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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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It’s just a matter of time: The perceptions of growing our own students of the Growing Our Own program
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I look behind me… genesis of Growing Our Own
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Editorial
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Midwife observations on the impact of hot weather on poor perinatal outcomes in central Australia: a qualitative study
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Discursive mélange and multiple dilemmas: navigating New South Wales ‘special’ education policymaking
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Warramiri Yolngu cosmology: an introduction
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Too many ‘two-ways’? ‘Gäwa is a two-way school’: clarifying approaches to remote Northern Territory Indigenous education
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Towards an understanding of Indigenous perspectives through the eyes of pre-service science education students
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The changing balances of equity, control and market choice in the Indigenous vocational education and training sector
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Editorial
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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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