Abstract 

For the past thirty years, Australian research has attempted to address the underrepresentation of Aboriginal and Torres Strait Islander students in gifted education programs. The study we will report on is an investigation of Aboriginal and Torres Strait Islander students’ views of these programs. Broadly, for this paper, attention will be directed toward excerpts from the Australian Curriculum that are associated with gifted education programs. Using the qualitative research methodology of participatory action research infused with Yarning, Dadirri and Ganma, this study investigates with, rather than about Indigenous Peoples. By listening to the voices of Indigenous youth, this study seeks to decolonise curriculum and policies aligned with gifted education, working towards more equitable outcomes for Indigenous Australians.