Challenging Colonialism in Christian Schools through Country, Culture and Community

This research employed Indigenous methodologies to examine how colonial legacies in Australian independent Christian schools influence the integration of the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority in English education. Despite national mandates, institutional and religious constraints continue to limit authentic engagement. The study introduces the Country to Curriculum framework, providing practical strategies for teachers to translate relational experiences with Country into curriculum and pedagogy. Contributing to the limited literature on Indigenous education in faith-based contexts, this work advances reconciliation and equity in English education.