Dr Kevin Lowe

BA, DipEd, GradDipTeachLib, AssocDipHort, GradCertPubServMan, MLitt(Preliminary), MEd, PhD
Honorary Senior Lecturer
+61 2 9351 5027
A35 / 307
The University of Sydney

Kevin Lowe is a Gubbi Gubbi man from southeast Queensland. He is a Scientia Indigenous Fellow at UNSW, working on a community and school focused research project on developing a model of sustainable improvement in Aboriginal education.

Kevin has had experience in education as a teacher, administrator and lecturer. He has expertise in working with Aboriginal community organisations on establishing Aboriginal language policy and school curriculum implementation. Recently Kevin has worked with colleagues to review research across key areas of schooling and established the Aboriginal Voices a broad-base, holistic project which is developing a new pedagogic framework for teachers. 

Kevin is an integral part of the development of Aboriginal/Indigenous education in Sydney School of Education and Social Work and liaises and supports a number of staff in this process. Kevin also serves as a valuable resource for honours and postgraduate students in terms of the breadth and depth of knowledge, the many years of experience in the field and his research methodology expertise. 

Public Service Medal, Equity Award 2003
Silver Award, NSW Premier’s Public Sector Award
Colin Marsh Award, Australian Curriculum Studies Association
Best Paper 2018, Australian Association for Research in Education

  • Member, Australian Association of Research in Education (2017–2019)
  • Executive member, Australian Curriculum Studies Association (2014–2019)
  • International executive member, Endangered Languages Project (2012–2019)
  • National executive member, First Languages Australia (2012–2015)

Book chapters
  • Burgess, C. & Lowe, K. (2019). "Aboriginal Voices: Social justice and transforming Aboriginal education." In Freebody, K., Goodwin, S. and Proctor, H. (Eds.), Higher education, pedagogy and social justice: Politics and practice (pp. 97–117), Switzerland: Palgrave Macmillan.

Selected journal articles
  • Lowe, K., Guenther, J., Tennent, C., Burgess, C. & Moodie, N. (in press). "School-based Indigenous cultural programs and their impact on Australian Indigenous students: A systematic review." Asia-Pacific Journal of Teacher Education.
  • Lowe, K., Skrebneva, I., Burgess, C., Harrison, N. & Vass, G. (in press). "Towards an Australian model of culturally nourishing schooling." Journal of Curriculum Studies. DOI:10.1080/00220272.2020.1764111
  • Burgess, C., Bishop, M. and Lowe, K. (in press). "Decolonising Indigenous education: The case for cultural mentoring in supporting Indigenous knowledge reproduction." Discourse: Studies in the Cultural Politics of Education. DOI:10.1080/01596306.2020.1774513
  • Lowe, K. & Galstaun, V. (2020). "Ethical challenges: the possibility of authentic teaching encounters with indigenous cross-curriculum content?" Curriculum Perspectives, 40, 93–98. DOI:10.1007/s41297-019-00093-1
  • Harrison, N., Tennent, C., Vass, G., Guenther, J., Lowe, K. and Moodie, N. (2019). "Curriculum and learning in Aboriginal and Torres Strait Islander education: A systematic review." Australian Educational Researcher, 46(2), 233–251. DOI:10.1007/s13384-019-00311-9
  • Guenther, J., Lowe, K., Burgess, C., Vass, G. and Moodie, N. (2019). "Factors contributing to educational outcomes for First Nations students from remote communities: A systematic review." Australian Educational Researcher, 46(2), 319–340. DOI:10.1007/s13384-019-00308-4
  • Lowe, K., Harrison, N., Tennent, C., Guenther, J., Vass, G. and Moodie, N. (2019). "Factors affecting the development of school and Indigenous community engagement: A systematic review." Australian Educational Researcher, 46(2), 253–271. DOI:10.1007/s13384-019-00314-6
  • Vass, G., Lowe, K., Burgess, C., Harrison, N. and Moodie, N. (2019). "The possibilities and practicalities of professional learning in support of Indigenous student experiences in schooling: A systematic review." Australian Educational Researcher, 46(2), 341–361. DOI:10.1007/s13384-019-00313-7
  • Lowe, K., Tennent, C., Guenther, J., Harrison, N., Burgess, C., Moodie, N. and Vass, G. (2019). "Aboriginal Voices: An overview of the methodology applied in the systematic review of recent research across ten key areas of Australian Indigenous education." Australian Educational Researcher, 46(2), 213–229. DOI:10.1007/s13384-019-00307-5
  • Burgess, C., Tennent, C., Vass, G., Guenther, J., Lowe, K. and Moodie, N. (2019). "A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students." Australian Educational Researcher, 46(2), 297–318. DOI:10.1007/s13384-019-00315-5

A qualitative and quantitative study of the issues affecting the teaching of Aboriginal and Torres Strait Islander content in the Australian Curriculum: Problems and Solutions.

The Indigenous curriculum content in the Australian Curriculum is tasked as the latest attempt to improve outcomes for Indigenous students. This project aims to investigate how teachers approach this cross-curriculum mandate, consider teachers’ attitudes regarding the teaching of Indigenous content, and identify the complex factors that act as barriers to the success of teaching this content. Employing an innovative design that combines policy analysis, survey research and qualitative research to consider the structural, epistemic and curriculum factors impacting on the success of this policy mandate. This will illuminate the affordances and constraints of new ways of understanding the inclusion of Indigenous content into the curriculum.

Aboriginal-led teacher professional learning to improve teaching and learning
The primary aim of the Culturally Nourishing Schooling (CNS) project is to affect structural, sustainable change in Aboriginal education through local Aboriginal community-led teacher professional learning programs. Such an undertaking is urgently required, as was reiterated with the launch of the revised ‘closing the gap’ policy as many Aboriginal students are not well served by Australian schooling. The proposed project is a collaborative undertaking between local Aboriginal communities, educators, and University researchers in 5 city/regional/rural NSW secondary schools. It forms part of an initiative known as the Aboriginal Voices: Transforming Indigenous Education (AV) program based on the researchers’ rigorous systematic analysis and synthesis of a decade of research in Indigenous education.