A Design and Evaluation Framework for Indigenisation of Australian Universities

Working towards accountability in embedding Indigenous studies: Evidence from an Indigenous Graduate Attribute evaluation instrument

“…The emphasis on varying approaches to critical thought within Anning's (2010) strategic framework is essential, as many Indigenous scholars have noted the epistemological tensions within the very knowledge production, and learning content, that falls under the broad label of Indigenous studies (Judd, 2014;Moodie, 2019;Rigney, 2017;Smith, 2012). For example, Biripi and Worimi scholar Cross-Townsend (2011) powerfully argues that:…”

“…Indigenous studies, in many instances, continues to be informed by a preponderance of research where Indigenous peoples are the sole focus of predominantly ethnographic analysis that fails to critically examine or problematize the impact of dominant cultural ideologies, theories or practices on Indigenous peoples' knowledges and socio-economic realities. (p. 72) Universities, as institutionalised systems of knowledge transmission and production, have historically -and in many cases continually -failed to accurately represent, and be governed by, diverse Indigenous Knowledges, pedagogies, and practices (Andersen & Kukutai, 2016;Bodkin-Andrews & Carlson, 2013;Moodie, 2019;Rigney, 2017). Whilst there has been considerable recognition of the changing landscape of Indigenous Studies within the higher education sector (Nakata, 2013;Shay, 2016;Tallbear, 2016), Narungga scholar Rigney (2017) suggests that this progress has been inconsistent, fragmented, and poorly resourced within and across Australian universities.…”

“…Whilst the ideal of Indigenous Graduate Attributes has considerable potential, care must be taken to recognise that policy, practice, and "positive outcomes" do not automatically align. This may be especially the case when considering the wide diversity of disciplines within universities and the highly contested space of cultural competencies and cultural responsiveness within Indigenous Studies (Norman, 2014;Page, Trudgett, & Bodkin-Andrews, 2016;Rigney, 2017;Sherwood & Russell-Mundine, 2017).…”

Virtual tours of Country: creating and embedding resource-appropriate Aboriginal pedagogy at Australian universities

“…Over the 21st century, there has been a collective effort and agreement across the Western world to rectify the inequalities of, and discriminatory practices against, Indigenous people within the university sector (Mihesuah & Wilson, 2004;Rigney, 2017;Riley et al, 2013). This movement, spurred by the advocacy of Indigenous persons across the preceding century, includes making available scholarships and bursaries, course pathways for disadvantaged or underperforming students, mentoring, employment (during and post studies), the provision of Indigenous-specific services and infrastructure, and most recently, the Indigenisation of the curricula.…”

“…Changes to curricula are important for the reform of the educational (and more broadly, the cultural) landscape for Indigenous people, particularly in respect to shifting the habitus of non-Indigenous Australians (Bourdieu, 2013). The inclusion of Indigenous content across degree structures, or the creation of stand-alone Indigenous units within these degrees, have commenced across various Australian universities with favourable results reported (Gerard et al, 2018;Meyers, 2008;Nursey-Bray, 2019;Rigney, 2017). The success of such initiatives prompts consideration of how further content integration or specific course creation can be undertaken, as well as additional examination of initiatives which dare to utilise innovative means in their delivery; such as via online media (Nelson & Parchoma, 2018).…”