Submissions from 2021
Embedding Aboriginal and Torres Strait Islander LGBTIQ+ issues in primary initial teacher education programs, David B. Rhodes and Matt Byrne
Educative power and the respectful curricular inclusion of Aboriginal and Torres Strait Islander music, Michael Webb and Clint Bracknell
Submissions from 2020
Maya Waabiny: Mobilising song archives to nourish an endangered language, Clint Bracknell
Rebuilding as Research: Noongar song, language and ways of knowing, Clint Bracknell
The Emotional Business of Noongar Song, Clint Bracknell
Building effective school-community partnerships in Aboriginal remote school settings, Graeme Gower, Cath Ferguson, and Simon Forrest
Coloniser control and the art of disremembering a “dark history”: Duality in Australia Day and Australian history, Tamara A. Lipscombe, Peta L. Dzidic, and Darren C. Garvey
A review of Nyoongar responses to severe climate change and the threat of epidemic disease—Lessons from their past, Francesca Robertson and Jason Barrow
Submissions from 2019
“You felt like a prisoner in your own self, trapped”: The experiences of Aboriginal people with acquired communication disorders, Elizabeth Armstrong, Juli Coffin, Deborah Hersh, Judith M. Katzenellenbogen, Sandra C. Thompson, Natalie Ciccone, Leon Flicker, Deborah Woods, Colleen Hayward, Catelyn Dowell, and Meaghan McAllister
A screening tool for acquired communication disorders in Aboriginal Australians after brain injury: lessons learned from the pilot phase, Elizabeth Armstrong, Meaghan McAllister, Deborah Hersh, Judith Katzenellenbogen, Sandra C. Thompson, Juli Coffin, Leon Flicker, Deborah Woods, Colleen Hayward, and Natalie Ciccone