Tristan Kennedy, a Noongar man born on Kaurna land, is Associate Lecturer with the Office of Indigenous Strategy and Engagement at Flinders University in South Australia. Tristan has a background in Sociology and Education and is a current PhD candidate at Flinders University. His thesis examines expressions of gender identity in digital spaces. Tristan’s other research outputs have crossed disciplines from Indigenous studies, Sociology, and Gender Studies. Tristan currently teaches into the area of Indigenous education, and brings experience in editing, social media and digital knowledges.

Nikki Moodie (Gamilaraay) is a lecturer in Indigenous Education and Academic Convenor of the Hallmark Indigenous Research Initiative at the University of Melbourne. Nikki has a background in political science and sociology, with a primary research focus on Australian social policy and the surveillance of indigeneity. Current research projects attend to the effect of social capital on Indigenous tertiary education, and the politics data production in Indigenous education policy. Nikki is an Associate Editor for Higher Education Research & Development.

Sam Schulz is a lecturer in the sociology of education and Indigenous Education, and coordinator of the Graduate Diploma in Research Methods, Flinders University. Sam’s core teaching comprises qualitative research methodologies and critical approaches to education. Her research area includes; critical race and whiteness studies, super-wealth, privilege, ethical internationalism of higher education, and teaching for social justice. As a core body of research, Sam has explored cultural reproductions of race using white governmentality as a conceptual lens, and is extending this work to explore intersections between neoliberalism, education, and the global phenomenon of international student mobility.

Greg Vass is a lecturer in the School of Education at UNSW Australia. His research and teaching is in the sociology of education, focusing on concerns to do with policy, curriculum and pedagogical schooling practices that impact on learner identities and their engagement and achievements in education. His current research projects are focused on working with learning communities as they engage with the skills, knowledges and practices that support Culturally Responsive Schooling. Greg is an Associate Editor for Critical Studies in Education, and on the Editorial Board for Race, Ethnicity and Education.