Indigenising the University Curriculum: An Interdisciplinary Collaborative Approach Between Indigenous and Non-Indigenous Educators. A Practice Report

Abstract

There is a national imperative to Indigenise the university curriculum, with Universities Australia (2023) recognising the inherent value of Aboriginal and Torres Strait Islander knowledge systems. Indigenising the curriculum supports Indigenous students to see themselves reflected in the curriculum and enables non‑Indigenous students to engage with Indigenous histories, cultures and societies. While many non‑Indigenous academics are keen to embed Indigenous perspectives, this work is often perceived as challenging in disciplines where such perspectives may not appear an obvious fit. Building on our leadership in this area, this practice report examines findings from a University of Queensland Teaching Innovation funded project that developed and piloted Indigenised teaching and learning activities across six courses in biomedical science, musicology, geography, veterinary science, general science and engineering. Undertaken in collaboration with an Indigenous reference group, the project highlights examples of changes made along with the challenges and benefits of this interdisciplinary, collaborative approach. We include key lessons to inform Indigenising curriculum practices across universities nationally.