Every week, educators ask us the same question: "How do I know if this resource is authentic?"
It's a fair question.
Walk into any educational supplier, browse online or search for "Aboriginal resources" and you'll be met with hundreds of products featuring dot paintings, boomerangs, native animals and earthy colour palettes.
Some have been created by Aboriginal and Torres Strait Islander people.
Many have not.
The challenge is that authenticity isn't something you can recognise from the cover of a book or the artwork on a box. It requires us to look deeper. Because cultural authenticity isn't about appearance.
It's about relationships, authorship, permission, integrity and accountability.
What Does "Authentic" Actually Mean?
When educators hear the word authentic, they often think about whether something "looks Aboriginal."
But that's the wrong question.
A resource isn't authentic because it uses ochre colours or dot motifs. It isn't authentic because it features kangaroos or Dreaming symbols. Authenticity comes from the people, knowledge and relationships behind the resource.
Ask yourself:
- Who created it?
- Whose voice is being represented?
- Was the knowledge shared with permission?
- Who benefits from its sale?
- Does it strengthen Aboriginal and Torres Strait Islander self-determination?
These questions shift us away from aesthetics and towards integrity.
Start With the Author
One of the simplest places to begin is with the author's name. If you're purchasing a book about Aboriginal and Torres Strait Islander histories, cultures or lived experiences, ask:
- Who is telling this story?
- Is the author Aboriginal or Torres Strait Islander?
- If not, what relationship do they have with the community whose stories they are sharing?
- Was the work developed collaboratively?
- Is there evidence that permissions were sought and community voices were central to the process?
These questions become especially important when considering Dreaming stories and other traditional cultural narratives. Across many First Nations communities, these stories are far more than children's tales. They carry cultural authority, law, spirituality and responsibility.
That raises an important question for educators: who has the cultural authority to tell these stories?
If a traditional story has been written or retold by a non-Indigenous author, it's worth taking the time to understand how that publication came about. Was it developed with the relevant Traditional Owners? Was permission granted? Are the community and knowledge holders acknowledged?
Rather than making assumptions, we should approach these resources with curiosity and care.
Don't Forget the Illustrator
Illustrations shape children's understanding just as much as words. Look beyond whether the artwork simply "looks Aboriginal."
- Who created the illustrations?
- Are they an Aboriginal or Torres Strait Islander artist?
- If not, what process was followed to ensure the imagery is culturally respectful?
Visual culture is cultural knowledge. The same principles of permission, attribution and authenticity apply.
Publishers Matter Too
Another clue lies in the publisher. Publishers such as Magabala Books have built strong reputations for publishing Aboriginal and Torres Strait Islander authors and illustrators while supporting First Nations storytelling on its own terms.
That doesn't mean every excellent resource comes from an Aboriginal publisher. But knowing who stands behind a publication helps educators make more informed decisions.
It also reminds us that supporting First Nations publishing contributes to a stronger Indigenous literary sector.
Authenticity Is Also About Integrity
The same questions apply when purchasing artwork, dolls, puzzles, games and educational resources. Authenticity should never end with the product itself. We also need to ask:
- Who is benefiting?
- When purchasing Aboriginal artwork, consider whether the seller is committed to ethical practice.
- Are they a member of the Indigenous Art Code?
- Do they have transparent relationships with artists?
- Can they demonstrate that artists are fairly compensated for their work?
These questions matter because the Aboriginal art industry has long faced challenges around unethical practices, including "carpetbagging", where artists have historically been pressured into selling work for well below its value while others profit significantly from its sale.
Buying ethically supports artists, families and communities—not just products.
Look Beyond the Product
The same principle applies when sourcing educational resources. Whether you're buying books, dolls, flashcards, loose parts or professional learning, ask who you're buying from.
- Is the business Aboriginal-owned?
- Are they registered with Supply Nation or another recognised Indigenous business network?
- Do they clearly identify who created the resources?
- Do they share their cultural governance processes?
These aren't simply procurement questions. They're reconciliation questions. One of the core pillars of every Reconciliation Action Plan is creating opportunities for Aboriginal and Torres Strait Islander peoples, communities and businesses.
Where we spend our money is one of the most practical ways we can contribute to that commitment. While many mainstream education suppliers stock Aboriginal resources, purchasing directly from Aboriginal-owned businesses means more of your investment supports First Nations families, creators and enterprises.
It is one way of putting self-determination into practice.
A Simple Resource Audit
Next time you review your shelves, don't just ask whether you have Aboriginal resources. Ask better questions.
Books:
Who is the author? Who illustrated it? Who published it? Whose voices are centred? Was the story developed with appropriate cultural authority and permission?
Artwork: Who is the artist? Is the work ethically sourced? Does the seller demonstrate fair and transparent relationships with artists?
Educational Resources: Who designed the resource? Is cultural knowledge appropriately acknowledged? Does the business demonstrate genuine Aboriginal leadership or partnerships?
Purchasing:
Where are we spending our budget? Are we intentionally supporting Aboriginal-owned businesses wherever possible? How does our procurement reflect our commitment to reconciliation?
The Goal Isn't Perfection
No service has a perfect collection. Most educators inherit bookshelves filled over many years. The goal isn't to throw everything away. The goal is to become more discerning.
As we replace resources, purchase new materials and review our environments, we can make increasingly informed decisions that privilege Aboriginal and Torres Strait Islander voices, support ethical businesses and respect cultural authority.
Reading Between the Lines
Children deserve resources that do more than look culturally inclusive. They deserve books that carry authentic voices. Artwork created with integrity. Games designed with cultural knowledge rather than borrowed aesthetics. Stories shared with permission.
And businesses that strengthen Aboriginal and Torres Strait Islander communities through every purchase. Authenticity is rarely something we can judge at first glance.
It lives between the lines—in the author biography, the illustrator's story, the publisher's values, the artist's permission, the supplier's ethics and the relationships that made the resource possible.
When we learn to look beyond the cover, we become better educators, more thoughtful consumers and stronger partners in reconciliation. Because every resource we place in a child's hands tells a story. The question is not just what story it tells.
It's whose story it is—and whether the people to whom that story belongs have been respected every step of the way.
