'Where do we start….?': An indigenisation strategy for the university

Many Australian universities seek to “embed Indigenous perspectives” and “incorporate Indigenous knowledges” throughout their programs. These strategies may be linked to university-wide initiatives such as reconciliation plans or equity agendas, or to efforts by individual staff or schools. This paper reports on a project to Indigenise the curriculum at Central Queensland University (CQUniversity), facilitated by the Office of Indigenous Engagement. The authors discuss definitions of Indigenisation within the post-colonial setting where Indigenous epistemologies have traditionally been marginalised. They describe “yarning” as an important strategy for kick-starting Indigenisation, and discuss its application at CQUniversity. The authors then present an emerging conceptual model for CQUniversity’s approach to Indigenisation. They argue that Indigenising approaches need to challenge existing teaching practices, be guided by Indigenisation objectives, and be widely supported by university staff. They place Indigenisation within the larger context of addressing Indigenous disadvantage and normalising Indigenous ways of knowing, learning and teaching.