The report advocates for a transformative shift in educational practices to better support culturally and linguistically diverse (CALD) students. Authored by Cas Gemoh and Jocelyn Gemoh, it calls for the adoption of decolonial frameworks—particularly the African philosophy of Ubuntu—to challenge systemic racism and colonial legacies in Australian schools.
The paper highlights the marginalisation of CALD students due to entrenched Western-centric norms and proposes culturally inclusive strategies to empower student voice and agency. Ubuntu, with its emphasis on collective humanity and relational values, is presented as a powerful anti-racist and pro-equality framework. Practical applications include creating culturally safe spaces, diversifying school staff, fostering cultural humility among educators, and building strong school-family partnerships.
By embracing these approaches, schools can foster environments where CALD students feel seen, heard, and valued—leading to improved wellbeing, engagement, and educational outcomes. The report concludes with a call for genuine equity and systemic change, urging educators to move beyond performative inclusion towards meaningful transformation.
