Barker seeks a culturally responsive education, where a student’s cultural strength and purpose sit alongside the academic expectations of the Australian curriculum. This aligns with Barker’s belief that education is an empowering and enabling right for First Nations students and children and young people with a refugee background. This presents an opportunity to further investigate approaches to schooling that best meet the educational needs of linguistically and culturally diverse students, including those with First Nations or refugee backgrounds. It also opens avenues for research to take place on how intercultural learning and understanding can be explicitly valued and taught with greater intentionality, in the context of supporting schools to have a transformative global impact framed by social cohesion, justice and hope.