Culturally responsive education (CRE) is a key aspect in the current education system.

CRE

refers to the educator ability to provide meaningful learning for students from a wide range of

backgrounds (Castangno & Brayboy, 2008), in this case, Indigenous students. The Australian

professional Standard for Teaching (APST) and current Australian curriculum advocates for

student’s inclusivity and diversity from a wide range of backgrounds (AITSL, 2017;

ACARA, 2016). Current teachers must be able to develop ‘’strategies for teaching Aboriginal

and Torres Strait Islander students’’ (AITSL, 2017) and ‘’understand and respect Aboriginal

and Torres Strait Islander people to promote reconciliation between Indigenous and non-

Indigenous Australians’’(AITSL, 2017). These are important professional standards that

teachers must achieve to adhere to AITSL regulations. These standards provide consistent,

high-quality and effective teaching for all Australian students (AITSL, 2017). In Castangno

and Brayboy (2008) educational context, they suggested that teachers should be trained to

provide CRE through their knowledge, community involvement and attitudes towards

Indigenous education. These standards highlight the importance of teacher education,

similarly to Castangno and Brayboy (2008) perspective. Furthermore, teachers must also

follow the ACARA organisation curriculum guidelines. These guidelines provide teachers the

opportunity to develop positive Indigenous education in the classroom (ACARA, 2016). This

inclusion of diversity is highlighted through the cross-curriculum priorities, prepared by

ACARA, which states that these ‘’priorities provide dimensions that will enrich the

curriculum’’(ACARA, 2016, para 2) through ‘considered content’, understanding of skills

and developing knowledge relating to Aboriginal and Torres Strait Islander histories and

culture.