https://omeka.cloud.unimelb.edu.au/decoloniality-and-thinkers-from-the-global-south/files/original/4895a78160bcc7de2ef292f459de9126.jpeg 2a3372051bf788452478b024c9de0b66 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Australia Person An individual. Birthplace Gomerio Country Primary Sources <div class="gs_citr">Moodie, N. (2025). Facts, but not those facts: some implications of excluding Indigenous knowledges. Curriculum Perspectives, 45(2). <a href="https://doi.org/10.1007/s41297-025-00312-y&nbsp;">https://doi.org/10.1007/s41297-025-00312-y&nbsp;</a><br /><br />Moodie, N., &amp; Fricker, A. (2023). Applying Decolonising Race Theory to the Aboriginal Voices project. <i>The Australian Educational Researcher</i>, <i>50</i>(1), 11-31.&nbsp;</div> <a href="https://doi.org/10.1007/s13384-022-00601-9">https://doi.org/10.1007/s13384-022-00601-9</a><br /><span><br /></span> <div class="gs_citr">Moodie, N., Rudolph, S., &amp; Maxwell, J. (2023). Understanding the Evidence on Racism and Indigenous Schooling. In <i>Assessing the Evidence in Indigenous Education Research: Implications for Policy and Practice</i> (pp. 61-81). Cham: Springer International Publishing. <a href="https://link.springer.com/chapter/10.1007/978-3-031-14306-9_4">https://link.springer.com/chapter/10.1007/978-3-031-14306-9_4</a></div> <span><br />Moodie, N. (2022). Gender, Epistemic Violence, and Indigenous Resistance. In Walter, Maggie, Kukutai, Tahu, Gonzales, Angela, and Henry, Robert (eds.), <em>Oxford Handbook of Indigenous Sociology. </em>Oxford University Press. <a href="https://minerva-access.unimelb.edu.au/handle/11343/297563">https://minerva-access.unimelb.edu.au/handle/11343/297563</a><br /><br /></span> <p class="nuc-modal-body__citation-content nuc-modal-body__citation-data nuc-modal-body__citation-data--indent">Moodie, N. (2021). <i>Gender, Epistemic Violence, and Indigenous Resistance</i>. Oxford University Press. <a href="https://doi.org/10.1093/oxfordhb/9780197528778.013.20">https://doi.org/10.1093/oxfordhb/9780197528778.013.20</a></p> <span><br /></span> <div class="gs_citr">Moodie, N., Vass, G., &amp; Lowe, K. (2021). The Aboriginal voices project: findings and reflections. <i>Asia-Pacific Journal of Teacher Education</i>, <i>49</i>(1), 5-19.&nbsp; <a href="https://doi.org/10.1080/1359866X.2020.1863335">https://doi.org/10.1080/1359866X.2020.1863335</a></div> <span><br />Moodie, N., Ward, J., Dudgeon, P., Adams, K., Altman, J., Casey, D., ... &amp; Yap, M. (2021). Roadmap to recovery: Reporting on a research taskforce supporting Indigenous responses to COVID‐19 in Australia. <i>Australian Journal of Social Issues</i>, <i>56</i>(1), 4-16. <a href="First%20published%3A%2022%20September%202020%20https%3A//doi.org/10.1002/ajs4.133">https://doi.org/10.1002/ajs4.133</a><br /><br /></span> <div class="gs_citr">Moodie, N. (2020). Capitalising on success: Relationality and indigenous higher education futures. In <span>Sara Maddison &amp; Sana Nakata (eds.),</span> <i>Questioning Indigenous-Settler Relations: Interdisciplinary Perspectives</i>, 107-123. <span>Springer.&nbsp;</span></div> <span><a href="https://link.springer.com/chapter/10.1007/978-981-13-9205-4_7">https://link.springer.com/chapter/10.1007/978-981-13-9205-4_7</a><br /><br /></span> <div class="gs_citr">Moodie, N., Maxwell, J., &amp; Rudolph, S. (2019). The impact of racism on the schooling experiences of Aboriginal and Torres Strait Islander students: A systematic review. <i>The Australian Educational Researcher</i>, <i>46</i>, 273-295. <a href="https://link.springer.com/article/10.1007/s13384-019-00312-8">https://link.springer.com/article/10.1007/s13384-019-00312-8</a></div> <span><br /></span> <div class="gs_citr">Moodie, N., Ewen, S., McLeod, J., &amp; Platania-Phung, C. (2018). Indigenous graduate research students in Australia: a critical review of the research. <i>Higher Education Research &amp; Development</i>, <i>37</i>(4), 805-820. <a href="https://doi.org/10.1080/07294360.2018.1440536">https://doi.org/10.1080/07294360.2018.1440536</a></div> <span><br /></span> <div class="gs_citr">Moodie, N., &amp; Patrick, R. (2017). Settler grammars and the Australian professional standards for teachers. <i>Asia-Pacific Journal of Teacher Education</i>, <i>45</i>(5), 439-454. <a href="https://doi.org/10.1080/1359866X.2017.1331202">https://doi.org/10.1080/1359866X.2017.1331202</a><a class="in-cell-link" target="_blank" href="https://www.routledge.com/The-Relationality-of-Race-in-Education-Research/Vass-MaxwellRudolph-Gulson/p/book/9781138501072" rel="noreferrer noopener">.</a></div> <span><br /></span> <div class="gs_citr">Moodie, N. (2017). Decolonising race theory: Place, survivance and sovereignty. In <span>G., Maxwell, J., Rudolph, S., &amp; Gulson, K.N. (eds.),</span> <i>The relationality of race in education research</i> (pp. 33-46). Routledge. <a href="https://doi.org/10.4324/9781315144146">https://doi.org/10.4324/9781315144146</a>.</div> <span><br />Moodie, N. (2015). Aboriginal Australia. In J. Arvanitakis (ed.), <em>Sociologic: Analysing everyday life and culture, </em>99–221. Open University Press.</span> Secondary Sources <div class="gs_citr">Moodie, N. &amp; Walter, M. (2026). <em>A Family of Families: Indigenous Nationhood</em>. Report prepared for the Treaty Authority, Victoria.&nbsp;<br /><br />Belcher, F., Moodie, N., &amp; McKinley, E. (2026). Honouring Relational Responsibilities for Indigenous-Led Social Change: A Literature Review of International Indigenous Evaluation Frameworks. <i>Evaluation Journal of Australasia</i>, <i>26</i>(1), 38-67.<span>DOI:&nbsp;</span><a href="https://www.doi.org/10.1177/1035719X251407726" target="_blank" class="text-underline" data-v-c183a47e="" rel="noopener">10.1177/1035719X251407726</a><br /><br />Benson, E., Brigg, M., Hu, K., Maddison, S., Makras, A., Moodie, N., and Strakosch, E. (2023). Mapping the spatial politics of Australian settler colonialism<em>. Political Geography, 102,&nbsp;</em>102855 1-11.&nbsp;</div> <a href="https://doi.org/10.1016/j.polgeo.2023.102855" title="Open this DOI in an new window" target="_blank" rel="noreferrer noopener"></a><a href="https://doi.org/10.1016/j.polgeo.2023.102855">https://doi.org/10.1016/j.polgeo.2023.102855</a><br /><span><br /></span> <div class="gs_citr">Fricker, A., Moodie, N., &amp; Burgess, C. (2023). ‘Why can't we be smart?’Exploring School Community partnerships through Decolonising Race Theory. <i>The Australian Educational Researcher</i>, <i>50</i>(1), 55-71.&nbsp;<br /><a href="https://link.springer.com/article/10.1007/s13384-022-00590-9">https://link.springer.com/article/10.1007/s13384-022-00590-9</a></div> <span><br /></span> <div class="gs_citr">Guenther, J., Rigney, L. I., Osborne, S., Lowe, K., &amp; Moodie, N. (2023). The Foundations Required for First Nations Education in Australia. In <i>Assessing the Evidence in Indigenous Education Research: Implications for Policy and Practice</i> (pp. 265-284). Cham: Springer International Publishing. <a href="https://link.springer.com/chapter/10.1007/978-3-031-14306-9_14">https://link.springer.com/chapter/10.1007/978-3-031-14306-9_14</a></div> <span><br /></span> <div class="gs_citr">Lowe, K., Burgess, C., Moodie, N., Tennent, C., &amp; Guenther, J. (2023). The Benefit of Indigenous Cultural Programs in Schools. In <i>Assessing the Evidence in Indigenous Education Research: Implications for Policy and Practice</i> (pp. 41-59). Cham: Springer International Publishing. <a href="https://link.springer.com/chapter/10.1007/978-3-031-14306-9_3">https://link.springer.com/chapter/10.1007/978-3-031-14306-9_3</a></div> <span><br /></span> <p class="nuc-modal-body__citation-content nuc-modal-body__citation-data nuc-modal-body__citation-data--indent">Weuffen, S., Lowe, K., Moodie, N., &amp; Fricker, A. (2023). Doing decolonisation: cultural reconnection as political resistance in schooling.&nbsp;<i>The Australian Educational Researcher</i>,&nbsp;<i>50</i>(1), 147-165.&nbsp;<a href="https://link.springer.com/article/10.1007/s13384-022-00590-9">https://link.springer.com/article/10.1007/s13384-022-00590-9</a><br /><br />Moodie, G. D., Menzel, N. K., Cameron, L., &amp; Moodie, N. (2022). Blak &amp; Salty: reflections on violence and racism. Smith, L. T., Lee E., and Evans, J (Eds.,) <em>Indigneous Women's Voices: 20 Years on from Linda Tuhiwai Smith’s Decolonizing Methodologies</em>, Zed Books. <a href="https://doi.org/10.5040/9781350237506.ch-004">https://doi.org/10.5040/9781350237506.ch-004</a><br /><br />Schulz, S., Vass, G., Moodie, N., &amp; Kennedy, T. (2019). Critical race and whiteness studies: What has been, what might be. <i>Critical Race &amp; Whiteness Studies</i>, 1–7.&nbsp;<br /><br />Bodkin-Andrews, G., Page, S., &amp; Trudgett, M. (2019). Working towards accountability in embedding Indigenous studies: Evidence from an Indigenous Graduate Attribute evaluation instrument. <em>Australian Journal of Education</em>, 63(2), 232-260. <a href="https://doi.org/10.1177/0004944119863927">https://doi.org/10.1177/0004944119863927</a></p> <span></span> Extra Resources <span>Nikki Moodie, What reconciliation means to us: Sovereign futures and settler education systems. June 10, 2021. UNE Orala. YouTube. Accessed June 12, 2022. <a href="https://www.youtube.com/watch?v=ikPZOZTipSI&amp;t=437s">https://www.youtube.com/watch?v=ikPZOZTipSI&amp;t=437s</a>.<br /><br />Nikki Moodie. Listening &amp; learning from queer people of colour – Black Lives Matter. Jun 5, 2020. Joyfm. Accessed June 10, 2022<em>.&nbsp;</em><a class="in-cell-link" target="_blank" href="https://joy.org.au/madwednesdays/2020/06/05/listening-learning-from-queer-people-of-colour-black-lives-matter/" rel="noreferrer noopener"><br /></a><a class="in-cell-link" target="_blank" href="https://joy.org.au/madwednesdays/2020/06/05/listening-learning-from-queer-people-of-colour-black-lives-matter/" rel="noreferrer noopener">https://joy.org.au/madwednesdays/2020/06/05/listeni</a><a href="ng-learning-from-queer-people-of-colour-black-lives-matter/">ng-learning-from-queer-people-of-colour-black-lives-matter/.</a><br /></span> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nikki Moodie Rights Information about rights held in and over the resource Image provided by author. Photograph credit to James Henry.