RMIT University strongly values diversity and inclusion and has created the Inclusion, Diversity, Equity and Access (IDEA) Framework as a guiding blueprint by which it operates.
One of the priority action areas of this framework is "education and research that demonstrate best practice in inclusion, diversity, equity and access."
RMIT University Library encourages academic staff to embrace a similar sentiment by diversifying their Reading Lists where possible to include disability and LGBQTI+ voices, as well as a variety of cultural histories and narratives and not just Euro-centric or Western-centric views.
RMIT University strongly values diversity and inclusion and has created the Inclusion, Diversity, Equity and Access (IDEA) Framework as a guiding blueprint by which it operates.
One of the priority action areas of this framework is "education and research that demonstrate best practice in inclusion, diversity, equity and access."
As such, RMIT University Library is committed to ensuring our collections are inclusive and representative of marginalised voices and diverse perspectives. We encourage academic staff to embrace a similar sentiment by diversifying their Reading Lists where possible.
Diversifying your Reading List involves diversifying the resources on your list so that students are exposed to a variety of different cultural histories and narratives and not just Euro-centric or Western-centric views. Using course resources that represent marginalised voices offers more diverse perspectives and can encourage a sense of inclusion and belonging.
Not all disciplines will lend themselves to the methods outlined of diversifying a Reading List, as it depends on the disciplinary traditions, the nature of the established canon and available alternative texts. Also, your School or College may have certain requirements or prescriptive texts that need to be used for industry accreditation purposes. Where this is the case, texts that discuss this difficulty and set out ambitions for a diversified approach are valuable for opening up discussion (for example, in the field of design). It can also be helpful to acknowledge the geographical and historical context of knowledge production, and this is a useful starting point for discussion.
If you’re unsure about where to start with diversifying your Reading List or would like to discuss how to source alternative texts and resources, get in touch with the Library’s Teaching Support team for advice. You can also reach out to your School or College Indigenous Curriculum Specialist for information about requirements for diversifying your list for your course.
Crilly, J., & Everitt, R. (Eds.). (2022). Narrative expansions: Interpreting decolonisation in academic libraries. Facet Publishing.
Crilly, J., Panesar, L., Warner, C., & Ramejkis, A. (n.d.). Decolonising reading lists. University of the Arts London. https://www.arts.ac.uk/__data/assets/pdf_file/0021/201936/Decolonising-reading-lists-PDF-703KB.pdf
RMIT University. (2023). Inclusion, diversity, equity and access at RMIT: IDEA framework. https://www.rmit.edu.au/about/our-values/diversity-and-inclusion
Diversifying your Reading List can be a powerful way to challenge assumptions, broaden perspectives, and support marginalised voices. When considering what resources to include, ask yourself the following questions to guide the process of diversifying your list:
Adapted from "AEM Toolbox" by University of the Arts London is licensed under CC BY-NC 4.0
Below is a list of readings and resources that highlight current debates and directions around the diversification and decolonisation of reading lists and higher education curriculum.
RMIT University Library is a great place to search for resources on marginalised voices as it has extensive collections that represent diverse experiences and perspectives. A good place to start is LibrarySearch where you can search for books, articles, streaming media and more. The Library also subscribes to a large range of multidisciplinary and subject specific databases. Check your Library subject guide to determine what the key databases are for your area. Below is a selection of our Library guides and databases that may assist with diversifying your Reading List.
It should be noted that databases and repositories use a range of subject headings and keywords for indexing purposes, and that some of these words/terms/phrases may be considered outdated or culturally insensitive. Whilst the Library does not condone such indexing practices, it is recommended that as many keywords and synonyms/alternative words/acronyms are used when searching to yield greater results. Some suggested search terms have been provided below to help get you started.
decolonisation OR decolonization OR postcolonialism
Eurocentric OR Westerncentric OR “Western culture”
Indigenous OR “First Nations” OR Aboriginal OR “Aboriginal Australian” OR “Aboriginal and Torres Strait Islander”
marginalisation OR marginalization OR “minority groups” OR “social exclusion”
inclusivity OR “interculturally responsive” OR “cultural sensitivity” OR diversity
“reading list” OR readings OR resources OR curriculum OR syllabus OR university OR pedagogy
LGBTQ+ OR queer OR lesbian OR gay OR transgender OR bisexual OR homosexual OR intersex OR asexual
disability OR disabled OR “people with disabilities” OR “person with a disability”
disenfranchised OR oppressed OR disempowered OR voiceless OR dispossessed
women OR female OR gender
RMIT University's 2019 Bundjil Statement is a commitment to reconciliation and encourages reframing ways of knowing, doing and being in everyday life and work. With this in mind, including Indigenous material can be an important part of diversifying your Reading List.
This page has some key resources to get you started on finding, choosing and evaluating Aboriginal and Torres Strait Islander material.
Note that embedding Aboriginal and Torres Strait Islander perspectives in teaching can include adapting how and what you teach, as well as what resources you include in our courses. Go to the Aboriginal and Torres Strait Islander perspectives library guide to find more.
In addition, the university's Principles of Aboriginal and Torres Strait Islander Perspectives can be used as a guide by RMIT teams to include Indigenous Perspectives in the curriculum.
Searching for Indigenous content with RMIT Library for teachers and academics (5:53 min) by RMIT University Library (YouTube)
The Library collections include many resources about and by Aboriginal and Torres Strait Islander people, as well as other First Nations people. It's important to recognise that these reflect many perspectives and attitudes, some of which may be harmful. Nonetheless, they can be scrutinised and critically analysed for pedagogical and research purposes. Consider when you need to include a content warning.
However, when embedding Aboriginal and Torres Strait Islander perspectives in your curriculum, you will want to choose resources which respectfully represent contemporary Aboriginal and Torres Strait Islander knowledge, understandings, and ways of knowing.
Indigenising curriculum is the embedding of Indigenous histories, voices, experiences, knowledges and ways of learning into our teaching. These are ‘too often unknown, hidden and silenced’ (Page et al., as cited in Kamp, 2022, para. 4) due to ongoing settler colonialism.
Kamp, E. (2022, May 26). Be brave: How to Indigenise the curriculum. https://blog.aare.edu.au/be-brave-how-to-indigenise-the-curriculum/
Use these questions to guide resource selection. Some of the questions may not be relevant in your context, but it is good to consider all of them.
Adapted from "First Peoples resources evaluation tool" [Word short version] by Australian Catholic University is used with permission.