ABSTRACT
By drawing upon their experiences as Aboriginal women and legal educators at The University of Western Australia, the authors examine the incorporation of Indigenous systems of law and governance into the Australian public law curriculum. Engaging with the work of Indigenous elders and scholars, the authors outline key features of Indigenous governance systems and their potential to challenge dominant settler narratives that currently shape legal education. The authors advocate for the inclusion of Indigenous content and perspectives in the curriculum by emphasising the importance of working with local Indigenous knowledge holders, centring Indigenous voices and ensuring that academics are ready to teach Indigenous content.
