Policy education in Australia and New Zealand: towards a decolonized pedagogy

Abstract

ABSTRACT Policy Education in Australia and New Zealand has flourished in recent years. As governments in each country have sought to redress the legacies of colonization, more effort has been made to incorporate indigenous perspectives into policy development. However, considerably more work is required with respect to codifying good practice. Much more could also be done to give indigenous issues a central place in university-based policy teaching. Decolonizing policy education holds the key to ensuring public policies are designed and implemented to effectively meet the needs of target populations and, more broadly, societal expectations for public policies and public services.