Subject Guides: Integrating Indigenous Knowledges in the Curriculum: Pedagogies to Consider

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The strategies provided serve as a guiding framework rather than rigid prescriptions. They offer direction and suggestions, allowing flexibility for adaptation based on specific situations or contexts. Emphasizing critical thinking and creativity, these approaches empower individuals to tailor their actions, make informed decisions, and achieve optimal outcomes. Flexibility in implementation encourages a dynamic and responsive approach, fostering innovation and problem-solving while acknowledging the uniqueness of each scenario.

Eight Aboriginal Ways of Learning

Dr Tyson Yunkaporta developed a holistic pedagogical framework called the Eight Aboriginal Ways of Learning:

Note. The 8 ways framework. From 8 Ways, n.d., https://www.8ways.online/. CC PDM 1.0 DEED.

8 Ways. (n.d.). 8 Aboriginal ways of learning: Aboriginal pedagogy.
Every place, every People, has its own unique pedagogies. These 8 simple ones are merely a starting point for dialogue.
Yunkaporta, T. K. Our ways of learning in Aboriginal languages Chapter based on this Doctoral thesis
Yunkaporta, T. K. (2009). Aboriginal pedagogies at the cultural interface Doctoral thesis

Yarning

In Australian Aboriginal and Torres Strait Islander culture a yarning circle enables collaborative conversation and creativity that is respectful, open, and honest in a safe learning environment that enriches students’ learning experiences (Brigden et al., 2020; Evans & Acton, 2022; Queensland Curriculum & Assessment Authority, 2018, July 25).

The Big Five ideas of traditional knowledge

Educators should familiarise themselves with the foundational values and beliefs that inform Indigenous Knowledges in order to integrate them into their teaching in a meaningful way

1. Knowledge is holistic

Knowledges overlap, intuitive, spiritual and intellectual knowledge is all valued.

2. Knowledge is connected

Knowledges are connected to beliefs, ancestors, community, Country, and spirituality.

3. Knowledge is interactive

We all have experiences, thoughts, and ideas to contribute to our collective knowledge.

4. Knowledge is process-focused

Values process over outcomes, learning should be transformative and recognise significant milestones along the way.

5. Knowledge through story

Storytelling helps us relate, connect, empathise, share and understand others.

Jetta, C., Zerafa-Payne, E., Carmody, P. (2024). Indigenising teaching and learning through the Big Five ideas of traditional knowledge. Times Higher Education.

Extra resources

Decolonising the curriculum: Using graduate qualities to embed Indigenous knowledges at the academic cultural interface Harvey, A,. & Russell-Mundine, G. (2019). Decolonising the curriculum: Using graduate qualities to embed indigenous knowledges at the academic cultural interface. Teaching in Higher Education, 24(6), 789-808.
Enabling pedagogies: A participatory conceptual mapping of practices at the University of Newcastle, Australia Bennett, A., Motta, S. C., Hamilton, E., Berguss, C., Relf, B., Laroy-Dyer, S., & Albright, J. (2018). Enabling pedagogies: A participatory conceptual mapping of practices at the University of Newcastle, Australia. University of Newcastle Australia & Centre of Excellence for Equity in Higher Education.
Great guide to Indigenisation of the Curriculum (CQUniversity) Al-Natour, R., Fredericks, B., Bargallie, D., Marrie, H. and Bond, C. 2016. Great Guide to Indigenisation of the Curriculum. Office of Indigenous Engagement, CQUniversity: Rockhampton, Australia.
How a university can embed Indigenous knowledge into the curriculum and why it matters Walter, M. & Guerzoni, M. A. (2020, October 16). How a university can embed Indigenous knowledge into the curriculum and why it matters. The Conversation. https://theconversation.com/how-a-university-can-embed-indigenous-knowledge-into-the-curriculum-and-why-it-matters-147456
Learning & Teaching Repository (Universities Australia) A collection of learning and teaching research papers. Search for Aboriginal.
McDermott et al (2020). Having the hard conversations: Strengthening pedagogical effectiveness by working with student and institutional resistance to Indigenous health curriculum: Final report.
NATSIHEC accelerating Indigenous higher education consultation paper Buckskin, P., Tranthim-Fryer, M., Holt, L., Gili, J., Heath, J., Smith, D., Larkin, S., Ireland, S., MacGibbon, L., Robertson, K., Small, T., Butler, K., Chatfield, T., Anderson, P., & Ma Rhea, Z. (2018). NATSIHEC accelerating Indigenous higher education consultation paper. https://eprints.qut.edu.au/197728/1/NATSIHEC_%2BAIHE_FinaL_%2BReport%2BJan%2B2018_updated_031218.pdf
Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People: Final report Behrendt, L., Larkin, S., Griew, R., & Kelly, P. (2012, July). Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People: Final report. https://www.education.gov.au/heppp/resources/review-higher-education-access-and-outcomes-aboriginal-and-torres-strait-islander-people See: Chapter 12.
Virtual tours of country: Creating and embedding resource-appropriate Aboriginal pedagogy at Australian universities Prehn, J., Peacock, H., Guerzoni, M. A., & Walter, M. (2020). Virtual tours of country: Creating and embedding resource-appropriate Aboriginal pedagogy at Australian universities [Special issue]. Journal of Applied Learning & Teaching, 3(1), 1-9. https://eprints.utas.edu.au/34128/1/138901%20-%20Virtual%20tours%20of%20Country.pdf
Working towards accountability in embedding Indigenous studies: Evidence from an Indigenous graduate attribute evaluation instrument Bodkin-Andrews, G., Page, S., & Trudgett, M. (2019). Working towards accountability in embedding Indigenous studies: Evidence from an Indigenous graduate attribute evaluation instrument. The Australian Journal of Education, 63(2), 232–260. https://doi.org/10.1177/0004944119863927