Reframing relationality's boundaries: engagement with Indigenous relationalities towards reparative praxis in education

Abstract

Relational approaches, truth-telling, and reparative praxis in education all foreground the centrality of relationships, justice, and transformation in learning. However, narrow conceptualisations of relationality rooted primarily in Western thought, risk perpetuating exclusion and limiting capacity to amplify marginalised voices. This paper argues that reparative praxis is necessary in Australian education given ongoing colonial legacies, and relationality must function as an ethical anchor for this work. Critically, this can only occur when relationality is grounded in Indigenous onto-epistemologies. Reparative praxis and truth-telling are mutually constitutive practices that must be groun..