The inclusion and celebration of Aboriginal and Torres Strait Islander cultures, knowledge systems and pedagogies in curricula is a key element of the University’s Indigenous strategies. Often referred to as the Indigenisation of curricula, weaving Aboriginal and Torres Strait Islander perspectives throughout teaching pedagogies can have significant impact on closing educational gaps and advancing academic rigor and insight. In this session, we argue that the Indigenisation of curricula should focus on (1) building broader understandings of, and relationships with Aboriginal and Torres Strait Islander peoples and cultures; (2) engage in truth-telling; and (3) advance Aboriginal and Torres Strait Islander self-determination. We begin by discussing some of the foundational questions that need consideration when Indigenising curricula. These include what Indigenisation of curricula is; who should be involved; why it is important; and how schools, faculties, portfolios, and individuals can contribute. To help staff implement measures conducive to the Indigenisation process, DVC-ISS is working with Aboriginal and Torres Strait Islander and non-Indigenous stakeholders, as well as external partners, to produce a University-wide Indigenous Cultural and Intellectual Property Protocol. In this session, we discuss how cultural protocols can help staff take the critical first steps needed to engage Aboriginal and Torres Strait Islander communities and Indigenise curricula. We consider how the Protocol intersects and streamlines some of the work already underway within the University. Drawing on case studies from two schools/faculties, we identify some of the practical insights and best practices gained from Indigenisation projects at a local level and encourage participants to critically reflect on their own engagement with the Indigenisation of curricula.
Teaching@Sydney