Evidence-based approaches to health care have been difficult to achieve in Indigenous populations across the world, a situation which has contributed to the significant health disparities found in this group. One reason for the inadequacy of evidence-based health interventions is that empirical knowledge tends to be organized around professional disciplines that are grounded in Western ways of knowing. In this article we describe events that have led to more appropriate research methods in Australia, and the resulting changes in the research community. The principles that have guided Australian research policy development might not yet be fully matured, but the improvements we have experienced over the last several decades have gone a long way toward acknowledging the significant disparities that affect Indigenous people and the role of researchers in addressing this issue.

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In Australia, Indigenising the curriculum is increasingly acknowledged as a possible avenue for addressing Indigenous under-representation in tertiary science education in a culturally appropriate and relevant manner. While no Australian university has implemented such a program, there is much to be learnt about the inherent complexities of Indigenising curriculum before it is pursued. In Canada, however, innovative university programs have been implemented that imbed Indigenous knowledge into the curriculum. This paper details key findings from research that sought to learn from Canadian practices in Indigenising tertiary science curriculum, by exploring the practices and experiences of two Canadian programs: Trent University's Indigenous Environmental Studies program, and Cape Breton University's Integrative Science program.

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Low retention of Indigenous peoples in all Australian universities has been identified as a problematic issue by the Australian Federal government. Griffith University (GU), Queensland, Australia, provided funding to examine the factors affecting Indigenous retention in higher education, with the aim of developing innovative participation and retention strategies specifically for Indigenous students. This paper focuses on research conducted within the Griffith School of Environment that questioned the possible links between the provision of information to commencing Indigenous students and their retention. It essentially examines to what extent current university structures support Indigenous enrolments and retention, via the information they receive upon enrolling. From interviews conducted in an informal discussion format with currently enrolled Indigenous students in the Griffith School of Environment, critical deficiencies were identified in the information Indigenous students receive during the early transition phase of university entrance. A key finding of this study, and which is the subject of current research, was the support amongst the students for the development of an Indigenised curriculum in science as a strategy for improving the attraction and retention of Indigenous students. This paper details the research project and its findings.