Innovative partnerships: Embedding Indigenous perspectives into curriculum

Background/Context: Indigenous perspectives remain underrepresented in higher education curricula. CDU’s program aims to bridge this gap,
facilitating collaborative projects between Indigenous students and academic staff, fostering mutual learning and Indigenisation of the curriculum.
Description: The program encompasses diverse fields such as Social Work, Speech Pathology, Economics, Cybersecurity, and Health, with projects
ranging from curriculum unit development to digital resource and badge creation, all aimed at integrating First Nations perspectives.
Method: Following Rigney’s (2017) Design and Evaluation Framework for Indigenisation (DEFI), the program prioritises inclusive partnerships, ethical
engagement, and transformative processes that utilised regular check-ins, an induction processes, and a formal evaluation. The initiative is part of a
critical Participatory Action Research methodology where participation and action are part of the research process (Freire, 1982).
Evidence: Examples of projects include the development of First Nations perspectives in social work education, redesigning sustainability units,
establishing a First Nations pre-law program, creating an Indigenous glossary for academic assignments, and incorporating Indigenous voices in social
work accreditation materials.
Contribution: The program contributes to the academic landscape by offering a new method of embedding First Nations knowledges within the
curriculum, enhancing curriculum design and promoting student partnership in curriculum development.
Engagement: Engagement will be fostered through interactive discussions, showcasing project examples, and insights into the participatory design
process. Attendees will gain an in-depth understanding of the program’s impact, challenges and barriers encountered, timeframes and payment
provided, and the induction process highlight