The Australian Indigenous Lecturers in Teacher Education Association (AILITEA) objectives are to be an active, powerful and influential consultative corporation and advocate that gives voice and influence for Aboriginal and Torres Strait Islander people engaging in Initial Teacher Education (ITE). The AILITEA works to support improved teacher education opportunities and achievements of Aboriginal and Torres Strait Islander ITE students across Australia. The AILITEA relies heavily on the support and involvement of Aboriginal and Torres Strait Islander communities to achieve this.

  • Improving Aboriginal and Torres Strait Islander access, participation and retention within ITE
  • Aboriginal and Torres Strait Islander Academic workforce development and voice within the academic framework and structures
  • Commitment to Aboriginal and Torres Strait Islander people completing Higher Degrees especially PhDs,
  • Commitment to creating culturally safe schools and faculties within the higher education sector in order to attract Aboriginal and Torres Strait Islander staff
  • Commitment to develop and monitor appropriate curriculum content, pedagogy, and delivery
  • Highlight the importance of AITSL standards 1.4 and 2.4 to the effective delivery of Indigenous Education and in the registration and promotion of teachers in Australian schools
  • Conduct of quality and culturally appropriate research that embraces Indigenous Research Methodologies amongst those assigned to Western research contexts
  • Advocate Indigenous voices and experiences in policy development

Why the new 3Rs platform is so important: a discussion with members of the Australian Indigenous Lecturers in Initial Teacher Education Association (AILITEA).

Check out our new Aboriginal and Torres Strait Islander Education website pages with their inspiring teaching stories.

Mat Jakobi on teaching for the future

Michael Colbung on deepening understanding of Indigenous culture




The University of Adelaide

School of Education


Current teaching includes:

  • Director of Indigenous Learning
  • The Enquiring Mind (Level 1, Bachelor of Arts)
  • Introduction to Learning and Teaching (Level 3, Bachelor of Teaching)
  • Course Coordinator: Teaching for Inclusion, (Master of Education/Master of Teaching)
  • Supervision Master’s Dissertation
  • Professional experience support and guest lectures
  • Practicum placement supervision
  • Occasional guest Lecturer in other subjects when required
  • Community of School Practice: Teacher PD
  • Aboriginal and Torres Strait Islander
  • Education
  • Cultural Studies
  • Environmental Knowledge
  • History
  • Information and Knowledge Systems
  • Knowledge Management
  • Languages
  • Performing Arts
  • Policy
  • Cultural Studies
  • Education Policy
  • Classroom management
  • Aboriginal literacy
  • Aboriginal educational and Architectural design
  • Registered Teacher
  • 1989 – 2002,Teacher, Ceduna Area School (0.8)
  • Koonibba Aboriginal School (0.2)
  • Penong Rural School (0.2)
  • Classroom teaching management and practices, timetable preparation and planning, student and community relationships, designing, teachingand assessment Pitjantjatjara language classes, health and wellbeing of students, narrative therapies and case management
  • Specialist Teaching Areas
  • Senior VET/PES Music
  • 6/9 Indigenous Language(LOTE) – Pitjantjatjara / Wirangu
  • 7/8/9 Physical Education
  • Year 9 Home group coordinator
  • Operation Flinders – Field Counsellor
  • Activ8 co-coordinator (Premiers Youth Challenge)
  • ATAS Homework Centre Tutor
  • Aboriginal Education Resource Teacher
  • Year 9 Melbourne Camp Supervisor/Coordinator
  • R-5 Numeracy / Literacy Specialist Teacher
  • A.S.M. Visit Coordinator
  • NAISDA “Rhat” Tour Supervisor
  • Teaching Aboriginal Students Facilitator (AET)
  • Aboriginal Studies / Perspectives Support Teacher (AET)
  • Homework Centre Coordinator
  • Public Relation Officer (6-9 rep)
  • Public Relation Officer (10 – 12 rep)
  • Occupation Health Safety (6-9)
  • “Kunta Wiya” Domestic Violence Project. Co-Facilitator, Course designers
  • Senior Students Croc Festival Coordinator
  • WOMAD Senior Indigenous Students Trip Coordinator
  • Wirangu Cultural Camp Coordinator
  • ASSPA Chairperson
  • ASSPA rep to the Ceduna Governing Council

Budjari woman, SW Qld

University of Southern Queensland

School of Linguistics, Adult and Specialist Education

Lecturer (USQ, Toowoomba)

No supervision, as currently a PhD candidate at Griffith University.

Current teaching includes:

  • Secondary Humanities Curriculum and Pedagogy
  • Planning for Learning and Teaching
  • Senior Secondary Curriculum and Pedagogy
  • The Reflective Practitioner
  • The Educator as Professional
  • First Nations Education
  • Australian Aboriginal and Torres Strait Islander Peoples’ Education and Issues (Masters specialisation)
  • Archival Records – Aboriginal Family Stories
  • Australian History
  • Indigenous Education and the Australian Curriculum
  • The archive as cultural artefact

Queensland College of Teachers – Registered Teacher    

  • 2003 – 2011

Secondary Teacher, Harristown State High School, Toowoomba, teaching Drama, English, year 10 World indigenous Studies, and Senior Aboriginal and Torres Strait Islander Studies (Years 11 & 12 only)

2006 – 2008 Queensland Curriculum and Assessment Authority, member of the subcommittee for the rewrite of the Senior Aboriginal and Torres Strait Islander Studies  syllabus 2009, and 2007 – 2011 State Panel member, and then State Review Panel Chair for the subject, Senior Aboriginal and Torres Strait Islander Studies across the state


Ngarrindjeri woman

University of South Australia

School of Creative Industries

Program Director: Aboriginal Studies

  • Aboriginal Studies.
  • Aboriginal Education.
  • Aboriginal Research Methodologies and Pedagogies

Current Teaching:

  • Aboriginal Research Methods and Ethics
  • Aboriginal Rights and Interculturality
  • Australian Indigenous Languages, Identity and Belonging
  • Contemporary Aboriginal Issues

Recent Past Teaching:

  • Aboriginal Research Methods and Ethics
  • Australian Indigenous Languages, Identity and Belonging
  • Being and Belonging: Culture and Identity
  • Contemporary Aboriginal Issues
  • Identity and Representation
  • The Politics of Representation
  • Rights and Racism
  • Teaching and Learning in Aboriginal Education

Transformative pedagogies

Culturally Responsive Pedagogies

Decolonising pedagogies

Daniels-Mayes, S., Sinclair, K. and West. B. (2014).  Improving education for Aboriginal children and youth – “More than bums on seats in classrooms”:  The significance of cultural competence and culturally responsive pedagogy.   Proceedings of The Australian Sociological Association, 2012, pp. 1-23.

Sinclair, K. (2018). Ethical encounters within cultural competence.  Every child, vol. 24, no. 2, pp. 22-23.

Sinclair, K. ‘Kungun:  A pedagogy of listening’.  Paper presented as part of a panel on ‘Global Inclusion and Democracy at the Cross Roads: Aboriginal Australian Futures’at the Menzies Australia Institute, Kings Cross College, London, 29th November 2018.

  • SA Department for Education – Registered Teacher                   
    • 2017 – Junior Primary Teacher, Allenby Gardens Primary School (0.4 FTE)
    • 2015 – 2016 Junior Primary Teacher (Specialist Science), Kilkenny Primary School
    • 2014 – Seconded Teacher – Aboriginal Education Consultant
    • 2013 – 2013 Preschool Teacher, Raukkan Aboriginal School
    • 2008 – 2012 Junior Primary Teacher, Enfield Primary School

Warumungu Luritja woman

Charles Darwin University

College of Indigenous Futures, Art and Society (CIFAS)


Registered supervisor. Yet to supervise.

Teacher education (core) units about teaching Indigenous learners, and units about the importance of Indigenous knowledge in education.

Also Course Coordinator of Indigenous Knowledges courses within the CIFAS.

  • Indigenous education and leadership
  • Indigenous knowledge systems
  • Classroom practice and assessment
  • Teacher education
  • Teacher perceptions

Tracy has submitted – PhD (CDU).  Her project title is:  “Is it important to include Indigenous knowledge in pre-service teacher education? If so, why? What should be included?”

Street, C., Guenther, J.,Smith, J.A., Robertson, K., Motlap, S., Ludwig, W., Gillan, K., Woodroffe, T., Ober, R. (2017). The evolution of Indigenous higher education in Northern Territory, Australia: A chronological review of policy. International Studies in Widening Participation, 4(2), 32-51.

Woodroffe, T. (2016) Creating the ideal classroom to ensure success for Indigenous students. In Changes & Challenges: The power of education to build the world to which we aspire (pp. 86-91). VIC: Australian College of Educators.

Woodroffe, T. (2016). Indigeneity: A Skill-set for Teaching. Journal Of Australian Indigenous Issues / Special Issue – Indigenous Content In Education Symposium Refereed Conference Proceedings19 (1-2), 117 – 131.

23 years with the NT Dept of Ed.

Primary trained but taught across Early Childhood, Primary and Secondary. Senior Teacher, Faculty Senior for English and SOSE, Specialist Teacher 2 – Behaviour Management.

Supported staff classroom practice through Cognitive Coaching.

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