Working and Learning Together: Indigenous-led Pathways to Indigenise and Decolonise Curricula
Tracks
Kookaburra Room: In-Person & Virtual via OnAIR
| Monday, October 20, 2025 |
| 1:55 PM - 2:15 PM |
| Kookaburra Room (M3) |
Overview
Kate Robinson & Danni Cameron, The University of Sydney
Presenter
Ms Danni Cameron
Lecturer - Education Focused
University of Sydney
Working and Learning Together: Indigenous-led Pathways to Indigenise and Decolonise Curricula
Presentation Overview
This presentation explores Indigenous-led pathways to Indigenising and decolonising curricula in the Faculty of Medicine and Health, emphasising the critical importance of cultural safety and the inherent value of community-led initiatives within higher education. Our work focuses on Indigenising and decolonising curricula by centring Indigenous knowledges, values, and worldviews. This approach moves beyond simple content addition to fundamentally change the foundation of educational delivery. Key elements of our approach include honouring Indigenous voices by privileging Elders, Knowledge Holders, and lived experiences. We foster relational learning based on community, respect, responsibility, reciprocity and truth-telling.
The approach is multi-disciplinary and multi-faceted approach, creating working groups in each school of the faculty, supporting Indigenous academics and up-skilling non-Indigenous academics to design and deliver curricula. We privilege Elders, knowledge holders, and lived experience as authoritative, showcasing relational practice, emphasising community, reciprocity, reflexivity, and place-based learning. Additionally, we have created a share drive as a repository for resources of Indigenous material and content. We are highlighting Indigenous authors and their unique Indigenous methodologies and approaches and amplifying Indigenous methodologies as we support academics to embed country and place into assessment to create an embodied approach for students. The focus is on cultural immersions where students experience going out in community and building on their knowledge and relationships from that. Students take ownership of their learning journey: they become part of the story instead of merely learning content. Within their learning, students must grow their own cultural humility as they consider historical, social and political contexts, and truth telling around what has impacted Indigenous people coming into health care.
Through this presentation, we aim to share our journey and the transformative potential of Indigenous-led approaches in higher education in creating equitable and inclusive educational programs, ultimately fostering a more just and resilient society.
Three Key Learnings:
1. Indigenising and decolonising curricula by centring Indigenous knowledges, values, and worldviews rather than content alone
2. Honouring Indigenous voices by privileging Elders, Knowledge Holders, and lived experiences
3. Fostering relational learning based on community, respect, responsibility, reciprocity and truth-telling
The approach is multi-disciplinary and multi-faceted approach, creating working groups in each school of the faculty, supporting Indigenous academics and up-skilling non-Indigenous academics to design and deliver curricula. We privilege Elders, knowledge holders, and lived experience as authoritative, showcasing relational practice, emphasising community, reciprocity, reflexivity, and place-based learning. Additionally, we have created a share drive as a repository for resources of Indigenous material and content. We are highlighting Indigenous authors and their unique Indigenous methodologies and approaches and amplifying Indigenous methodologies as we support academics to embed country and place into assessment to create an embodied approach for students. The focus is on cultural immersions where students experience going out in community and building on their knowledge and relationships from that. Students take ownership of their learning journey: they become part of the story instead of merely learning content. Within their learning, students must grow their own cultural humility as they consider historical, social and political contexts, and truth telling around what has impacted Indigenous people coming into health care.
Through this presentation, we aim to share our journey and the transformative potential of Indigenous-led approaches in higher education in creating equitable and inclusive educational programs, ultimately fostering a more just and resilient society.
Three Key Learnings:
1. Indigenising and decolonising curricula by centring Indigenous knowledges, values, and worldviews rather than content alone
2. Honouring Indigenous voices by privileging Elders, Knowledge Holders, and lived experiences
3. Fostering relational learning based on community, respect, responsibility, reciprocity and truth-telling
Biography
Danielle Cameron is a proud Yuibera woman from the Birragubba Nation, currently living and working on Bundjalung Country. With over 20 years experience in education, health, research, and community leadership, Danielle blends lived experience, cultural knowledge, and professional expertise. She is a qualified teacher, counsellor, and facilitator, and the Director of BlackBirds Culture, delivering cultural supervision, trauma-informed training, and healing-informed practice across Australia.
Danielle’s work is grounded in Indigenous methodologies, relational practice, and strengths-based approaches. She co-led initiatives like Connecting Our Way, supporting the wellbeing of Aboriginal and Torres Strait Islander children. Danielle is currently completing her Masters in research.
Ms Kate Robinson
Lecturer - Education Focused
The University Of Sydney
Working and Learning Together: Indigenous-led Pathways to Indigenise and Decolonise Curricula
Presentation Overview
This presentation explores Indigenous-led pathways to Indigenising and decolonising curricula in the Faculty of Medicine and Health, emphasising the critical importance of cultural safety and the inherent value of community-led initiatives within higher education. Our work focuses on Indigenising and decolonising curricula by centring Indigenous knowledges, values, and worldviews. This approach moves beyond simple content addition to fundamentally change the foundation of educational delivery. Key elements of our approach include honouring Indigenous voices by privileging Elders, Knowledge Holders, and lived experiences. We foster relational learning based on community, respect, responsibility, reciprocity and truth-telling.
The approach is multi-disciplinary and multi-faceted approach, creating working groups in each school of the faculty, supporting Indigenous academics and up-skilling non-Indigenous academics to design and deliver curricula. We privilege Elders, knowledge holders, and lived experience as authoritative, showcasing relational practice, emphasising community, reciprocity, reflexivity, and place-based learning. Additionally, we have created a share drive as a repository for resources of Indigenous material and content. We are highlighting Indigenous authors and their unique Indigenous methodologies and approaches and amplifying Indigenous methodologies as we support academics to embed country and place into assessment to create an embodied approach for students. The focus is on cultural immersions where students experience going out in community and building on their knowledge and relationships from that. Students take ownership of their learning journey: they become part of the story instead of merely learning content. Within their learning, students must grow their own cultural humility as they consider historical, social and political contexts, and truth telling around what has impacted Indigenous people coming into health care.
Through this presentation, we aim to share our journey and the transformative potential of Indigenous-led approaches in higher education in creating equitable and inclusive educational programs, ultimately fostering a more just and resilient society.
Three Key Learnings:
1. Indigenising and decolonising curricula by centring Indigenous knowledges, values, and worldviews rather than content alone
2. Honouring Indigenous voices by privileging Elders, Knowledge Holders, and lived experiences
3. Fostering relational learning based on community, respect, responsibility, reciprocity and truth-telling
The approach is multi-disciplinary and multi-faceted approach, creating working groups in each school of the faculty, supporting Indigenous academics and up-skilling non-Indigenous academics to design and deliver curricula. We privilege Elders, knowledge holders, and lived experience as authoritative, showcasing relational practice, emphasising community, reciprocity, reflexivity, and place-based learning. Additionally, we have created a share drive as a repository for resources of Indigenous material and content. We are highlighting Indigenous authors and their unique Indigenous methodologies and approaches and amplifying Indigenous methodologies as we support academics to embed country and place into assessment to create an embodied approach for students. The focus is on cultural immersions where students experience going out in community and building on their knowledge and relationships from that. Students take ownership of their learning journey: they become part of the story instead of merely learning content. Within their learning, students must grow their own cultural humility as they consider historical, social and political contexts, and truth telling around what has impacted Indigenous people coming into health care.
Through this presentation, we aim to share our journey and the transformative potential of Indigenous-led approaches in higher education in creating equitable and inclusive educational programs, ultimately fostering a more just and resilient society.
Three Key Learnings:
1. Indigenising and decolonising curricula by centring Indigenous knowledges, values, and worldviews rather than content alone
2. Honouring Indigenous voices by privileging Elders, Knowledge Holders, and lived experiences
3. Fostering relational learning based on community, respect, responsibility, reciprocity and truth-telling
Biography
Kate Robinson is the proud granddaughter of a survivor of the stolen generation. Kate has a background in nursing and higher education, with leading roles in Indigenous curriculum development at the Australian Catholic University and is currently working in curriculum design, Indigenising and decolonising curriculum in the Faculty of Medicine and Health at the University of Sydney. She is researching the impact of Indigenising curricula on Indigenous academics and scholars within a PhD program at Central Queensland University.
