Abstract
In Australia, as in other global contexts, Indigenous student education outcomes are well below those of their non-Indigenous counterparts. A more robust understanding of, and responsiveness to, Indigenous temporary mobilities is a critical step to redressing such educational inequalities. This paper draws together learnings from the papers in this special issue about the scale, volume, rationale and structural drivers of Indigenous mobilities in northern Australia. It then examines how such knowledge can influence educational policy and practice and points to key issues that require further scholarly attention. The paper grapples with some of the methodological complexities of engaging in Indigenous student mobility research and concludes with a call for an expanded interdisciplinary research agenda around Indigenous student mobilities internationally.
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