Uncoupling binaries, unsettling narratives and enriching pedagogical practice: lessons from a trial to Indigenize geography curricula at the University of Adelaide, Australia

• Published in: Journal of geography in higher education Vol. 43; no. 3; pp. 323 - 342
• Main Author: Nursey-Bray, Melissa
• Format: Journal Article
• Language: English
• Published: Oxford Routledge 03.07.2019; Taylor & Francis Ltd
• Subjects: Colleges & universities; Curricula; curriculum; Curriculum Development; decolonization; Educational Change; Educational Practices; Enrichment; Foreign Countries; Foreign Policy; Geography; Geography Instruction; Gilding; Indigenous country; Indigenous Knowledge; Indigenous Populations; Learning Processes; Narratives; Program Descriptions; Reference Groups; Teaching Methods; Universities; Australia
• ISSN: 0309-8265; 1466-1845
• DOI: 10.1080/03098265.2019.1608921

The development of culturally and social inclusive curricula is an important aspect of teaching geography. In countries such as Australia with a history of colonial oppression and dispossession the need to acknowledge Indigenous history and peoples in teaching is vital. This paper reports on the lessons learned from being part of the Indigenous Enrichment of Curricula Project (IECP) for geography curricula at the University of Adelaide, Australia. Drawing on advice from an Indigenous Reference Group, this project trialled the use of visual and aural delivery mechanisms, the development of country-based assessments, the use of "co-run conversations in safe spaces" and embedding of key narratives and storylines to provoke student learning and cultural reflexivity. Challenges are reported on, including working out how to decolonize curricula without adopting binary and essentialist constructions of Indigeneity, how to involve Indigenous colleagues without overburdening them, and how to represent Indigenous knowledge. The paper concludes that Indigenizing or enriching curricula must go beyond a content focus and avoid superficially gilding the lily (by the addition of culturally palatable and romanticized "nuggets" of Indigenous knowledge) but build towards a drastic re-structuring in practice of entire course frameworks consistent with Indigenous ways of doing and seeing.