ABSTRACT
The author introduces an ‘Indigenous relational pedagogy’ that she developed to enhance the cultural competency of law students. Interconnectedness, relationality, reciprocity and standpoint are important features of this approach. The author cites her experiences of teaching mixed cohorts of Indigenous and non-Indigenous students through this pedagogical lens and the emotional responses evoked by learning about colonial history. Discussion forums and reflective journals fostered a supportive and non-judgmental environment in which students could explore complex issues. These methods also helped students to recognise their own cultural biases and understand the impacts of colonisation, thus preparing them to become culturally responsive practitioners.
