Abstract
Educational equality and equity in education are ideals that have become embedded within the narratives surrounding education. Green (1983) observes that ‘the possibility of their joint realization is open to question because ideals inevitably conflict’ (p.318). In Australia, and other postcolonial states, the developing international framework of Indigenous sui generis rights and the adoption of the Declaration on the Rights of Indigenous Peoples brings a third but, as yet, undertheorised ideal to the table, that of the education rights of Indigenous peoples within higher education.
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