Abstract:
The key aim of this research was to investigate what motivates policymakers in the First Nations School Education in Queensland. The research questions were firstly, what motivates policymakers, and to what extent are policies affected by policymaker motivations, and secondly, what are First Nations peoples’ perspectives on current educational policies in Queensland. A comprehensive scoping review was conducted, with fourteen databases being searched, returning a result of 1362 total results. After removing duplicates and undergoing a screening process, 22 articles were kept for inclusion in the scoping review. The findings of the review revealed that although there is ample research on policymaking and implementation, there has been very little research on policymakers themselves. Through yarning with First Nations policymakers and First Nations families with children in Queensland schools and thematically analysing the data, I was able to determine that First Nations policymakers have the same goals and aspirations for the policy as the families do; culturally safe and inclusive policies that break systemic education barriers, however, both sides expressed there is a significant gap in policy implementation. The research revealed gaps in cultural representation, identity and support in the education system, and that policies need to demonstrate meaningful engagement with and for communities. Policies need to better reflect the identities and aspirations of First Nations peoples through being more inclusive and culturally responsive.