This thesis is concerned with the issue of an appropriate pedagogy for Aboriginal and Torres Strait Islander students. It arises from concerns that current education provision in Australia is inappropriate and thus contributes to the disadvantaged sociocultural status of Aborigines. Existing research on Aboriginal pedagogy is examined in this thesis and, drawn together in a way that enables basic assumptions about Aborigines to be challenged. Aboriginal researchers' concerns about the suitability of Western theoretical frameworks for addressing Aboriginal issues, are validated in six specific areas. Also, an urban/rural Aboriginal cultural typology from which theoretical education perspectives can be extrapolated, is developed. Most Aboriginal pedagogy research focuses on cultural differences between Aborigines and non Aborigines. Controversy has arisen over the interpretive base of this method and, also, whether these lists can be applied to all Aboriginal children. This inquiry was thus shaped around a research focus question which opened the way for these aspects of the research to be examined: Can constructed lists of cultural differences, between Aborigines and non Aborigines, be applied to all Aboriginal children? The results show that non Aboriginal researcher contributions, albeit well meaning, have been based on cultural misinterpretations and lack of understanding about the nature of Aboriginal diversity as well as the reality of contemporary Aboriginal lifestyles. Since published research materials influence educational decision makers as well as other researchers, it is obvious that Aborigines need to publish, to control the research process and to devise ways of cooperatively utilising the unique contributions of all researchers. Six components are essential to this procedure: constructing guidelines for researcher practice; prioritising research issues; identifying culturally appropriate research instruments; identifying mechanisms for 'unlearning' cultural misconceptions about Aborigines; publishing critiques of existing research; and developing theoretical frameworks for researching Aboriginal issues. Researcher cooperation is essential to this process. Until these research issues are resolved, Aboriginal students and their communities will continue to bear the sociocultural effects of inappropriate education provision, and Aboriginal cultural maintenance will consequently continue to be negatively affected.