ABSTRACT
This chapter evolved from a sharing and narration of the authors' insights and experiences of inclusive education within First Nations learning spaces. It provides a broad reflection on focused Indigenous perspectives within inclusive assessments and moves between two sections. The first section, provided by co-author Gleeson, considers First Nations learning spaces in the context of Indigenous and non-Indigenous students; and the second, from co-author Fletcher, examines the tensions of assessment within a more specific First Nations context. Drawing upon these considerations and tensions, the authors consider how inclusive assessment may be enacted, and finally offer some thoughts on how these perspectives and understandings may be further developed.
