Abstract
AbstractCodesign is an increasingly common term in Indigenous education policy settings. However, it is unclear exactly what it means and how it is enacted. This systematic review examined 15 papers relevant to codesign in the context of Indigenous education, clearly distinguishing between codesign as a process and a method. These papers provide a snapshot of the various ways codesign is conceptualised, enacted as a process and evaluated in Indigenous education settings. In this paper, we respond to these three areas of codesign to inform a more nuanced framework to help policymakers and practitioners in the future.
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