Framework

Pedagogical Framework
Graduate Learning Outcomes (GLOs)

The incorporation of Indigenous Australian content into undergraduate awards at Charles Sturt is guided by a cultural competence pedagogical framework. This framework provides students with knowledge and understanding of First Nations cultures, histories and contemporary contexts, develops their self and professional critical reflexivity and equips graduates with discipline specific and culturally appropriate skills and strategies to prepare them for working effectively with First Nations clients and/or communities.

Indigenous Australian content incorporated into subjects offered by Charles Sturt require approval and classification by the Indigenous Board of Studies (IBS).

Defining ‘Indigenous Australian Studies’ at Charles Sturt

Please refer to the current Indigenous Australian Content in Courses and Subjects Policy for these definitions.

This policy outlines the responsibilities of the Indigenous Board of Studies, the Faculties, the School of Indigenous Australian Studies and the Division of Learning and Teaching, and in particular its Gulaay team

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Who is responsible for convening, teaching and developing Indigenous Studies at Charles Sturt?

Please refer to the current Indigenous Australian Content in Courses and Subjects Policy for these definitions.

This policy outlines the teaching responsibilities of the School of Indigenous Australian Studies and the relevant school or faculty/p>

Please also see the current Course and Subject Delivery and Management Procedure for requirements for service teaching.

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Cultural Competence: A Pedagogical Framework for Incorporating Indigenous Australian Content

The cultural competence pedagogical framework adopted at Charles Sturt provides a systematic and systemic approach to the incorporation of Indigenous Australian content into Charles Sturt undergraduate programs and the building of student cross-cultural competencies. This framework or model addresses three aspects or components considered essential for the development of cultural competence.

Charles Sturt policy requires that each of these components is incorporated and assessed within all onshore undergraduate courses.

Essential components for developing cultural competence

Knowledge and Understandings	Attitudes	Skills
Develop knowledge and understanding of First Nations cultures, history(ies) and contemporary realities and perspectives.	Develop reflexivity through self-evaluation of the values, norms and beliefs which construct the dominant cultural matrix to allow for an experiential shift of perspective toward the ‘cultural other’ in order to understand and respect the cultures, perspectives and realities of others.	Enable cultural competence and affectivity of practice by developing discipline specific cross-cultural skills relative to First Nations contexts.

(Nolan 2004, adapted from Tyler, 2002)

Incorporating the components into a pedagogical framework

The pedagogical matrix below incorporates the essential components of cultural competence into a framework from which individual disciplines and courses can develop discipline-specific content and strategies, which meet discipline-specific expectations whilst ensuring the development of the foundational knowledge, understandings, skills and attributes required for culturally competent engagement and professional practice.

Graph with Cultural Incompetence through to Cultural Proficiency on the x axis and Generic understanding up to Professionally specific skills on the y axis
(Ranzijn, McConnochie and Nolan (2006)

Models for Incorporating and Mapping Indigenous Australian content in Courses

It is highly recommended that students are provided with a ‘stand-alone’ Indigenous Australian Studies subject in the first year of their program within which they can develop knowledge and understanding of First Nations cultures, histories and contemporary issues and contexts. This provides the contextual framework upon which to build student knowledge and understanding of discipline specific Indigenous content integrated throughout the remainder of their program.

However, it is acknowledged that this is not possible in all cases due to the nature of the curriculum and/or accreditation requirements:

Stand-alone subjects (Indigenous Australian Studies and Discipline specific Indigenous Australian Studies)
Integration of Cultural Competence components across the course (Hybrid Indigenous Australian Studies)
Combining a stand-alone foundation Indigenous Australian Studies subject with discipline specific content embedded across subsequent subjects within the course.

The table below identifies that the first four content areas (appearing in ascending order from bottom to top) can be incorporated into an Indigenous Studies stand-alone foundation subject. The fourth content area and aspects of the fifth and sixth can be integrated into other undergraduate subjects with the course and relevant post-graduate programs.

Framework for incorporating and mapping Indigenous content in courses

Graph with Cultural Incompetence through to Cultural Proficiency on the x axis and general understanding up to Professionally specific skills on the y axis
(Ranzijn, McConnochie and Nolan (2006)

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Meeting the requirements of the Framework: An example

Examples of types of Indigenous Australian Studies

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Integration of Cultural Competence components across the course (Hybrid Indigenous Australian Studies)

The cultural competence pedagogical framework can also be met through the incorporation of hybrid subjects which contain elements of Indigenous Australian Studies and Discipline specific Indigenous Australian Studies. This requires course mapping to ensure that all the required content areas are covered within the course and that all aspects of the framework are assessed. Examples of Hybrid Indigenous Australian Studies

PSY114 First Nations Australians and Psychology: An Introduction (Faculty of Arts and Education)

Discipline specific Indigenous Australian Studies (stand alone) subject

Discipline specific Indigenous Australian Studies are stand-alone subjects that are designed to address in part or whole the third aspect of the cultural competence pedagogical framework (skills, critical reflection on the profession and the individual’s role as a professional). Discipline specific Indigenous Australian Studies extends or deepens student knowledge and understanding of Indigenous Australian matters as relevant to their discipline area.

Example of a Discipline specific Indigenous Australian Studies subject:

Incorporating Indigenous Australian Content across a Course

Integration of Indigenous Australian content within a course requires course mapping to ensure that all aspects of the Cultural Competence Pedagogical Framework are met. The pedagogical framework requires that the following essential components of cultural competence are embedded and assessed within a course:

Knowledge of First Nations cultures, histories and contemporary issues (utilising IKC101 or hybrid subjects which combined cover this content across the course)
Critical reflexivity on self and profession
Knowledge of history of profession and its engagement (or non-engagement with Indigenous peoples/contexts)
Discipline specific skills for working effectively in Indigenous contexts

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Resources and Academic Support

Resources and Academic Support for Incorporating Indigenous Australian Content

The University has a comprehensive set of resources and support systems to assist and guide staff in the inclusion of Indigenous Australian content into courses and subjects at Charles Sturt.

Lloyd Dolan is the Academic Lead (First Nations Curriculum) in the Division of Learning and Teaching. Lloyd leads the Gulaay team which is responsible for coordinating the inclusion of Indigenous curriculum and pedagogy in Charles Sturt courses. Lloyd also works very closely with staff in the Faculties and with Course Directors and individual academics.

DOMS

If you have any further questions contact Lloyd Dolan on 02 6933 2111.

Additional Resources are provided in the National Best Practice Framework for Indigenous Cultural competency in Australian Universities which can be found on the Universities Australia website.

The final report and recommendations on the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People is also a useful resource.

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Terminology for Use in Indigenous Australian Studies

The use of accurate and non-offensive language is essential in Indigenous Australian Studies. Using appropriate and accurate language is fundamental in ensuring the use of non-discriminatory language and developing positive relationships. It is a component of cultural competence and reflects cultural respect and good communication practice. The following is a guide to assist you in identifying terminology which is appropriate and terminology which must be avoided:

✗ Not appropriate	✓ Appropriate
Aborigine(s)	Although grammatically correct, the term ‘Aborigine(s)’ has negative connotations with many Aboriginal people and should be avoided. ✓ The use of ‘Aboriginal person’ or ‘Aboriginal people’ should be used as an alternative to ‘Aborigine(s)’.
aboriginal people indigenous Australians	Never use a lowercase ‘a’ when referring to Aboriginal people or lowercase ‘i’ for Indigenous Australian. The words ‘aboriginal’ and ‘indigenous’ refer to indigenous peoples of the world generally and does not necessarily refer to the Indigenous peoples of Australia. ✓ Always capitalise the ‘A’ in ‘Aboriginal’ as you would other names or titles like ‘Australian’, ‘Arabic’ or ‘Swedish’. ✓ Always capitalise the ‘I’ in ‘Indigenous’ when referring to Indigenous Australians
Aboriginals	Do not use ‘Aboriginal’ as a noun – it should only be used as an adjective. For example: ✗ The Government’s new strategy will support increased business with Aboriginals. ✓ The Government’s new strategy will support increased business with Aboriginal people.
Ab’l, ATSI, TSI	Never abbreviate the term Aboriginal or Torres Strait Islander as this is offensive.
‘Them’ ‘Those people’ ‘You people’	Language such as this conveys an ‘us/them’ mentality and is divisive. Replace with more appropriate terms. For example: ‘them’ ✗ involving them in policy making decisions… ✓ involving Aboriginal community members in policy making decisions… ‘those people’ ✗ an invitation inviting those people to attend the meeting will be sent out … ✓ an invitation inviting members of the Aboriginal community to attend the meeting will be sent out… ‘you people’ ✗ if you people need… ✓ If the Aboriginal community needs…
Native Mixed blood Half-caste Quarter-caste Full-blood Part-Aboriginal blacks coloured primitive savage	These terms are outdated and offensive and should not be used unless directly quoting (and referencing) the words of another author. They are legacies of the colonising era and form part of the scientific racism which underpinned policies such as the Protection Act and removal of Indigenous children from their families.

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Indigenous Board of Studies: Academic Governance of the Incorporation of Indigenous Australian Content

The Head of School of Indigenous Australian Studies (SIAS)is Presiding Officer of the Board and its membership comprises academics of SIAS, Indigenous Australian academic staff and a current Indigenous student. Please see Indigenous Board of Studies memberships for a full list of members.

The IBS meeting schedule and minutes of previous meetings can be located through the Office of University Governance site at Indigenous Board of Studies

Process for submitting subjects to the IBS

All subjects with Indigenous Australian content must be submitted to the IBS for approval and classification. Applications to the IBS normally follow the following process:

New or revised subject profiles or course mapping documents are submitted to School Board for approval
New or revised subject profiles approved by the relevant School Board and supporting documentation are submitted to for IBS for classification and approval
The relevant Executive Dean and Course Director are notified of the IBS approval and classification or of IBS recommendations and requirements for amendment
Following IBS approval the profiles are progressed to the relevant Faculty Courses Committee for approval

Process for documenting course compliance with the Charles Sturt Indigenous Cultural Competency Pedagogical Framework

Course documentation that details, or maps, Indigenous Australian content should also be submitted to the IBS for confirmation that the course meets the requirements of the Charles Sturt Indigenous Cultural Competency Pedagogical Framework.

What documents do the IBS require?

Please visit the Office of University Governance site at Indigenous Board of Studies for their Course Endorsement submission template and Subject Approval submission template.

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Indigenous Cultural Competence Graduate Learning Outcomes addresses the three foundational elements of the Indigenous Cultural Competence Pedagogical Framework: Knowledge and understanding, Critical reflection on values and attitudes of self and profession and skill development relevant to profession.

The GLOs can be usefully understood in the following way.

Under Knowledge and understanding we have

Understand specific cultural and historical patterns that have structured First Nations lives in the past and the ways in which these patterns continue to be expressed in contemporary Australia.
Understand the nature and effects of racism at individual, institutional and cultural levels.
Understand the nature and dynamics of power as it operates at many levels, from practitioner-client interactions to organisational and political systems.
Understand the history of relationships between First Nations peoples and the professions and how culturally constructed models used by disciplines or professions impact on people from Australian First Nations cultures.
Demonstrate in practice an understanding that for First Nations peoples, the land is the core of all spirituality and this relationship and the spirit of 'country' is central to the issues that are important to First Nations peoples today.

Under Values and Attitudes of self and profession

Be aware of personal values, biases and beliefs about people from First Nations cultural backgrounds.
Critically examine their own power, privilege and profession within the broader context of the history, assumptions and characteristics, that structure Australian society, and the way those factors shape historical and contemporary engagement with First Nations communities and First Nations peoples.
Employ an understanding of the social and political contexts of First Nations peoples lives and communities and the roles of their professions in shaping those contexts to become agents of change.

Under Skills and professional understandings

Engage with the development of cultural competency in ways that show that this is a life long journey.
Employ an understanding of the social and political contexts of First Nations peoples lives and communities and the roles of their professions in shaping those contexts to become agents of change.
Critically reflect on processes and protocols for working ethically in First Nations contexts.
Demonstrate in practice an understanding of the nature and dynamics of power as it operates at many levels, from practitioner-client interactions to organisational and political systems.
Provide disciplinary or professional advice in a culturally appropriate way.
Practise in ways that show a commitment to social justice and the processes of reconciliation through inclusive practices and citizenship.

Please see more information on Indigenous Cultural Competence GLO page

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Framework

Incorporating the components into a pedagogical framework

Models for Incorporating and Mapping Indigenous Australian content in Courses

JST309 Indigenous Communities, Criminal Justice and Policing

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