritage
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On gravel – socio-material objects of northern development
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Working together: a story-based approach
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A story about stories: reflexivity in a conversation with a student of public policy
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Stories, movement and country: living and learning together in northern Australia
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Sociotechnical assemblages in digital work with Aboriginal languages
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Sociotechnologies, sovereignty, and transdisciplinary research
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Editorial: Working with multiple knowledges in Australia’s top end
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Beyond perspectives: Integrating local Indigenous knowledge/s into humanities and social science education
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Both-Ways science education: Place and context
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Barriers to inclusion: Aboriginal pre-service teachers’ perspectives on inclusive education in their remote Northern Territory schools
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Language at home and the school: Resistance and compromise
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Historical perspectives: Murrinh ku thepini pumpanpunmat (Nemarluk)
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‘More than an academic thing’: Becoming a teacher in Ltyentye Apurte and beyond
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The red dirt stays in your shoes: Reflective practice and both-ways learning
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Charles Darwin University acknowledges the traditional custodians across the lands on which we live and work, and we pay our respects to Elders past, present and emerging.

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