Abstract

In Australia, what is meant by “indigenising the curriculum”? Broadly, it’s about bringing the perspectives, traditional knowledges and processes of Aboriginal cultures into mainstream education: not just as an adjunct, but embedded. This session offers a snapshot of the why, what and how of indigenisation – and invites you to compare and contrast with our (more familiar) notion of decolonising. What might we learn from the Australian approach, and how might this be adapted in our own practices?

Session and activities

This session offers a fresh perspective on intercultural/ decolonising practices in Higher Education. It presents new possibilities, getting us thinking about what may or may not work in our UAL context – and why. Participants will gain from this talk and from the discussion that follows: • an awareness of the sociopolitical context and background of the indigenisation programmes in Australian universities • an understanding of the most salient Aboriginal perspectives and ways of being and doing, which have been found to be at odds with mainstream education. This includes the vital role of storytelling, traditional knowledge, use of the non-verbal (symbols and images), a profound connection with the land, and ‘the pedagogy of love’ • an outline of some initiatives which have taken place, particularly at RMIT University in Melbourne • the handling of culturally sensitive issues • insights into the pedagogical, practical and psychological obstacles when attempting to implement an indigenisation programme (or indeed, other kinds of decolonisation programme) • how such obstacles can be addressed in a respectful manner • an enhanced awareness of how ‘decolonisation’ can mean different things and be approached in different ways, depending on geographical, historical or other contextual factors • a reflective discussion of where the similarities and differences lie, when compared with a UK (or specifically UAL, and/or subject-specific) context • possible inspiration for applying/ adapting some of the approaches or philosophies outlined, in one’s own pedagogical practice. The information, insights, quotes and source links I will share in this session come largely from my conversations with the Office of Indigenous Education, Research and Engagement at RMIT – as well as my interactions with the ‘Indigenising University Mathematics’ community in Australia.