Embedding Indigenous Perspectives: A Consideration of Place in Local and Transnational Education

This paper discusses a program of work undertaken by RMIT University, Australia, to embed Aboriginal and Torres Strait Islander perspectives in curriculum in both its Australian and off-shore campuses. It takes a first step in the consideration of the complexities that arise when First Peoples’ knowledge systems and cultural practices are exported—and frequently collide—with the idea of the global. It does this through a consideration of ‘place’, place being so vital to Indigenous cultures. While the paper is case specific, its discussion of how to frame the significance of place in the context of higher education and understanding how this might translate globally has relevance for all education institutions wishing to create inclusive education environments.