Parental perspectives on teaching Indigenous cultures: education, epistemic power, and colonial structures

Abstract This paper examines the perspectives of 1,232 parents and primary caregivers of Aboriginal and Torres Strait Islander youths (aged 10.5–15 years) on how Indigenous cultures are taught in their children’s schools. Positioned within broader efforts to Indigenise and decolonise Australian education, this research addresses the dual imperative of fostering culturally safe learning environments for Indigenous students, along with providing all students with a more accurate and inclusive understanding of Australia’s cultural landscape. Grounded in settler colonial theory, the study recognises that schooling has historically functioned as a site for reproducing colonial power, often marginalising Indigenous knowledges while privileging Western epistemologies. Drawing on data from the Longitudinal Study of Indigenous Children (LSIC), the findings reveal three key insights. First, a statistically significant relationship was found between parental satisfaction and geographic location, with the highest satisfaction reported in very remote areas and the lowest in major cities. Second, 43% of respondents were unsure how Indigenous cultures were taught at their child’s school, indicating a substantial communication gap. Third, parents who were informed about their child’s cultural education offered clear and constructive guidance for improvement. These findings underscore the need for systemic reform that centres Indigenous voices, strengthens school-community relationships, and redresses enduring educational epistemic injustice. Learning about Indigenous cultures benefits not only Indigenous students but all Australian students by fostering mutual respect and building collective capacity to navigate the complex social, cultural, and environmental challenges of today and the future.