Working towards the assurance of graduate attributes for Indigenous cultural competency: The case for alignment between policy, professional development and curriculum processes

Abstract

In the Australian higher education environment, often preoccupied with internationalisation of education and associated issues around intercultural competencies, there is an uncomfortable awareness of the commensurate lack of attention on ‘Indigenisation of the curriculum’ and the interconnected ‘Indigenous cultural competencies’. This paper supports the argument that the optimum way for graduates to attain attributes connected to Australian Indigenous cultural competence, is for them to be in a learning environment where the staff they encounter also exhibit these attributes. To achieve success in this sphere, alignment is essential between key policies and plans, staff professional development and curriculum design. Such an alignment will give impetus to resolving the overall lack of knowledge and awareness within Australian universities around Indigenous cultural competence and knowledge. The case of one university presents an example of how this issue is playing out in the Australian tertiary sector.

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