This paper focuses upon CSU’s embedding Indigenous curriculum strategy as a site for understanding why Indigenous leadership is crucial to moving institutional commitments forward. The task of embedding Indigenous content into established western discipline curriculum, taught almost exclusively by non-Indigenous academics, requires grounded Indigenous leadership upheld by the institution and individual academic collaborators. Ranzijn et al (2008) outline five main inhibitors to developing culturally engaged curriculum – lack of institutional commitment; dependence on individual discretionary effort and goodwill; assuming that Indigenous departments in Universities will do the work; lack of engagement and/or commitment by academic staff; and lack of well-articulated and designed curriculum (7). At CSU Indigenising the curriculum is an institutional commitment, however this institutional influence alone is not sufficient to achieve the level of cultural change required to achieve the mandated commitment.
|Number of pages||14|
|Journal||Journal of Australian Indigenous Issues|
|Publication status||Published - Mar 2017|