This research examines an Australian teacher education system（targeting both teachers in training and experienced teachers）designed from a postcolonial social justice-oriented perspective to empower indigenous peoples. The discussion takes the proclamation of the United Nations Declaration on the Rights of Indigenous Peoples （UNDRIP）, adopted as an international quasi-legal framework in 2007 by the General Assembly of the United Nations, as the starting point of postcolonialism and invokes postcolonial comparative research methodology.

In 2010, following Australia’s adoption of UNDRIP, the Australian Professional Standards for Teachers were established with the goal of improving teacher quality. These Standards set specific attainment targets, adjusted according to teacher proficiency level, for professional skills needed to teach indigenous children and students.

The tutorials that take place in the context of this program include more practical instruction on the attitudes and methods needed for engaging with indigenous children, such as how to interact respectfully with indigenous people and how to create a culturally safe and welcoming environments（classroom）for indigenous students.

This indigenous people-centered teacher training program at Monash University is designed and implemented from a postcolonial perspective based on UNDRIP and the Australian Professional Standards for Teachers.