Indigenising Curriculum in Practice

Associate Professor Angela Dean discusses Indigenising the geography curriculum by introducing students to the multi-dimensional and complex concept of Country. You can view the transcript for the interview here.

Professor Kate O’Brien and Professor Steven Pratt discuss their beginning steps to Indigenise the chemical engineering curriculum and the importance of building meaningful relationships with Indigenous colleagues and communities in the process. You can view the transcript for the interview here.

Deline Briscoe and Associate Professor Denis Collins discuss the role of music in acknowledging Country and the importance of respect, protocols, and relationships in the process of Indigenising the music curriculum. You can view the transcript for the interview here.

Dr Ben Mos and Associate Professor Ian Tibbetts discuss how they are working to improve the cultural capability of marine biology students by providing opportunities for students to listen to and learn from Indigenous community members during field teaching. You can view the transcript for the interview here.

Louise Ferris discusses the role of learning designers in Indigenising the curriculum. She talks about the benefits of Indigenising the curriculum for Indigenous and non-Indigenous students and a guide to Indigenising curriculum that she has been developing with Prof Tracey Bunda. Learn more about the Institute for Teaching and Learning Innovation (ITaLI) at UQ here. You can view the transcript for the interview here.

Dr Samantha Coombs and Associate Professor Jacquelyn Humphrey discuss Indigenising the finance curriculum. They talk about how they are working together and the importance of truth-telling in relation to teaching across a range of finance courses. You can view the transcript for the interview here.

Dr Karin Sellberg discusses how she teaches students about reciprocity through using storying in the classroom to rethink their understandings about research and relationships between Indigenous and non-Indigenous people. You can view the transcript for the interview here.

Condy Canuto and Dr Heena Akbar discuss how they are Indigenising the public health curriculum by using a podcast format to share conversations with Indigenous experts and by bringing Indigenous community members into tutorial sessions. They also discuss building the cultural capabilities of students and staff through field trips led by Indigenous knowledge holders. You can view the transcript for the interview here.

Peta Rake and Freja Carmichael discuss the role of art as a medium to include Indigenous perspectives in the curriculum. They also discuss the role and responsibility of the UQ Art Museum as a space to support and profile diverse Indigenous voices. You can view the transcript for the interview here.

Associate Professor Sally Butler and Sonja Carmichael discuss the benefits of field teaching to enhance student understandings about Aboriginal and Torres Strait Islander perspectives, histories and cultures. You can view the transcript for the interview here.

Associate Professor Sonia Roitman and Greg Kitson discuss how they teach students to respect Indigenous perspectives in urban planning courses and their use of art as a tool to teach students about activism and Aboriginal and Torres Strait Islander connections to Country. You can view the transcript for the interview here.

Dr Vigya Sharma discusses how she is Indigenising the curriculum in her humanitarian engineering course. She discusses the use of case studies and videos resources as a way of introducing students to key truths in relation to access to water, sanitation, energy, and infrastructure in remote Indigenous communities. You can view the transcript for the interview here.

Dr Sharlene Leroy-Dyer, Dr Samantha Cooms and Dr Gemma Irving discuss the principles and practices they are using to Indigenise the curriculum in business and management courses. They also discuss the importance of allyship, reciprocity and collaboration between Indigenous and non-Indigenous staff in this context. You can view the transcript for the interview here.

Karina Maxwell and Kate Thompson discuss teaching students how to do a meaningful acknowledgement of Country and ensuring students studying nursing, midwifery and social work reflect on their identities in order to become more culturally capable. You can view the transcript for the interview here.

Des Crump and Dr Samantha Disbray discuss building and sustaining relationships, the importance of listening, and the ways local place names can be used as a starting point to Indigenise the curriculum. You can view the transcript for the interview here.

Coen Hird and Associate Professor Steven Salisbury discuss field teaching, building relationships with Butchulla traditional owners at K’gari, and the ways they are introducing students to the importance of respecting Aboriginal understandings and connections to Country. You can view the transcript for the interview here.