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Embedding an Indigenous Graduate Attribute into University of Western Sydney's Courses

Published online by Cambridge University Press:  22 July 2015

Berice Anning
Berice Anning*
Affiliation:
Badanami Centre for Indigenous Education, Penrith Campus, Kingswood, University of Western Sydney, Locked Bag 1797, Penrith South DC, New South Wales, 1797, Australia
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Abstract

The paper reports on embedding an Indigenous graduate attribute into courses at the University of Western Sydney (UWS), providing the background to the development and implementation of a holistic and individual Indigenous graduate attribute. It details the approach taken by the Badanami Centre for Indigenous Education in advising the UWS staff on the process for endorsement of the Indigenous graduate attribute. The UWS's recognition of its moral purpose and social responsibility to Indigenous people in Greater Western Sydney has led to the successful re-establishment of Indigenous education at UWS. The paper outlines the unique and innovative approach taken to implement the Indigenous graduate attribute, including: consultation across the Schools at UWS; developing and establishing relationships through the respect of disciplinary culture and tradition; the UWS-wide reform of the traditional discipline approach and the first step towards recognition of the domain of Indigenous knowledge in teaching and research; establishing a team of Indigenous academics; developing a learning and teaching framework for Indigenous knowledge and Indigenous studies; and integrating Indigenous content into curricula at UWS. The Department of Education, Employment and Workplace Relations funded UWS to develop the Indigenous graduate attribute and implement it by embedding cultural competency and professional capacity into UWS courses.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 39 , Issue S1: Indigenous Studies, Indigenous Knowledge: Dialogue Or Conflict In The Academy? , 2010 , pp. 40 - 52
Copyright
Copyright © Cambridge University Press 2010

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References

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