ABSTRACT
This chapter addresses some of the teaching and learning implications of the 'Indigenising' work, particularly focusing on the Australian experience. It is structured around four key areas: understanding Australian Indigenous knowledge; Indigenous pedagogy; approaches to teaching and learning in the postcolonial classroom, including cultural safety, 'both-ways' education and bringing Indigenous knowers and knowledge into the curriculum; and engaging with Indigenous centres. The first thing to understand is that Indigenous knowledge, like all other knowledge, is found in the routine practices of everyday life and makes those practices possible. Some universities are fortunate to have, from time to time, Indigenous teachers teaching Indigenous students through Indigenous knowledge practices. Many Indigenous theorists and philosophers have used traditional metaphors to elucidate understandings of how knowledge traditions come together and work respectfully and productively. The most common configuration of Indigenous knowledge and knowers in a university is when non-Indigenous lecturers teach topics to do with Indigenous knowledge – history, art, education, health, languages, environment.
