Recognizing the shortcomings of the education system in addressing the validation of Aboriginal and Torres Strait Islander histories and cultures within Australian society (Perso et al., 2012), and aiming to realign educational practices to promote multiculturalism rather than perpetuate a divisive ‘us’ versus ‘them’ mentality between Anglo-Australians and non-Anglo-Australians (Khalil, 2021), (MacNaughton & Davis, 2001) underscores the issue of reinforcing this division throughout the curriculum. She notes that this ‘othering’ is evident in the resources and teaching methods employed to educate about Indigenous Australians and their cultures. The portrayal often reduces Indigenous peoples to stereotypical images, such as engaging solely in ceremonial dance, loving animals, excelling in art and craft like stick painting and weaving.

While the Australian Curriculum doesn’t mandate the incorporation of specific subjects through the three cross-curriculum priorities—Aboriginal and Torres Strait Island histories and cultures, Asia and Australia’s engagement with Asia, and sustainability (Henderson, 2020)—a school library should ideally align with this directive. This is crucial as schools risk perpetuating racialized notions about Indigenous identities if they don’t actively counter these narratives by amplifying the voices and lived experiences of Indigenous peoples (Brown & Shay, 2021).