Indigenising the curriculum: Benchmarking across the Australian higher education sector

Focus: This study investigates the integration of Indigenous knowledges in the curriculum of Australian universities, benchmarking initiatives within the higher education sector.
Background/Context: While all Australian universities acknowledge the value of Indigenous strategies, only a third have established specific protocols for incorporating Indigenous knowledges into their curricula. This inconsistency reveals a gap between strategic intentions and practical applications, requiring a detailed exploration of ‘Indigenisation’ methods and their effectiveness (Bullen & Flavell, 2017; 2022).
Description: The research explores into the distinctions embedding Indigenous knowledges across Australia’s university sector, identifying that few institutions like the University of Sydney and Charles Sturt University have initiated concrete steps like seed grants, faculty-specific pilots, and comprehensive engagement with Indigenous Cultural and Intellectual Property (ICIP) (Kwaymullina, 2019). Method: Employing a comprehensive website audit alongside case studies from 42 universities, this paper evaluates the current state of Indigenous knowledge integration. Benchmarking was conducted by searching each university website using terms such as Indigenous knowledge, Indigenous strategy, and Indigenisation. University websites with dedicated webpages or those identifying integration of Indigenous knowledges in their strategic plan warranted further interrogation in understanding their practices and the extent of their implementation (Nakata et al., 2012).
Evidence: Evidence from the audits and case studies demonstrates significant variation in the adoption and depth of ‘Indigenisation’ practices. Key findings include the percentage of universities integrating Indigenous knowledges, the effectiveness of school-based approaches, and the impact of targeted funding and policy frameworks.
Contribution: The study contributes to a critical examination of ‘Indigenisation’ in higher education, offering actionable insights to guide universities in enhancing their curriculum by understanding best practices across the sector.
Engagement: Participants will be invited to share their experiences from their retrospective university in an effort to engage in an open dialogue between what is mentioned online and their experiences in reality.