AJ the King

AJ King is a Bigambul and Wakka Wakka man living in lutruwita / Tasmania, committed to First Nations education, cultural knowledge sharing, and community engagement. He currently oversees the Aboriginal and Torres Strait Islander Education portfolio within Catholic Education Tasmania (CET), guiding its strategic direction and day-to-day operations to enhance educational outcomes for Aboriginal and Torres Strait Islander students across the state. With over 20 years of experience, AJ has worked extensively in education, policy development, land and cultural management, project leadership, and creative production. He is a respected cultural practitioner and knowledge sharer, facilitating on-country learning experiences that integrate Aboriginal ways of knowing, being, and doing into educational settings. His expertise spans across curriculum design, professional learning, and student engagement, ensuring that Aboriginal perspectives are embedded meaningfully into teaching and learning practices. AJ has played a leading role in national and state-based Aboriginal education and leadership initiatives, including: - Chairperson of the successful Aboriginal Healing Project - Tasmanian Mentor for the National Indigenous Youth Leadership and National Indigenous Work Experience Programs - One of 100 Aboriginal leaders selected in 2008 to design a new national Aboriginal representative voice to the Australian Government - Member of COAG’s Standing Council for Youth Affairs As an Aboriginal cultural facilitator within the Aboriginal Outdoor Recreation Program, AJ has developed innovative on-country programs that support students through a Bush Adventure Therapy (BAT) framework. His work in this space has transformed outdoor learning approaches, weaving Aboriginal cultural knowledge and practice into experiential education to foster stronger connections to Country, identity, and wellbeing.AJ is passionate about enhancing cultural competency in schools and organisations, working closely with educators, students, and leadership teams to build deeper engagement with Aboriginal knowledge systems, histories, and perspectives. He delivers culturally responsive training and supports schools in developing meaningful relationships with Aboriginal communities, ensuring that First Nations knowledge is valued and integrated into everyday educational practice.