Abstract

The aim of this paper is to summarise existing evidence and new analyses that shed light on the role of reconciliation in schools and early learning services in particular, and in education more broadly. We present the first analysis in Australia of the relationship between racism/discrimination and cognitive development among the Indigenous Australian population, showing a negative and statistically significant longitudinal relationship. We discuss the policy implications of these findings, as well as the implication of the broader literature on reconciliation in schools and early learning services.

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