13 Indigenising curriculum at UQ College

UQ College

Who are we?

About UQ College

UQ College is a separate, wholly owned entity with the mission to provide a consistent flow of well-prepared students into The University of Queensland (UQ). To this end, the College offers programs that prepare students from a variety of backgrounds for tertiary study. Our work to Indigenise curriculum has, to date, focused on two of these academic pathways: the Foundation Program, which is for international students, and our Tertiary Preparation Program, which is dedicated to domestic students including Aboriginal and Torres Strait Islander students.

About the authors

Ash Moor grew up in Toowoomba (Barunggam Country) and his family connections extend into Wakka Wakka Country in South East Queensland. He works as manager of academic pathways at UQ College. Ash is married and has two boys who love fishing for Yellowbelly and Murray cod. Jen McLeod is of Ngati Rangi, Te Atihaunui-a-Paparangi and Ngati Apa descent, Aotearoa (New Zealand). She grew up in a rural area of Whanganui. She has two sons, both with one child each (one Australian and one New Zealander). Jen is the course coordinator of Humanities and Social Sciences at UQ College. Gabe Churchill grew up in and around Grafton, New South Wales (Bundjalung and Gumbaynggirr Country). He lived in Japan and taught English there for five years after graduating from university. Gabe is the course coordinator for Academic English at UQ College.

Why Indigenise the curriculum of enabling programs?

There are global, national and local imperatives to Indigenise curriculum. While the United Nations (2007) affirms the rights of Indigenous peoples at a global level, peak bodies also play an important role at a national level. For teachers within the Australian context, a standards framework is provided by the Australian Institute for Teaching and School Leadership (AITSL). Standard 2.4 requires teachers to “understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians” (AITSL, 2018). At a more local level, the UQ Reconciliation Action Plan (RAP) prompts those within the UQ community to journey towards an Indigenised curriculum.

Foundation programs are also regulated through a legislative standards framework, the Education Services for Overseas Students (ESOS) Foundation Program Standards (Australian Government, 2021). The standards provide the following guidance relating to Foundation program curricula:

The curriculum of a Foundation program must:

1. be designed to prepare overseas students for further study in Australian higher education programs
2. include subjects comparable in standard to an Australian year 12 curriculum in developing the academic skills and knowledge necessary for higher education study
3. be open to independent scrutiny by the ESOS agency for the provider. (Australian Government, 2021, standard 2.1)

In turn, UQ College Foundation Program learning outcomes work to ensure the curriculum meets standards (a) and (b) above, and that students will also:

Demonstrate social, civic and ethical responsibility:

• active participation in intellectual, social and cultural activities
• an awareness, appreciation of and respect for Indigenous perspectives
• a commitment to UQ College values and the Student Charter
• academic integrity and accountability.

Enabling programs such as our Tertiary Preparation Program are not currently regulated by any standards framework, though benchmarking work has occurred among a number of providers and this benchmarking provides shared understandings of best practice (Davis et al., 2023). Although the 2024 Australian Universities Accord makes recommendations relating to funding arrangements for such programs, it stops short of recommendations towards national standards for preparatory programs (Australian Government, 2024). We believe an opportunity exists for national standards to require the inclusion of Indigenous perspectives, Indigenous content and Indigenous knowledges (Bunda, 2022) in the curricula of enabling (also known as preparatory) programs. This chapter will outline the steps we have taken to incorporate Bunda’s Indigenising Curriculum Design Principles (2022), including Relationships, Respect, Truth, and Country, and demonstrate how such a national standard could be operationalised.

How have we Indigenised curriculum?

How do we Indigenise the curriculum? This is complex and requires a deeply thoughtful and critical response. As we dive deeper into addressing the United Nations’ affirmed rights of Aboriginal and Torres Strait Islander peoples to “dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education” (United Nations, 2007, p. 14), we must consider the importance of our initial steps in recognising the cultural dimensions of teaching and learning. Indigenising curriculum is not a matter of simply changing content; this does not address the epistemological nature from which Indigenous worldviews originate. Indigenous understandings and their origins are deeply rooted in relational contexts that must be acknowledged and integrated into the educational framework. So where do we begin?

At UQ College, we support the idea that a human or relational approach, where connectedness and quality relationships are fundamental, is a good place to begin (Bishop & Berryman, 2006; Bunda et al., 2023). We understand that knowledge is viewed from Aboriginal and Torres Strait Islander perspectives as both relational and holistic (Smith, 2021). Students and teachers can form connections by sharing knowledge in teaching and learning settings, but also by taking the time to discover, build and strengthen relationships more broadly.

Relationships

Throughout our efforts to Indigenise curriculum there has been consistent focus on building relationships with Indigenous knowledge holders (Bunda, 2022). This relationship-building commenced in 2022 with academic staff within UQ’s Aboriginal and Torres Strait Islander Studies Unit and has since rippled out to include other Indigenous Elders and Indigenous knowledge holders from the University community and beyond. Throughout this process, staff in the Aboriginal and Torres Strait Islander Studies Unit have patiently steered us in the right direction and connected us with relevant knowledge holders. Through careful guidance, we have grown in our awareness of cultural load associated with truth-telling and the need to compensate Indigenous knowledge holders for their Indigenous knowledge and perspectives. Specific instances and outcomes of these relationships include a guest lecture series by Aunty Judi Wickes on her family experience with the Certificate of Exemption, a staff professional development session delivered by Professor Martin Nakata on improving outcomes for Aboriginal and Torres Strait Islander students, and a lecture and ongoing discussions with Professor Tracey Bunda who has modelled for us effective Indigenisation of curriculum (in the broadest sense).

Further evidence of the success of these relationships is found in a research partnership between UQ College, academic staff within UQ’s Office of the Deputy Vice-Chancellor (Indigenous Engagement), University of New South Wales and University of Melbourne as part of a project funded by Australian Centre for Student Equity and Success (ACSES) investigating the role of enabling/pathway programs in supporting Indigenous student university degree completion (Fredericks et al., in press; see project team pictured in Figure 1).

Reaching beyond St Lucia and the University campus, relationship-building has occurred with community on Minjerribah (North Stradbroke Island) where UQ College Biology students participate in on Country activities with Quandamooka knowledge holders Matt Burns and Aunty Sonja Carmichael. Through this field trip, students were able to experience embedded/immersive Indigenous knowledge and perspectives (Bunda, 2022). Our students and staff have been enriched through learning about diverse ways of knowing, being and doing. This journey is by no means complete and needs to be further broadened in future (which will be discussed later). Perhaps a natural outworking of successful relationships with Indigenous knowledge holders is being invited (by knowledge holders) into deeper and broader engagement. This deepening has resulted in a growing number of UQ College staff engaging with more formal structures, such as the UQ RAP Working Party and UQ’s Indigenising the Curriculum Circle of Practice, as well as contributing this chapter to the Handbook. By prioritising relationships, a significant amount of cultural responsiveness (among other things) has been developed in a relatively short timeframe. We feel that this cultural responsiveness has created benefits for Indigenous students and is consistent with the conceptual model developed by Fredericks et al. (2022) calling for a whole-of-university approach to supporting Indigenous students.

Academic English course (Respect)

In 2022, we started with an amazing opportunity – to develop a new Academic English (AE) course, mandatory for all Foundation Program and Tertiary Preparation Program students. We were also fortunate to be members of the UQ community; one which values reconciliation and has a RAP in place. As our course was being designed for all academic pathway students (international and domestic), it was an obvious decision to proudly recognise Aboriginal and Torres Strait Islander peoples and include Indigenous perspectives in our curriculum. The inclusion of Indigenous perspectives in the AE course needed to be done respectfully and truthfully and under the guidance of Indigenous knowledge holders.

Looking at the ESOS Foundation Program Standards (Australian Government, 2021) and curriculum requirements, and through consultation with Professor Tracey Bunda from the Office of the Deputy Vice-Chancellor (Indigenous Engagement), we determined that the most suitable part of the AE curriculum in which to initially embed Indigenous perspectives was the final 10-week study period (the course is 30 weeks’ duration). In the final study period, the course focuses on collaboration, creativity and autonomy. Based on consultation and feedback, the theme of reconciliation was decided upon.

At the beginning of this study period, students are introduced to the topic of reconciliation through exploring resources from Reconciliation Australia, The Language of Relationships with Aboriginal and Torres Strait Islander Peoples (Bunda et al., 2023), and the Narragunnawali education program created by Reconciliation Australia. Students continue their learning through a group presentation task. For this task, students explore the UQ Library’s Aboriginal and Torres Strait Islander collection and select a text which they find compelling. The collection contains a wide variety of different texts such as documentaries, short stories, poetry, art and conference papers. Students explore their text and identify connections to reconciliation. In groups, students share their separate texts and identify common themes. Teams then plan and prepare a short group presentation which explores their chosen theme(s) with the class. During this time, the teacher takes a supportive role rather than the role of subject-matter expert. The teacher may help students with group dynamics, planning, search strategies and troubleshooting. The teacher, however, is not seen as the content expert or knowledge holder. This approach to teaching and learning aligns with Bunda (2022) who describes Indigenous knowledge as that which is “held and taught by Indigenous people” (p. 8).

We have completed this module with nine cohorts and have been very happy with learning outcomes overall. Students consistently identify the group presentation task on reconciliation as one of the most challenging and enjoyable modules in the AE course. Indigenous students participating in this curriculum activity report positive sentiments of inclusion and affirmation, which align with the calls of Fredericks et al. (2023) for Indigenous students to see themselves within the curricula of Australian universities.

More work remains in the development of a culturally responsive team of teachers, and College management has a role to play in providing mandatory induction training which includes Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) learning modules, as well as context-specific cultural competency training. A small number of staff have completed BlackCard training, but sourcing a training organisation and freeing up staff to participate in training are two identified challenges. Resourcing an Indigenous identified role within the College is also an area which requires attention from management. As part of our course review process and based on feedback from Indigenous knowledge holders within the Aboriginal and Torres Strait Islander Studies Unit, our focus will move from a general focus on reconciliation to more specific emphasis on truth-telling and historical acceptance. We plan on implementing these changes in our 2025 curriculum.

Humanities and Social Sciences course (Truth)

The diversity of UQ College students and staff inspires us to understand the multitude of perspectives an individual brings to the teaching and learning environment; perspectives that are culturally bound. Our Humanities and Social Sciences (HASS) elective promotes the idea that culture counts. We impress upon learners that culturally and relationally responsive teaching is about making their learning experience relevant and effective. We begin by encouraging students to draw upon their own experiences to discover the realities of what it means to be human and what it means to understand the humanity of others. A humanities agenda accommodates the integration of Indigenised curriculum squarely within our course. We want our students to invest themselves in their study. According to Lemley et al. (2024), a culturally responsive approach purposefully draws on a learner’s cultural knowledge and life experiences in a setting where different views are respected. It is this approach that allows students to bring who they are to the learning context.

One way we promote students sharing their cultural experiences is through discussion circles. Much like the yarning circles led by community Elders Aunty Judi Wickes and Aunty Denise Proud, we use discussion circles for unpacking key concepts, narratives and ideas in the course (J. Wickes, Kalkadoon/Wakka Wakka, personal communication, April 2023). We promote dialogue to learn from one another, to build respect and share knowledge. Again, like the yarning circle, participants are encouraged to come with a mindset of respect for the ideas of others. Our circles of dialogue engage learners rather than laptops, pens or paper. We do this prior to an introduction to the history of colonial relations between government and Aboriginal and Torres Strait Islander peoples because we want students to become aware and communicate “from shared positions of power, understanding and responsibility” (Bunda et al., 2023, p. 11). Exploring the cultural identity of individuals and collectives allows us to confirm our relational status and begin to explore and ask questions about who we are in relation to others.

The study of humanities often locates the concept of identity as collective. Our course explores an individual’s identity as strongly associated with the collection of group memberships. Students investigate key concepts related to individual and collective identity and apply these ideas to society. When examining the evolution of ideas through the significance of historic events, for example, we identify the origins and history of societal norms, encouraging our students to question the taken for granted status quo. We ask them to consider the benefits and costs of social change created by these events. By exploring who we are in terms of social categories located within a system of power and privilege, we provide opportunities for learners to examine the ways in which some cultural norms are legitimised, while others are not. We want our learners to understand why Indigenous peoples’ rights to be “free and equal to all other peoples and individuals” (United Nations, 2007, p. 8) are not yet fulfilled, and to consider how they might be active in changing this situation.

As students learn about identity and how they position themselves within the strata of society, they begin to question differences, particularly in terms of social justice, and the access to, and the distribution of, resources. In an assessment activity, we ask students to construct a creative response to who they are in relation to Australian society and the role they have in the reconciliation process. Students have the opportunity to merge history, literature, art and music through this creative product. Students then prepare an exegesis on their work. It is here we discover their ability to apply the key concepts and aspire to become agents of change, to express their understanding of historical acceptance and express reconciliation action for the future (Reconciliation Australia, 2025). Notably, many international students make connections back to their homelands and the historical periods of colonisation that have impacted their own peoples. They recognise the similarities. We encourage these comparisons because it is essential that our students view Indigenous peoples’ flourishing as equal to that of other groups. We want them to see a hopeful future in which all human rights are honoured. We have found that students are more likely to invest in the promotion of human rights when they can see themselves in the frame. We have found they are also less likely to pathologise Indigenous peoples with cultural deficit approaches. The ability to position without blame demonstrates their deeper reflection, challenging of assumptions and repositioning of the self for a more inclusive society. As creative responses unfold from draft to finish, we encourage our students to look to a brighter future by focusing on the value of equality for all.

Biology course (Country)

Another elective course for students in our academic pathways programs is Biology. In this course, students participate in a two-night field trip to Minjerribah (North Stradbroke Island), based at the UQ Moreton Bay Research Station. On Quandamooka Country for the duration of the trip, students participate in an immersive, half-day experience with Indigenous knowledge holders Matt Burns and Aunty Sonja Carmichael. This includes a Welcome to Country, followed by a guided walk through the Goompi Indigenous Knowledge Trail. Male and female students split into groups to participate in cultural exchange activities, including spear and burung (boomerang) throwing, weaving and yarning. Students return from the Biology field trip with a deepened appreciation of Indigenous connection to Country and the impacts of colonialism, and are able to form cross-curricular connections between Academic English, HASS and Biology.

The future at UQ College

Embedding Indigenous perspectives in all UQ College courses

Currently, we have embedded elements of Indigenised curriculum into just a handful of our 15 Foundation Program and Tertiary Preparation Program courses. Our plan is to continue the Indigenisation of curriculum into all courses. As part of our bi-annual course review process, course coordinators will need to explain how their course presents Aboriginal and Torres Strait Islander perspectives. Table 1 shows the courses which currently have embedded elements of Indigenised curriculum, as well as the courses we plan on focusing on in the future.

Table 1: UQ College Foundation Program and Tertiary Preparation Program courses plotted in the Indigenising Curriculum Framework (Graham, 2021)

Building cultural capability

Guided by the UQ RAP, the cultural capability of our staff (teaching and non-teaching) is an area where our skills, knowledge, understanding and practices are slowly developing. Through connections made with the Aboriginal and Torres Strait Islander Studies Unit, the College has been able to lay the groundwork to build the cultural capability of its staff. We continue to strive to be a more culturally capable community by (1) nurturing existing relationships with Indigenous knowledge holders to provide cultural competency/grounding training, (2) growing our Indigenising the Curriculum Circle of Practice (internal to UQ College), and (3) enhancing our focus on Indigenising curriculum as part of regular staff meetings. Like all things organic, this work is continual, relational and often seasonal, and always happens in competition with other priorities. This fits-and-starts dynamic means that staff may be at different stages of the cultural responsiveness continuum (AITSL, n.d.). At an organisational level, significant work remains in terms of mandatory staff induction training. This includes adding the AIATSIS Core Cultural Learning modules 1 and 2 to the induction training requirements of all UQ College staff. These are currently optional. It is anticipated that the inclusion of these modules will reduce load on knowledge holders by setting a foundation of truth and respect at the heart of relationships. When engaged with the College, Indigenous knowledge holders are always remunerated appropriately for their work and this helps to recognise both the knowledge itself, and the personal burden of what is often painful truth-telling from lived experience. Feedback from staff has shown that our efforts to build cultural capability is creating a positive impact. In all, UQ College aspires to be a culturally responsive place to work and study. While much remains to be accomplished, this work has begun positively.