Visions of embedding Aboriginal and Torres Strait Islander knowledges and perspectives into the curriculum

Our University acknowledges that respect for Aboriginal and Torres Strait Islander peoples, land, culture and history is critical to working together for better outcomes for all Australians and advancing human rights within a tolerant and inclusive society. To further these objectives, USC is committed to a suite of initiatives in a range of areas and particularly in teaching and learning. In this regard in late 2014, USC commenced a university-wide ‘Embedding Aboriginal and Torres Strait Islander Knowledges and perspectives in Curriculum’ initiative, focussing on enhancing curricula so that all USC students have the opportunity to encounter and engage with Aboriginal and Torres Strait Islander knowledges and perspectives as a part of their program of study. Central to this initiative is the recognition that a key foundation of effective teaching and learning is an appreciation of multiple ways of knowing and learning, and respect for ontological, epistemological, axiological, and methodological1 differences between and within Western and Indigenous knowledges. This panel session presents some of the initial outcomes from the discovery phase of the initiative and aims to stimulate ‘new visions’ for the inclusion of Aboriginal and Torres Strait Islander knowledges and perspectives in course and program content and delivery across the university. Following an overview of the initiative and its current status, Dr Rachel Reed (School of Nursing and Midwifery) and Ms Ann Robertson (School of Communication) will each share their current vision and practice for inclusion, exemplifying discipline specific ways of embedding and also the diversity of approaches for embedding and its centrality and relevance across disciplines. Following their presentations, staff and student members of the Embedding Aboriginal and Torres Strait Islander Knowledge and Perspectives Working Party project team will share their lived experience of the USC curriculum and collaborate with the panel in generating discussion focussed on new visions for an enhanced curriculum