Abstract
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This chapter summarises some of the issues raised by the preceding chapters, and comments on the future of research and practice in the literacy education of Indigenous and Settler Australians. Outlined first are the categories of characters that appear across the course of this book, the actions and agency attached to those various characters, and the implications of those categorisations for our interpretation of the projects reported here. The chapter proceeds to draw out three general developments that might improve the efficacy and durability of educators’ efforts: more detailed conceptualisations of ‘community’ and more central engagement with individual communities; long-term research and development projects; and the integration of Indigenous cultural and linguistic knowledge in literacy education for both Indigenous and Settler learners.