| الملخص: | Indigenous education is multidimensional and multifaceted. When the term “Indigenous education” is used, it could reference schooling practices, including embedding Indigenous knowledge and perspectives in the curriculum; connecting with Indigenous communities; supporting Indigenous students; employing Indigenous staff; and more (Shay et al., 2023). The enactment or inaction of these activities is underpinned by ideological dissonance between Western theories and ideals and Indigenous knowledge paradigms and values.
In this special issue of The Australian Journal of Indigenous Education, we draw on the concept of Indigenous futurity, particularly regarding Indigenous education, unpack discourses that differentiate the notion of inclusion in the discipline and our autonomy in the production and reproduction of our knowledges within the discipline of education and explore the concept of Indigenous futurity through understanding the role of Indigenous education scholars in (re)conceptualising the field of Indigenous education.
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