About the Authors
is an Honorary Fellow in the College of Arts and Education, Victoria University Melbourne and is an experienced academic and researcher. Within a pragmatist and inquiry paradigm, he has expertise with qualitative methodologies including narrative inquiry, case writing and case study and action research. His first book (Narrative Life: Democratic Curriculum and Indigenous Learning, Springer, 2009) proposes the incorporation of Indigenous culture and knowing into mainstream curriculum through the process of knowledge exemplars. His latest book (Dialects of Knowing in Education, Routledge, 2018) details an approach to knowledge production based on the dialectical theorising of practice and praxis and is an international contribution to the philosophy of education. Dr Hooley draws on Greek, European Enlightenment and American Pragmatism philosophies to understand knowledge, learning and schooling.
is Principal, Worawa Aboriginal College, Healesville, Victoria. Dr Peeler has spent many years in the state and federal public service, including with the Aboriginal and Torres Strait Islander Commission, advancing the cause of the Indigenous community and in particular, education. Worawa assists Aboriginal students to establish themselves in Australian society with a strong sense of Aboriginal identity and self-esteem. With hundreds of Aboriginal students attending from across Australia, many have overcome significant barriers to achieve their chosen goals. Worawa take immense pride in assisting students to reach their full potential. Emphasis is placed on threading culture through the curriculum and involving Aboriginal artists and other role models through a series of activities. The young women who pass through Worawa become strong and independent people, confident in their culture and Aboriginal identity and ready to take their place in the world.
is a lecturer with the College of Arts & Education, Victoria University Melbourne. As a linguist, she has had extensive teaching and research experience regarding the nature of language teaching and learning and its application in educational, employment and community settings. Dr Razoumova started her career as a Senior Lecturer at Minsk State Linguistic University in 1991 and moved to an educational management pathway after 3 years of her academic career. She worked as a Director of Studies in Auckland, New Zealand and Academic