The evolving vocational identity that I have as a Maningrida College teacher is based on culturally responsive practice, integrity and critical self-reflection (Cole, 2026, p. 2). Due to poor Homelands attendance, I view educating as explicit instruction as it decreases cognitive load and fosters bedrock skills (Lloyd et al., 2015, p. 8), which is fundamental to Aboriginal students as NT school attendance is 77% which is the lowest figure compared to other Australian states or territories (ACARA, 2025). Teaching is an adaptive socio-cultural practice, especially in West Arnhem Land due to students being affected by Sorry Business, a lack of food and sleep and other cultural community commitments (Ober, 2024, p. 110).

                Teaching ethically to Aboriginal students involves a deep respect, relational authenticity and educational equality for each student (Sarra et al., 2020, p. 42). This means that all learners in remote Homelands communities have the same educational opportunities as students studying at Maningrida College campus. As some outstations only have Balanda educators (non-Aboriginal teachers) for 2 – 3 days, the remaining days are taught by Aboriginal co-teachers, and it’s important that these educators are on the same page ethically through sustained dialogue (Schnellert et al., 2022, p. 3). Based on the socio-cultural worldviews of learners, I comprehend that students bring cultural wealth and linguistic assets to the learning environment (Yosso, 2005, p.78).