The challenges of finding more productive ways of teaching and learning in Australian Indigenous Studies have been a key focal point for the Australian Indigenous Studies Learning and Teaching Network. This article contributes to this discussion by drawing attention to new possibilities for teaching and learning practices amid the priority being given to the more practice-oriented educational approaches for future professionals and the cultural competencies of all students and staff. We explore courses sequenced as Indigenous Studies Majors and discuss two different conceptualisations for framing teaching and learning in Indigenous Studies courses — decolonising theory and cultural interface theory — and the implications for some of the teaching and learning practices they facilitate, including the positioning of students and the development of dispositions for future professional practice. We suggest that those academic teams who structure course sequences in Indigenous Studies have a role to play in experimenting with shifts in teaching and learning frameworks and the design of course sequences to encourage approaches that are more focused on developing students’ breadth and depth of knowledge of the field, as well as their capacities for deeper engagements with Indigenous thought and the scholarly disciplines.

There are a number of places in his works where Thomas Aquinas writes about teaching and learning. Following a summary account of his understanding of education, this paper presents and discusses a neglected source on these matters. The sermon Puer Iesus, probably preached in January 1271, contains thoughts on pedagogy that are, in the words of its Leonine editor, ‘original and of great interest’. The sermon offers a broad sketch of human development in which the adolescence of Christ, the ‘most excellent of teachers’, is appealed to as an inspiration and an example. It raises Christological and pedagogical questions and it is the latter that are considered here. Encouraging his student congregation to listen generously, enquire diligently, respond prudently and meditate attentively, Aquinas outlines for them a practical method of learning that is at once critical and contemplative.