Teaching Australian Indigenous Studies: Non-Indigenous academics negotiating structural impediments in a regional context

Abstract

This paper examines the experiences of two non-Indigenous academics in a regional Australian university who taught/coordinated a first-year course, Introduction to Indigenous Australia (SCS130). Drawing on our own experiences, we explore the implications and contentious nature of non-Indigenous academics teaching Indigenous Studies and align this discussion with structural critique. As non-Indigenous academics, some argue that it is culturally disrespectful and pedagogically problematic for us to deliver this course. We consider that the work of embedding Indigenous perspectives should not be relegated solely the responsibility of Indigenous academics, and that our teaching contributes to reconciliation and begins to fill a significant gap in awareness and understanding among Australian students in higher education. The course SCS130 aims to introduce students to Indigenous perspectives through narratives, film, documentaries, academic and non-academic texts, biography and art. The objective of the course is to engage students with the complexity of colonisation and its ramifications for constructions of individual and national identities. Student survey qualitative data is used to provide an analysis of the course and to illustrate the conflict between our pedagogic practice, student expectations and the structural impediments to our decolonising teaching aims.

“We Need to Run Our Own Communities”

“…In Australia, congruent with the international setting, provision of socially inclusive, equitable education has long been seen as pivotal to addressing the disadvantage experienced by Indigenous people (Hunter & Schwab, 2003). Since the 1980s, there have been many Australian policies aimed at improving Indigenous social inclusion and equity in education (Australian Government, 1989Government, , 2015Australian Human Rights Commission, 2008;Commonwealth of Australia, 2022;Council of Australian Governments, 2008;Hook & Jessen, 2022;Price, 2012). Between 2008 and 2012 a string of reviews reflected on these policies, aiming to steer Indigenous higher education participation toward parity with non-Indigenous participation (Behrendt et al, 2012;Bradley et al, 2008;Hook & Jessen, 2022).…”

“…Since the 1980s, there have been many Australian policies aimed at improving Indigenous social inclusion and equity in education (Australian Government, 1989Government, , 2015Australian Human Rights Commission, 2008;Commonwealth of Australia, 2022;Council of Australian Governments, 2008;Hook & Jessen, 2022;Price, 2012). Between 2008 and 2012 a string of reviews reflected on these policies, aiming to steer Indigenous higher education participation toward parity with non-Indigenous participation (Behrendt et al, 2012;Bradley et al, 2008;Hook & Jessen, 2022). Despite this, Indigenous student participation and completion rates remain well below those of non-Indigenous students, and cultural values continue to be undermined (Universities Australia, 2023;Wooltorton et al, 2022).…”