Beyond cultural competency: A rights-based pedagogical approach for Indigenous integration in Australian university curricula

Peter Anderson; Thu Pham; Abby Cathcart; Amanda Kelly

doi:10.55146/ajie.v54i2.1969

Authors

Peter Anderson University of New England https://orcid.org/0000-0003-2491-4205
Thu Pham Griffith University https://orcid.org/0000-0003-4661-8749
Abby Cathcart Queensland University of Technology https://orcid.org/0000-0001-7003-1273
Amanda Kelly James Cook University

DOI:

https://doi.org/10.55146/ajie.v54i2.1969

Keywords:

Aboriginal, cultural competency, curriculum, Indigenous, rights-based

Abstract

Australian universities are working to include the knowledge and perspectives of Aboriginal and Torres Strait Islander Peoples in their curricula and student experiences. However, only 1.4% of the workforce identifies as Indigenous. There is growing recognition that non-Indigenous staff play a crucial role in this effort. This article reviews strategies used by Australian universities to enhance non-Indigenous staff’s confidence and abilities in integrating Indigenous perspectives. We address challenges and opportunities and urge institutions to move beyond cultural competency training, advocating instead for a rights-based pedagogical framework to improve educational practices.

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Author Biographies

Peter Anderson, University of New England

Professor Peter Anderson, an Indigenous academic, serves as Pro Vice-Chancellor (Indigenous) at the University of New England. He is committed to transforming Indigenous education from access to success through evidence-based change. His research spans Indigenous education, curriculum, and pedagogy, grounded in Indigenous rights-based approaches (IRBA/IRBM), epistemic sovereignty, ethical engagement, and Indigenous data sovereignty.

Thu Pham, Griffith University

Dr Thu Pham is a researcher in the Indigenous Research Unit at Griffith University, specialising in Indigenous higher education, student success and leadership in higher education. Her research focuses on Indigenous research strategies and enhancing Indigenous student success by examining how university leadership and social determinants influence student experiences and outcomes. She is the lead author of the Higher Education Success Factor (HESF) model, a validated tool for measuring the impact of social determinants on university completion. In 2025, she was recognised with the ACGR Award for Excellence in Research in Indigenous Excellence and Empowerment.

Abby Cathcart, Queensland University of Technology

Professor Abby Cathcart is the Director of Student Success and Teaching Advancement, Professor of Governance and Higher Education, and the acting Director of the Oodgeroo Unit at Queensland University of Technology. Her PhD from Leicester University (UK) is in the field of organisational democracy and employee involvement. Professor Cathcart has won multiple awards for her teaching, including three national Australian Awards for University Teaching.

Amanda Kelly, James Cook University

Dr Amanda Kelly is an Adjunct Senior Research Fellow at James Cook University and project manager specialising in Indigenous education, policy development and student success. She has extensive expertise in leadership and strategic management across education, workforce design, policy and compliance. Her PhD examined Indigenous student success through a rights-based methodology, exploring both institutional and student perceptions of success. Amanda currently manages a First Nations education project funded by the National Indigenous Australians Agency (NIAA), delivering initiatives that strengthen educational pathways and student wellbeing.

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