This article describes an alternative approach to improving Indigenous student outcomes through improved teacher education, expressed through the views of Indigenous educators. The strategies required relate to the need for a cultural shift within the current Australian education system identified by Indigenous educators. The research demonstrates how connections between Westernised education systems and knowledge of Indigenous educators provide a locus of potential for the improved educational outcomes of Indigenous students. Indigenous educators’ knowledge about teaching and their specialist knowledge about Indigenous content place them in a position of epistemological privilege. The vehicle for change in the interests of Indigenous students is teacher education, and the driving force of untapped potential is Indigenous educators.
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