Transition to school for Indigenous children [citation]

This chapter considers current research literature on educational transitions from early childhood to primary school for Indigenous children, their families and communities. While there is a relatively small corpus of research on educational transitions pertaining to Indigenous peoples, there is an increasing policy focus across a number of countries and continents. Policy directions are examined with regard to the implications for Indigenous educational transitions in the Pedagogies of Educational Transitions (POET) countries of Aotearoa New Zealand and Australia. This chapter sets the scene for the following two chapters, which consider Indigenous educational transition as it has been researched in recent projects in these two countries. The current state of research linked to Indigenous educational transition in the respective countries is also explored. The emergence of Indigenous research approaches is discussed in terms of the implications these have for research into pedagogies of educational transition.