Mullana, the Whispering Wind and the Conglomerate Rock

This chapter seeks to identify and document the shift in how non-Indigenous classroom teachers see the world from a Western Worldview to an Indigenous Relational Worldview, and how this shift informs their teaching practice. As teachers make this shift in their worldview, and then their practice, this creates ways for First Nations children to thrive, not just survive mainstream schooling. Drawing on teachings from my Ancestors, Country and Community, I use the metaphor of conglomerate rock to make visible the ways that that Western Worldviews and an Indigenous Relational Worldview can come together to create change in pedagogical practices to ensure that First Nations students (and all students) thrive in education systems. To decolonise the ways in which teachers work, through the Indigenous Lens and worldview. I only reference First Nations peoples in my research to amplify their voices in this space, and the research itself is from our worldview. I have inversed the way in which research generally occurs. We cannot keep doing the same thing expecting a different result, we urgently need change to occur within the education system.