| Summary: | It has been highlighted by the international community and the United Nations Committee on the Rights of the Child that the Australian federal government has ostensibly neglected the rights of First Nations children in Australia. Although there have been some improvements across a range of economic and social determinants, alliance with First Nations peoples is critical to eliminate socio-economic disadvantage across all sectors for First Nations children. First Nations organisations and Communities have expressed that responses to adversity experienced by many First Nations children have so far been overlooked by the Australian government. This chapter investigates the rights of First Nations children from an educational perspective, examining the ways in which current political and social structures in Australia inadvertently or purposely disadvantage First Nations children. By continuing to privilege Eurocentric systems of education in mainstream schooling the rights of First Nations children are continually being disregarded. Nakata’s, Cultural Interface is used to explore the unequal treatment experienced by First Nations children in educational settings and identifies the ways in which inequality may be reinforced by non-Indigenous educators who lack cultural capacity.
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