K Lowe
Biographic Data
| ID | 30203 |
|---|---|
| NAME | K Lowe |
| GIVEN NAMES | K |
| FAMILY NAME | Lowe |
| SIGNATURE | LOWE K |
| AFFILIATIONS | UNSW Sydney |
| ORCID | 0000-0002-2982-6565 |
| VERIFIED | Yes |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 33 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Contested perspectives: School authorities and Aboriginal parents on educational collaboration
This study examines barriers to parental involvement in Indigenous children’s education from the perspectives of school authorities and parents. Using Indigenous Standpoint Theory, semi-structured interviews and focus groups were conducted with 102 Australian Aboriginal students and parents, along with teachers and principals from six New South Wales high schools. Findings reveal that assimilationist schooling persists in school systems, policies…
What do teachers think about their Aboriginal students’ motivation and engagement?
The culturally nourishing schooling project and indigenous resurgence: The possible and the promise for indigenous education
Since the late 1970s, a consistent message has centred on the hope, potential, and promise of local Indigenous Peoples contributing to decision-making with regard to schooling policies and practices. However, this period is also intertwined with the influence of neoliberalism, such as the marketisation and human capital-driven approaches to education. Within this framework, the notion of local decision-making has been deployed by the state to ass…
Settler (il)literacy in and from the Australian curriculum
In this paper, we introduce settler (il)literacy as a framework for understanding the challenges faced by teachers and students as they construct new knowledge in classrooms. Local knowledges, even when they are foregrounded in schooling, remain intertwined with the ongoing impact of the colonial project. The notion of settler (il)literacy can be used to reveal the discursive twists and turns for teachers and students as they navigate their sense…
Which resources support teachers to embed Indigenous perspectives? A convergent mixed methods analysis
The national Australian Curriculum includes the Aboriginal and Torres Strait Islander Histories and Cultures Cross-curriculum Priority (CCP). The aim of this CCP is to build students’ knowledge about Aboriginal and Torres Strait Islander peoples, and specifically within the curriculum’s eight key learning areas. It has been established in research that many teachers report hesitancy or even unwillingness to teach Aboriginal and Torres Strait Isla…
Can Personal Learning Pathways (PLPs) truly improve Indigenous education outcomes
Indigenous students in Australia continue to experience significant educational disparities compared to their non-Aboriginal peers despite numerous policy initiatives aimed at closing the achievement gap. Personalised Learning Pathways (PLPs), implemented in New South Wales schools, represent a targeted approach to supporting Aboriginal student success through culturally responsive education. Drawing from a study conducted across six New South Wa…
Curriculum as policy deception: A critical analysis of Aboriginal and Torres Strait Islander knowledge inclusion in the Australian Curriculum
Education systems founded on the legacies and structures of colonisation (for example, Australia, New Zealand, and Canada) have established curricular structures that have perpetuated and entrenched processes and practices that marginalise and delegitimise Indigenous people and knowledge. We argue that the approach to curriculum inclusion used within the Australian context is an act of policy deception, hiding in plain sight the hierarchical othe…
First Nations students’ perceptions of the enablers of and barriers to success in Australian higher education: A systematic review
This article offers a systematic review of what the literature tells us about how First Nations students perceive the factors that contribute to or hinder their success in Australian higher education. It builds on the ‘Aboriginal Voices’ project that investigated the many and varied issues that have contributed to the underachievement of First Nations students in Australian schools. Focusing on research published between 2010 and 2020, we examine…
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling
There is a growing body of evidence highlighting effective pedagogical approaches for educating First Nations students around the world. Despite this evidence, and a plethora of culturally-inclusive aligned policies and professional strategies, many Aboriginal students continue to receive inequitable and poor-quality schooling in Australian schools in ways that do not meet their sovereign needs. While a range of culturally responsive / sustaining…
Teachers’ motivation to teach Aboriginal perspectives in the curriculum: Links with their Aboriginal students’ academic motivation
Teaching Aboriginal perspectives is a cross-curriculum priority aimed at supporting Aboriginal school students’ beliefs about themselves and promoting mutual respect and understanding between Aboriginal and non-Aboriginal members of society. Many teachers feel they lack the efficacy to teach Aboriginal perspectives, and this may have implications for their Aboriginal students’ academic development. The present study of 293 Australian school teach…
Exclusion of curriculum justice from the 2021 review of the Australian curriculum: Powerful knowledge remains unquestioned
The study reported in this paper examined the debates surrounding proposed changes to the Australian history curriculum made as a part of the 2020/2021 curriculum review. The focus is on the commentary and media statements made in the public domain by influential voices, such as the then Federal Minister of Education, academics and members of the public. The time period under investigation is between the months of April and December 2021. The ana…
A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students
Based on previous research into Aboriginal education, this paper examines a quantitative framework for culturally responsive teaching (CRT) composed of five key dimensions: Understanding Community; Curriculum Work; Reflexive Discussions; Collaborative Teaching Practices; and Learning through Cultural Mentorship. With data from 119 teachers in schools with high percentages of Aboriginal students, there was strong empirical evidence for the CRT fra…
Conceptualising culturally nourishing school leadership
The need for First Nations pedagogical narratives: Epistemic inertia and complicity in (re)creating settler-colonial education
The purpose of this conceptual paper is to posit a possible reason why non-Indigenous educators are seen to be ‘cautious’ in their pedagogic engagement with First Nations perspectives in curriculum, why interventions and programmess around reconciliation and truth-telling have limited traction in affecting change in school culture, and why the Australian education system is constructed to be, and remains, largely hostile to First Nations Peoples …
Transforming schooling practices for First Nations learners: Culturally nourishing schooling in conversation with the theory of practice architectures
The Australian education system is culpable in perpetuating, rather than alleviating, inequitable outcomes for First Nations peoples. To address this, the Culturally nourishing schooling project (2020-2024) involves eight high schools committed to whole-of-school change in four intertwined domains: learning from Country, culture/language programs, epistemic mentoring, and sustained professional learning. In this paper we envision how and why the …
Transforming practices in Aboriginal education through teacher professional learning conversations
Professional learning conversations (PLCs) as a professional learning strategy for teachers can play a role in transforming schooling practices. PLCs are one strategy of Culturally Nourishing Schooling (CNS), a whole school reform project aimed at changing schooling practices to improve outcomes for Aboriginal and Torres Strait Islander students. We report on four PLCs facilitated by researchers (in-person and online) with one cultural mentor and…
Sometimes perception will suffice”: Indigenous Knowledges and the Australian Curriculum
Primary to high school transition planning for students with disability: A systematic review
Identity matters: Aboriginal educational sovereignty and futurity pushing back on the logic of elimination
Doing decolonisation: Cultural reconnection as political resistance in schooling
Sovereign and pseudo-hosts: The politics of hospitality for negotiating culturally nourishing schools
“You get to ‘feel’ your culture”: Aboriginal students speaking back to deficit discourses in Australian schooling
Inclusive, colour-blind, and deficit: Understanding teachers' contradictory views of Aboriginal students’ participation in education
This paper contributes evidence-based scholarship to how teachers understand the value of Aboriginal student-focussed programmes and how discourses of Indigeneity appear to influence those views. Interviews with n = 22 teachers across n = 3 secondary school sites in New South Wales highlighted teachers’ understanding of Aboriginal programmes as primarily contributing to students’ behavioural and academic improvement. The interviewed teachers spok…
Pathways to progress? – collective conscientisation and progressive school reform in Aboriginal education
Setting in train various forms of curriculum and pedagogic change in schools whilst seeking to improve both teaching strategies and Aboriginal educational outcomes in Australia is a complex business. This involves a sustained effort to equip the next generation of educators with the skills and knowledges to identify, diagnose, and devise remedies for the 'problems' that are sometimes ascribed to Aboriginal learners. The work of Paolo Freire is a …
Rhetoric vs reality: The disconnect between policy and practice for teachers implementing Aboriginal education in their schools
In Australia, pervasive deficit representations and positioning of Aboriginal peoples continue to impact on teachers’ capacity to meaningfully embed Aboriginal curriculum and pedagogies into their teaching. This sits within a policy context driven by standardization, competition and market forces focused on closing the gap between Aboriginal and non-Aboriginal student outcomes to address the statistical dissonance caused by Aboriginal underachiev…
Decolonising Indigenous education: The case for cultural mentoring in supporting Indigenous knowledge reproduction
Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for …
Conceptualising culturally nourishing school leadership
Pathways to progress? – collective conscientisation and progressive school reform in Aboriginal education
Setting in train various forms of curriculum and pedagogic change in schools whilst seeking to improve both teaching strategies and Aboriginal educational outcomes in Australia is a complex business. This involves a sustained effort to equip the next generation of educators with the skills and knowledges to identify, diagnose, and devise remedies for the 'problems' that are sometimes ascribed to Aboriginal learners. The work of Paolo Freire is a …
Governors and government in early sixteenth-century florence 1502-1519
Shorter Notices
Journal Article SHORTER NOTICES Get access KATE LOWE KATE LOWE Goldsmiths' CollegeLondon Search for other works by this author on: Oxford Academic Google Scholar The English Historical Review, Volume CXIII, Issue 450, February 1998, Pages 160–161, https://doi.org/10.1093/ehr/CXIII.450.160 Published: 01 February 1998
Association of unmet needs for support services with medication use and adherence among HIV-infected individuals in the southeastern United States
Unmet needs for services, such as housing and psychiatric treatment, are relatively common among HIV-infected individuals; however, the effects of different types of unmet needs on health-care outcomes are not well understood. This study describes unmet psychosocial needs and their relationship with health-care outcomes among individuals receiving HIV care in the southeastern US (n=526). We used multivariate logistic regression to examine the ass…
School-based Indigenous cultural programs and their impact on Australian Indigenous students: A systematic review
This critical systematic review of Australian research literature provides insights into the aspirations of Indigenous communities to collaborate with schools in establishing local Indigenous language and cultural programmes. This systematic review investigates the body of Australian research into the cultural, social and educational impacts on those Aboriginal and/or Torres Strait Islander students who have had opportunities to engage with these…
The Aboriginal voices project: Findings and reflections
Beginning in 2017, the Aboriginal Voices project brought together 14 researchers from 11 Australian universities to conduct the first systematic review of empirical research on Indigenous education. Collectively, the project has now reviewed more than 13 000 publications in 10 areas that address the experiences and achievements of Aboriginal and Torres Strait Islander learners in schooling. As a result of these reviews, we can critically engage w…
Towards an Australian model of culturally nourishing schooling
2020 looms large for Indigenous education in Australia, with the ‘Refreshed’ Close the Gap strategy hanging over the collective heads of schools, Indigenous students and their families. It is argued that the four tenets of this model centres on the curriculum construct of Learning from Country, the authentic inclusion of cultural practices and Indigenous languages in both curriculum and school practice, establishing epistemic and pedagogic mentor…
Rhetoric vs reality: The disconnect between policy and practice for teachers implementing Aboriginal education in their schools
In Australia, pervasive deficit representations and positioning of Aboriginal peoples continue to impact on teachers’ capacity to meaningfully embed Aboriginal curriculum and pedagogies into their teaching. This sits within a policy context driven by standardization, competition and market forces focused on closing the gap between Aboriginal and non-Aboriginal student outcomes to address the statistical dissonance caused by Aboriginal underachiev…
The Remote School Attendance Strategy (RSAS): Why invest in a strategy that reduces attendance
In late 2013, under the leadership of Prime Minister Abbott, the Australian Government announced a new policy designed to increase attendance rates in remote community schools—the Remote School Attendance Strategy (RSAS). The model assumed that employing local people in the program, which was designed to support parents get their children to school, would yield significant improvements and consequently improve educational outcomes. After a slight…
Decolonising Indigenous education: The case for cultural mentoring in supporting Indigenous knowledge reproduction
Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for …
Primary to high school transition planning for students with disability: A systematic review
Identity matters: Aboriginal educational sovereignty and futurity pushing back on the logic of elimination
Doing decolonisation: Cultural reconnection as political resistance in schooling
Sovereign and pseudo-hosts: The politics of hospitality for negotiating culturally nourishing schools
“You get to ‘feel’ your culture”: Aboriginal students speaking back to deficit discourses in Australian schooling
Inclusive, colour-blind, and deficit: Understanding teachers' contradictory views of Aboriginal students’ participation in education
This paper contributes evidence-based scholarship to how teachers understand the value of Aboriginal student-focussed programmes and how discourses of Indigeneity appear to influence those views. Interviews with n = 22 teachers across n = 3 secondary school sites in New South Wales highlighted teachers’ understanding of Aboriginal programmes as primarily contributing to students’ behavioural and academic improvement. The interviewed teachers spok…
Pathways to progress? – collective conscientisation and progressive school reform in Aboriginal education
Setting in train various forms of curriculum and pedagogic change in schools whilst seeking to improve both teaching strategies and Aboriginal educational outcomes in Australia is a complex business. This involves a sustained effort to equip the next generation of educators with the skills and knowledges to identify, diagnose, and devise remedies for the 'problems' that are sometimes ascribed to Aboriginal learners. The work of Paolo Freire is a …
The need for First Nations pedagogical narratives: Epistemic inertia and complicity in (re)creating settler-colonial education
The purpose of this conceptual paper is to posit a possible reason why non-Indigenous educators are seen to be ‘cautious’ in their pedagogic engagement with First Nations perspectives in curriculum, why interventions and programmess around reconciliation and truth-telling have limited traction in affecting change in school culture, and why the Australian education system is constructed to be, and remains, largely hostile to First Nations Peoples …
Transforming schooling practices for First Nations learners: Culturally nourishing schooling in conversation with the theory of practice architectures
The Australian education system is culpable in perpetuating, rather than alleviating, inequitable outcomes for First Nations peoples. To address this, the Culturally nourishing schooling project (2020-2024) involves eight high schools committed to whole-of-school change in four intertwined domains: learning from Country, culture/language programs, epistemic mentoring, and sustained professional learning. In this paper we envision how and why the …
Transforming practices in Aboriginal education through teacher professional learning conversations
Professional learning conversations (PLCs) as a professional learning strategy for teachers can play a role in transforming schooling practices. PLCs are one strategy of Culturally Nourishing Schooling (CNS), a whole school reform project aimed at changing schooling practices to improve outcomes for Aboriginal and Torres Strait Islander students. We report on four PLCs facilitated by researchers (in-person and online) with one cultural mentor and…
Sometimes perception will suffice”: Indigenous Knowledges and the Australian Curriculum
Can Personal Learning Pathways (PLPs) truly improve Indigenous education outcomes
Indigenous students in Australia continue to experience significant educational disparities compared to their non-Aboriginal peers despite numerous policy initiatives aimed at closing the achievement gap. Personalised Learning Pathways (PLPs), implemented in New South Wales schools, represent a targeted approach to supporting Aboriginal student success through culturally responsive education. Drawing from a study conducted across six New South Wa…
Curriculum as policy deception: A critical analysis of Aboriginal and Torres Strait Islander knowledge inclusion in the Australian Curriculum
Education systems founded on the legacies and structures of colonisation (for example, Australia, New Zealand, and Canada) have established curricular structures that have perpetuated and entrenched processes and practices that marginalise and delegitimise Indigenous people and knowledge. We argue that the approach to curriculum inclusion used within the Australian context is an act of policy deception, hiding in plain sight the hierarchical othe…
First Nations students’ perceptions of the enablers of and barriers to success in Australian higher education: A systematic review
This article offers a systematic review of what the literature tells us about how First Nations students perceive the factors that contribute to or hinder their success in Australian higher education. It builds on the ‘Aboriginal Voices’ project that investigated the many and varied issues that have contributed to the underachievement of First Nations students in Australian schools. Focusing on research published between 2010 and 2020, we examine…
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling
There is a growing body of evidence highlighting effective pedagogical approaches for educating First Nations students around the world. Despite this evidence, and a plethora of culturally-inclusive aligned policies and professional strategies, many Aboriginal students continue to receive inequitable and poor-quality schooling in Australian schools in ways that do not meet their sovereign needs. While a range of culturally responsive / sustaining…
Teachers’ motivation to teach Aboriginal perspectives in the curriculum: Links with their Aboriginal students’ academic motivation
Teaching Aboriginal perspectives is a cross-curriculum priority aimed at supporting Aboriginal school students’ beliefs about themselves and promoting mutual respect and understanding between Aboriginal and non-Aboriginal members of society. Many teachers feel they lack the efficacy to teach Aboriginal perspectives, and this may have implications for their Aboriginal students’ academic development. The present study of 293 Australian school teach…
Indigenous and Place-Based Education (22 works) · Indigenous Health, Education, and Rights (19 works) · Sociology (19 works) · Pedagogy (18 works) · Political science (16 works) · Curriculum (12 works) · Indigenous (12 works) · Psychology (11 works) · Gender Studies (10 works) · Educator Training and Historical Pedagogy (9 works)