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Integrating Indigenous Knowledges in the Curriculum

Image via Canva under license, Waier Island

Universities are institutions established through Western understandings of education and knowledge, which when left unchecked, can exclude and undermine the value of other cultures and perspectives. To address this issue, Federation University is seeking to engage in indigenising the curricula in an effort to integrate Indigenous practices and perspectives into teaching practice. 

Federation University's Living Values, outline a clear commitment to respectfully embed "Aboriginal and Torres Strait Islander cultural heritage, knowledge and perspectives into our University life." It is the expectation of the University that all disciplines are actively engaging with indigenous knowledges in order to achieve the aims of the following plans and targets:

An Indigenised curriculum:

  • Identifies and critically assesses dominant cultural paradigms and the ways in which knowledges are located within and contribute to cultural systems. Acknowledges and unpacks cultural perspectives and the ways in which the ‘other’ is framed.
  • Recognises the complexities of cross-cultural understandings but seeks to be culturally inclusive and accommodating of the diversity of Indigenous ways of knowing. Implies a critical reframing of what it means to be Australian.
  • Provides in-depth and contextualised understandings of lived cultures (including knowledges, values and procedures) within Indigenous societies, recognising both the current significance of ‘traditional’ knowledges/ skills and the dynamics and diversity of contemporary Indigenous cultures and communities.
  • Acknowledges and develops sensitivity to appropriate cultural protocols and research ethics for engaging with Indigenous communities.
  • Addresses the issues of social justice for Indigenous peoples and supports the development of informed and active social change professionals.
  • Enables consideration of the inter-relationships between local Indigenous communities and global processes.
  • Utilises appropriate pedagogical and assessment strategies which recognise alternative ways/means of knowing and alternative skill sets. Draws on the expertise of Indigenous peoples and communities.
  • Recognises that embedding Indigenous perspectives is not simply an adding mechanism but involves a reorientation and reframing of the curriculum.

(CQUniversity, 2016, p.8)

 

References

CQUniversity. (2018). A great guide to Indigenisation of the curriculum. https://acquire.cqu.edu.au/articles/report/Great_guide_to_Indigenisation_of_the_curriculum/13393868?file=25799240

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   Federation University Australia acknowledges the Traditional Custodians of the lands and waters where our campuses, centres and field stations are located and we pay our respects to Elders past and present, and extend our respect to all Aboriginal and Torres Strait Islander and First Nations Peoples.