Sharing custodianship of learning: development of an Indigenous Nation-led learning charter model centring self-determination and wellbeing.

Abstract

To explore how redesigning learner recognition systems can value First Nations students' diverse knowledges and skills, facilitating systemic educational reform aligned with Indigenous definitions of success, wellbeing, and sense of belonging. Social lab methods employing iterative co-design, guided by First Nations-led frameworks aligned with the United Nations Declaration on the Rights of Indigenous Peoples, ensuring community accountability and Indigenous self-determination. This study was part of the Learner's Journey Social Lab facilitated by Learning Creates Australia, which was conducted from 1 October 2020 to 31 October 2021. The First Nations team was co-convened in partnership with the National Indigenous Youth Education Coalition. Seventy-two participants from First Nations communities, including students and young people (aged 14-25 years), educators, community representatives, allied health professionals, policy makers, and academics. Development of an Indigenous Nation-led learning charter model, informed by thematic analysis of interviews and a focus group exploring First Nations students' learning journeys, ambitions, and social and cultural determinants of wellbeing. Recognition and validation of Indigenous learning journeys; alignment of educational practices with cultural determinants of social and emotional wellbeing through the development of an Indigenous Nation-led learning charter; and enhanced agency, belonging and First Nations-defined success in educational environments. The Indigenous Nation-led learning charter was developed to support student sense of belonging; facilitate wellbeing-centred relationships and partnerships between schools, communities, and custodians; and increase student engagement and agency through recognition of cultural, community, and identity-related learning. The charter model is supported and implemented through a place-based community of practice and learner wellbeing recognition tool. Centring Indigenous sovereignty, self-determination and wellbeing necessitates significant shifts in educational practice and relationships, ultimately supporting holistic learner success and community wellbeing.