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Aboriginal and Torres Strait Islander perspectives

This guide provides information and resources for supporting Indigenous knowledge in teaching and research practices.


There are several terms that are used worldwide regarding Indigenous perspectives in education. 

At RMIT, the preferred terminology is the language of diversification and inclusivity. However, other terminology such as decolonisation and indigenisation is widely used, particularly outside of Australia. Resources that use these terms may still be useful as you explore embedding Aboriginal and Torres Strait Islander perspectives in your teaching.

Key resources on pedagogy

Resources from the Library


Book cover attribution

Frawley, J., Russell, G., & Sherwood, J. (Eds.). (2020). Cultural competence and the higher education sector: Australian perspectives, policies and practice Springer. Licensed under CC BY 4.0.
Hill, B., Harris, J., & Bacchus, R. (Eds.). (2020). Teaching Aboriginal cultural competence: authentic approaches Springer.
Larkin, S., Frawley, J., & Smith, J. A. (Eds.). (2017). Indigenous pathways, transitions and participation in higher education from policy to practice Springer Nature. Licensed under CC BY 4.0.
Trimmer, K., Hoven, D., & Keskitalo, P. (Eds.). (2020). Indigenous postgraduate education: intercultural perspectives Information Age Publishing, Inc.

On 'decolonisation'


While the term decolonisation is not preferred at RMIT, it is commonly used elsewhere. There is useful discussion which describes it as a reflective practice that addresses legacies of colonisation, including 'privileged knowledge and ways of knowing.'


Australian and UK academics discuss decolonising the curriculum

The Campus Webinar: decolonising the curriculum (58:57 mins) by Times Higher Education (YouTube)

RMIT First Nations student perspectives on decolonising higher education