This paper focuses upon the research methodology, drawing on what Martin (2008) described as onto-epistemologically “Indigenist” research traditions or practices, which developed over the life of a university teaching and learning project to support the praxis of Aboriginal and Torres Strait Islander pre-service teachers on their final internships prior to graduating. The broader project was conceptualised out of a need to amplify the perspectives and voices of Indigenous students in situations where White, hegemonic social-political and cultural-discursive relations (Kemmis et al, 2014) appeared to constrain their potential achievement on practicum in socially unjust ways. One consequence was the development of a process model for stakeholders in teacher education to support the embedding of Indigenous knowledges in teaching practices to recognise and value these knowledges at the centre of Australian schooling (c.f. Phillips, 2012). The process model attempts to depict the relations and practices in and between four contexts of policy, (including governance practices and professional teachers standards); teacher education (including curriculum and assessment), school and community programs (practices and relations); and teaching practicum (including cross institutional practices and traditions). However, whilst we believe that the process model itself is an important tool for illuminating policy and curricular power relations, the attention to detail upon the multi-site, micro-level practices in teacher education and the ways these unfold in situ for Indigenous students would not be possible without the Indigenist research methodology developed in partnership with Indigenous research colleagues and student co-researchers. A phenomenological approach unfolded (Brown & Gilligan, 1992) shaped by core Indigenist principles of ‘yarning’ (Fredericks, 2007) and privileging Indigenous peoples’ narratives (McLaughlin & Whatman, 2011) and voices through facilitated dialogue, particularly in assessment cycles with practicum supervising teachers. This paper then serves to remind educational researchers that research is a practice and has practice architectures with particular, hegemonic arrangements which have not transpired to serve the interests of Indigenous peoples. Taking a socially just standpoint thus means paying particular and careful attention to research practices, not only the crafting of the praxis research problem.

Brown, L. M., & Gilligan, C. (1992). Meeting at the crossroads: Women’s psychology and girls’ development. Cambridge, MA, USA: Harvard University Press Fredericks, B. (2007). Utilising the concept of pathway as a framework for Indigenous research. Australian Journal of Indigenous Education, 36 (S1), 15-22. Kemmis, S., Wilkinson, J., Edward-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing practices, changing education, Springer Science & Business Media. Martin. K. (2008). Please knock before you enter. Aboriginal Regulation of Outsiders and the Implications for Researchers. Teneriffe, Australia: Post Pressed. McLaughlin, J. M. & Whatman, S. L. (2011). The potential of critical race theory in decolonizing university curricula. Asia Pacific Journal of Education, 31(4), 365-377. Nakata, M. (2007). The Cultural Interface. Australian Journal of Indigenous Education, 36 (S1), 7-14.