Nicole Herbert, School of Information and Communication Technology (ICT), CoSE*
Matthew Springer, School of Information and Communication Technology (ICT), CoSE
Rob Anders, School of Geography, Planning and Spatial Sciences, CoSE
The integration of Aboriginal and Torres Strait Islander perspectives into curricula presents a series of pragmatic challenges. Non-Indigenous academics wield significant influence in this endeavour: where their level of interest, enthusiasm, and confidence in incorporating Indigenous content directly affects student engagement. However, non-Indigenous academics often grapple with their own knowledge limitations and concerns about inadvertently perpetuating stereotypes and biases (Ranzijn et al., 2008). The practicalities of incorporating Indigenous content and aligning it with assessment criteria; and balancing discipline-specific content with Indigenous perspectives pose complex challenges (Flavell et al., 2013; Ranzijn et al., 2008).
Students, too, encounter difficulties in linking Indigenous content with their chosen fields of study or future careers: sometimes leading to resistance (Flavell et al., 2013). Yet students' attitudes toward cultural issues can evolve over time: particularly when they deepen their understanding of cultural identity (Bullen & Flavell, 2022). Successfully integrating Indigenous perspectives with discipline-specific material can motivate students (Bullen & Flavell, 2022).
Our presentation delves into the systematic process employed to embed Aboriginal and Torres Strait Islander perspectives within an ICT curriculum: emphasising lessons that transcend disciplinary boundaries. Key takeaways include the necessity for educators to convey compelling reasons for integrating Indigenous perspectives; the fine balance between content quality and quantity and its impact on engagement; addressing knowledge gaps in Indigenous history and culture to mitigate stereotypes and biases; the importance of integrating Indigenous perspectives with discipline-specific content; and the significance of collaborating with Indigenous peoples, thus challenging the deficit view that often pervades academia.
Bullen, J., & Flavell, H.L. (2022). Decolonising the Indigenised curricula: Preparing Australian graduates for a workplace and world in flux. Higher Education Research & Development, 41(5), 1402-1416. https://doi.org/10.1080/07294360.2021.1927998
Flavell, H., Thackrah, R., & Hoffman, J. (2013). Developing Indigenous Australian cultural competence: A model for implementing Indigenous content into curricula. Journal of Teaching and Learning for Graduate Employability, 4(1), 39–57. https://doi.org/10.21153/jtlge2013vol4no1art560
Ranzijn, R., McConnochie, K., Day, A., Nolan, W., & Wharton, M. (2008). Towards cultural competence: Australian Indigenous content in undergraduate psychology, Australian Psychologist, 43(2), 132-139, https://doi.org/10.1080/00050060701762554