Lester-Irabinna Rigney is Professor of Education and Co-Chair of the Pedagogies for Justice Research group in the Centre for Research in Educational and Social Inclusion, based in the Education Futures, Academic Unit at the University of South Australia. His research examines culturally responsive pedagogies and schooling systems, Indigenous Education, Indigenist Epistemologies, and increasing access, participation, social justice, and equity in education.

• PART I Global new ways of thinking about culturally responsive pedagogies 1. On the need for new culturally responsive pedagogies 2. Teachers Cultivating Aboriginal child as knowledge producer: Advancing Australian Culturally Responsive Pedagogies 3. Eco-justice and transdisciplinary approaches to education in the era of the Anthropocene: Advances towards teaching and learning in a diverse world 4. The decolonisation of humanising pedagogies in higher education: Implications for culturally responsive pedagogies 5. Culturally responsive pedagogy and the Muslim learner: Meaningful sources for optimal learning 6. Archipelagic pedagogies: From the logic of the centre to the plurality of the world PART II Enacting diverse student talents through culturally responsive pedagogies 7. Towards a decolonising Australian culturally responsive pedagogy? 8. Relevant and responsive teaching and learning: Linguistically sustaining pedagogies for increasingly diverse classrooms. 9.Teaching to the north-east: Relationship-based learning in practice 10. A case study on connecting to student lifeworlds and why teacher subjectivities matter: New perspectives 11. Embodying culture and community through creative and body-based learning: New approaches to praxis and transformation PART III Future imagining for a new era of culturally responsive pedagogies 12. Culturally responsive movements for climate justice: Learning from and with student activism 13. Kulini: Ethical listening and the curse of the externally imagined: An argument for culturally responsive pedagogies in Anangu schools 14. Developing online resources for adult refugees in an increasingly unfriendly Europe: The case for inclusion, self-determination, and cultural responsiveness 15. Pacific digital learners and culturally responsive digital education: A critical systems synthesis of Pacific practice 16. Re-territorialising pedagogy: Listening, observing and speaking in culturally responsive ways 17. Advancing culturally responsive pedagogy in an Australian context

Lester-Irabinna Rigney is Professor of Education and Co-Chair of the Pedagogies for Justice Research group in the Centre for Research in Educational and Social Inclusion, based in the Education Futures, Academic Unit at the University of South Australia. His research examines culturally responsive pedagogies and schooling systems, Indigenous Education, Indigenist Epistemologies, and increasing access, participation, social justice, and equity in education.

• PART I Global new ways of thinking about culturally responsive pedagogies 1. On the need for new culturally responsive pedagogies 2. Teachers Cultivating Aboriginal child as knowledge producer: Advancing Australian Culturally Responsive Pedagogies 3. Eco-justice and transdisciplinary approaches to education in the era of the Anthropocene: Advances towards teaching and learning in a diverse world 4. The decolonisation of humanising pedagogies in higher education: Implications for culturally responsive pedagogies 5. Culturally responsive pedagogy and the Muslim learner: Meaningful sources for optimal learning 6. Archipelagic pedagogies: From the logic of the centre to the plurality of the world PART II Enacting diverse student talents through culturally responsive pedagogies 7. Towards a decolonising Australian culturally responsive pedagogy? 8. Relevant and responsive teaching and learning: Linguistically sustaining pedagogies for increasingly diverse classrooms. 9.Teaching to the north-east: Relationship-based learning in practice 10. A case study on connecting to student lifeworlds and why teacher subjectivities matter: New perspectives 11. Embodying culture and community through creative and body-based learning: New approaches to praxis and transformation PART III Future imagining for a new era of culturally responsive pedagogies 12. Culturally responsive movements for climate justice: Learning from and with student activism 13. Kulini: Ethical listening and the curse of the externally imagined: An argument for culturally responsive pedagogies in Anangu schools 14. Developing online resources for adult refugees in an increasingly unfriendly Europe: The case for inclusion, self-determination, and cultural responsiveness 15. Pacific digital learners and culturally responsive digital education: A critical systems synthesis of Pacific practice 16. Re-territorialising pedagogy: Listening, observing and speaking in culturally responsive ways 17. Advancing culturally responsive pedagogy in an Australian context

Lester-Irabinna Rigney is Professor of Education and Co-Chair of the Pedagogies for Justice Research group in the Centre for Research in Educational and Social Inclusion, based in the Education Futures, Academic Unit at the University of South Australia. His research examines culturally responsive pedagogies and schooling systems, Indigenous Education, Indigenist Epistemologies, and increasing access, participation, social justice, and equity in education.

• PART I Global new ways of thinking about culturally responsive pedagogies 1. On the need for new culturally responsive pedagogies 2. Teachers Cultivating Aboriginal child as knowledge producer: Advancing Australian Culturally Responsive Pedagogies 3. Eco-justice and transdisciplinary approaches to education in the era of the Anthropocene: Advances towards teaching and learning in a diverse world 4. The decolonisation of humanising pedagogies in higher education: Implications for culturally responsive pedagogies 5. Culturally responsive pedagogy and the Muslim learner: Meaningful sources for optimal learning 6. Archipelagic pedagogies: From the logic of the centre to the plurality of the world PART II Enacting diverse student talents through culturally responsive pedagogies 7. Towards a decolonising Australian culturally responsive pedagogy? 8. Relevant and responsive teaching and learning: Linguistically sustaining pedagogies for increasingly diverse classrooms. 9.Teaching to the north-east: Relationship-based learning in practice 10. A case study on connecting to student lifeworlds and why teacher subjectivities matter: New perspectives 11. Embodying culture and community through creative and body-based learning: New approaches to praxis and transformation PART III Future imagining for a new era of culturally responsive pedagogies 12. Culturally responsive movements for climate justice: Learning from and with student activism 13. Kulini: Ethical listening and the curse of the externally imagined: An argument for culturally responsive pedagogies in Anangu schools 14. Developing online resources for adult refugees in an increasingly unfriendly Europe: The case for inclusion, self-determination, and cultural responsiveness 15. Pacific digital learners and culturally responsive digital education: A critical systems synthesis of Pacific practice 16. Re-territorialising pedagogy: Listening, observing and speaking in culturally responsive ways 17. Advancing culturally responsive pedagogy in an Australian context