The scope of multilingualism and multiculturalism within societies is increasing on a global
scale. As this is happening discussions are emerging concerning the significance of including
a variety of perspectives in classroom discourse as well as the imperative of ridding it of a
prevailing monocultural straitjacket. Against the backdrop of these changing realities authors
have advocated for a revision and adaptation of current teaching methodology and classroom
materials in order to do greater justice to an increasingly diverse student population. This
book presents the findings from a qualitative research project conducted in Australia a
country acclaimed for its linguistic and cultural diversity. Specifically the study
investigated the educational context of Indigenous Australian learners by shedding light on the
incorporation of First Nations perspectives in teaching materials and methodology. Additionally
the project identified therewith-related challenges and possibilities for improvement. The
results provide insights into the multifacetedness of language- as well as culture-related
factors which prove vital for learning processes. Moreover the results reveal the
complexities arising in connection with the incorporation of First Nations perspectives in
classroom discourse. The data also point towards dimensions for improvement and recommendations
for action for educators working in diverse classroom settings. As growing linguistic and
cultural diversity has become a global reality this volume addressing Australian First
Nations perspectives offers an important contribution to the field of contemporary education.
