Gulbali Institute
Professor. Troy Meston is an accomplished Aboriginal researcher and teacher leader from the Gamilaroi people of Southwestern Queensland (QLD). He is the First Nations Research Lead in the Gulbali Institute and the One Basin Cooperative Research Centre. Prof. Meston has had a long career in community orientated research and engagement and is a nationally recognised Health and Physical Educator. He is a multidisciplinary researcher whose work employs critical Indigenous studies and decolonial praxis to advance Indigenous social justice and self-determination.
Prof. Meston specialises in Indigenous research methodologies, innovative research design, culturally responsive curriculum and assessment construction, and implementation of pedagogies which privilege Indigenous ways of being, knowing and doing and elevate suppressed Indigenous histories and voices. He has amassed a diverse body of work, constructed curriculum, and industry outputs across the diverse areas of climate justice, Indigenous health and wellbeing, Indigenous community media, comparative spirituality, financial literacy, cognitive science, archaeology and Aboriginal cultural heritage, Indigenous politics and history, complex technology, and education. Prof. Meston applies national research acumen from roles with peak bodies, such as the Australian Sports Commission and the Australian Institute of Sport, where he developed the 'Yulunga: Indigenous Games' publication, and managed Indigenous athletes toward the Beijing and London Olympics. He is a former Research Fellow with the Australian Council for Educational Research, where he produced outputs for the Prime Minister and Cabinet, Australian Securities and Investments Commission, the ARC Science of Learning Research Centre, and was recently appointed as an associate investigator in the ARC Centre of Excellence for the Digital Child.
Riley, T., Meston, T., Cutler, C., Low-Choy, S., McCormack, B. A., Kim, E.-J. A., Nakar, S., & Vasco, D. (2024). Weaving stories of strength: Ethically integrating Indigenous content in Teacher education and professional development programmes. Teaching and Teacher Education, 142, 104513. https://doi.org/https://doi.org/10.1016/j.tate.2024.104513
Rane, H.; Bargallie, D.; Meston, T. (2024). Mobilising a Decolonial–Islamic Praxis: Covenants in Islam and Muslim–Indigenous Relations. Religions 15, 365. https://doi.org/10.3390/rel15030365
Meston, T., Cutler, C., Riley, T., & Van Issum, H. (2024). The Sisyphean continuum: countering the racial-colonial challenges of Indigenous education. Oxford Review of Education, 1–19. https://doi.org/10.1080/03054985.2024.2320361
Meston, T. (2024). Re]Imagining Indigenous Educational Design: A Conceptual Manifesto to Grow Disruptive Indigenous Digital Activists. Postdigit Sci Educ 6, 72–97 https://doi.org/10.1007/s42438-023-00415-7