Indigenous Cultural Competence

Learning outcome

Practise in ways that show a commitment to social justice and the processes of reconciliation based on understanding the culture, experiences, histories, and contemporary issues of First Nations communities.

Indigenous Cultural Competency Graduate Learning Outcome and Pedagogical Framework program

The Indigenous Cultural Competency Graduate Learning Outcome (ICCGLO) and Indigenous Cultural Competency Pedagogical Framework (ICCPF) program introduces you to the frameworks and processes for mapping and embedding Indigenous Australia Studies content across a course and provides ideas and support for delivering First Nations content in subjects.

Accessing the program

The ICCGLO is available to Charles Sturt staff for self-enrolment through the Brightspace Learning system. Use the following instructions to enrol.

  • Step 1: Got to the Brightspace home page: https://learn.csu.edu.au/d2l/home
  • Step 2: Log in with your Charles Sturt University username and password.
  • Step 3: Go to the Discover Tab and select ICC Graduate Learning Outcome.
  • Step 4: Select enrol in the course.
  • Step 5: Select open course.

Through the student voice

… this GLO begins or continues my journey towards Indigenous cultural competence. Learning about Indigenous knowledges and developing my cultural competence through a range of learning and cultural experiences with my teachers and peers will enable me to hear many voices and diverse perspectives, including my own ongoing reflections. Over time I will come to acknowledge, understand, respect and appreciate the Wiradjuri phrase yindyamarra winhanga-nha’ – “the wisdom of respectfully knowing how to live well in a world worth living in, from the voices of the Wiradjuri people. This will help guide my learning now, and better prepare me for my future professional practice, returning to community, or working on the global stage

Scaffolding (Learning and Teaching)

Universities Australia (2011) National Best Practice Framework offers a pedagogical scaffold for the development of Indigenous Australian content in undergraduate courses and master by coursework courses. This staged approach aims to gradually build people’s confidence in and capacity to communicate and work within a range of settings and situations. Students require space to listen, discuss, reflect, ponder, ask questions, critique and inquire into a range of perspectives on a topic, thereby helping them to see connections, to build their stance and identity.

As an ongoing developmental journey, students will:

  • Understand behaviours that comply with culturally appropriate protocols and guidelines.
  • Develop skills of critical reflexivity.
  • Reflect on own values and beliefs.
  • Develop knowledge of cultural frameworks, beliefs, and values.
  • Apply knowledge, skills and values underpinning Indigenous Cultural Competence (ICC) in a range of professional & personal contexts.

Course Requirements (Rich in a context)

The Indigenous Australian Content in Courses and Subjects Policy outlines the requirements for a subject to be classified as an Indigenous Australian studies subject, discipline-specific or hybrid Indigenous Australian studies.

Teaching Practices (Privileging Elders’ voices)

Teaching practices start with your ‘journey within’, your cultural identities and beliefs as a teacher, your current approaches to teaching and student learning, and being clear on your pedagogical purpose. We aim to support our students to develop into people whose ways of knowing, being and doing can flourish within the diverse cultural contexts they reside in, and encounter.

A strengths-based model underpins teaching practices to ensure all students have exposure to a range of cultural narratives – Aboriginal and Torres Strait Islander success stories of challenge, inquiry, justice, courage, and resilience. Privileging Elders’ voices can be achieved through:

  • immersive on country experiences with Elders.
  • co- & team teaching with an First Nations academic, Elder, or cultural authority.
  • guest lecturers from the practice/community.
  • hosting a seminar series with authentic speakers.
  • engaging in forms place-based learning and community engagement.
  • inviting alumni and research students to share experiences and insights.

Assessment (Opportunities for progression)

The Cultural Competence Pedagogical Framework of the National Best Practice Framework encourages us to build and develop competency through strategies that include essays, reflective journaling and assessment items calling for ethical judgements in a professional context.

Support

For additional support, please get in touch with Indigenous Cultural Competence: gulaaydlt@csu.edu.au

Additional resources