For millennia, stories and oral histories have been a fundamental way of sharing knowledge in many Aboriginal cultures. Honouring the role of stories can address a continuing lack of Aboriginal voices in Australian educational research literature. In this paper, we describe the philosophical underpinnings and methodology of our research, which aimed to learn from Aboriginal people about their post-school experiences, particularly in remote communities. The uniqueness of the project included training currently enrolled students as researchers to interview past students through yarning and storying. The collected stories were then interpreted and represented in audio recordings later developed into podcasts, writing, and through art. The aim of these research outcomes is to inform relevant policies and the development of teaching and learning resources for Aboriginal students. The way the methodology of our study evolved in response to the participants’ input is another key focus of this paper as well as having implications for future research.

几千年来，故事和口述历史一直是许多土著文化中分享知识的基本方式。尊重故事的作用可​​以解决澳大利亚教育研究文献中持续缺乏土著声音的问题。在本文中，我们描述了我们研究的哲学基础和方法论，旨在向土著人学习他们的毕业后经历，尤其是在偏远社区。该项目的独特之处包括培训当前注册的学生作为研究人员，通过纱线和故事采访过去的学生。收集到的故事然后被解释和呈现在录音中，后来发展成播客、写作和艺术。这些研究成果的目的是为土著学生的相关政策和教学资源的开发提供信息。我们的研究方法根据参与者的意见演变的方式是本文的另一个重点，并对未来的研究产生影响。