Teachers embedding First Nations perspectives in practice

Teachers need to authentically integrate Indigenous Knowledge throughout curriculum, pedagogy and assessment rather than perceiving this as an ‘add on’ (Hogarth, 2026) to their existing teaching load. Educational institutions who recognise and support the importance of Indigenous Knowledge across all curriculum areas will sustain their ongoing relevancy, in line with our expectations for high-quality education in the 21^st century which sees the embeddedness of First Nations knowledges in relevant, authentic, and meaningful ways across all areas of education as the foundations of curriculum.

Unfortunately, colonising systems of education continue to perpetuate systemic, deeply ingrained and often unchallenged institutional racism, emphasising misguided beliefs about and attitudes toward what curriculum can include, without careful analysis and self-reflection about what is excluded – and at what cost.

This shows up as beliefs about and unchallenged attitudes toward First Nations knowledge, including biases and the misaligned allocation of funding and resources away from curriculum priorities.

Being at the forefront of bringing curriculum to life, teachers are in a unique position to integrate Indigenous Knowledge throughout their teaching practices with authenticity, and an ongoing commitment to genuinely undertaking the work necessary to make curriculum meaningful and relevant.

Deeply self-reflective teachers recognise the need to identify and unpack their biases, identify gaps in prior education and pre-service training, reflect on their life experiences and beliefs in narratives that can benefit from being challenged.

Deeply reflective teachers also recognise the importance of engaging in ‘truth-listening’ (Kwaymullina, 2020), with an understanding of the cultural load and trauma First Nations people can experience when asked for advice or to share knowledge.

Developing genuine relationships which are respectful and allow time for deep listening and reciprocity over time are important to consider so that genuine partnerships are created to prioritise First Nations policy reforms in practice together.

Children have a right to learn about the lands they are on, to know the histories of this nation and to understand their place within the current reality of these narratives. Teaching is political, and it is time for teachers to insist that the cross-curriculum priority is compulsory, including pedagogical choices, such as content, assessment strategies, and planning for ‘Aboriginal knowledges and voices to be heard at every level of education’ (Lovell, 2024).

Working within an institution that privileges some knowledges over others – the gaps get wider

Educational institutions often fail to recognise the importance of relationships and the time it takes to develop trust, respect, reciprocity and genuine partnerships with First Nations peoples and educators which lead to the genuine integration of Indigenous Knowledge in curriculum, uniquely specific to the lands on which we teach.

When relationships are valued, funding and resources, such as time, are more likely to be allocated toward this work, removing the frustration typically experienced by teachers who have no option other than to undertake this work in their own time. If organisations claim to value Indigenous knowledges in curriculum yet fail to genuinely understand and investigate what is necessary to authentically do so, then the gap gets wider.

Teachers are seeking understanding and are frustrated with organisations who will not support them beyond tokenistic gestures of inclusion. Organisations need to make First Nations curriculum mandatory and reflect on, discuss and plan in partnership with First Nations people to genuinely realise this in practice over time. Without such an approach the gaps between systemic policy initiatives, implementation and practice continue to exist.

Indigenous knowledge is the foundation for all curriculum, and an integral curriculum approach which benefits everyone.

So, what is the real issue? Making mistakes will be very uncomfortable – however - incredibly worth it. Teachers who embed First Nations content in the curriculum are cognisant of students rights to high-quality education that is contextual, and relevant to all opportunities for learning.

Examining in practice: a case study

JM is a lecturer in Meanjin, writing STEM curricula for a 12-week post-graduate teacher training course. It is due in 6 weeks. She discusses the possibility of integrating Indigenous Knowledge in the curricula with her manager, given First Nations peoples are the first scientists, technologists, engineers and mathematicians.

JM asks for funding to consult with First Nations educators Auntie Merle and Caitlin from Yurra Consulting to share thinking and discuss ideas. Time passes. JM begins writing the curriculum, when a budget of $500 is put toward the consultation. JM feels really excited about this outcome as there is no First Nations representation within the organisation, based on the premise that all the students are internationals and Indigenous Knowledge is not a priority. She consults with Yurra and shares the curriculum document with the team. Work is genuinely underway.

Outside of her teaching hours, JM continues to expand on the curriculum, integrating First Nations inventions, links between real life examples, and ancient concepts seen in present day examples, as taught to her by Yurra. The content is finalised, approved and taught.

The students do not understand why they are being taught Indigenous content. JM continues to highlight the importance of place-based education, children’s and families need for belonging, connection, relationships and community and this can begin with identifying the land we are on, by knowing the custodians of the land, and understanding the importance of Indigenous Knowledge in daily life and academic pursuits.

JM left teaching, burnt out from pushing for the basics, a Koorie flag for the building, a map of Indigenous Australia, First Nations teachers, working in a culture which would openly talk about the importance of First Nations curriculum, and yet do little about it.

The lack of cultural safety within the organisation continued. The consistent argument was time and money, given the privately owned college, it sat within a broader system of educational gains which were financial – without space for the relational approaches necessary to begin working in partnership with First Nations teachers.

Conclusion - next steps

Shining a light on deeply ingrained racism – from the top down - and systemic change which addresses racism is necessary throughout all institutions and organisations.

Systemic issues are perpetuated when overarching educational systems remain unchallenged.

Systemic racism reinforces ongoing discriminatory outcomes deeply embedded in structures and reinforced daily, without question. Systemic racism is insidious and needs to be challenged for the benefit of every child to engage in meaningful, relevant high-quality education.

Here are some concrete steps to take:

• Identify what you need to do to make Indigenous Knowledge a curriculum priority. What is one step you can take toward making this happen?

• Book a meeting with your school principal, manager or centre director, find out who your Allys are within your team or school.

• Allocate time within your regular meetings to discuss and plan how you will embed Indigenous Knowledge in curriculum.

• Rather than focussing on the fear of getting it wrong, focus on what you are getting right and do more of this. Everyone makes mistakes. It’s how we learn.The first time I purchased Indigenous resources they were all made overseas and had to be returned! It happens.

• Make curriculum agenda item one on the meeting schedule every time, so it is addressed first and not pushed out by competing priorities.

• Resources are abundant, Ngarrngga, VAEIA, SNAICC, Bilik Bunjil; ATSIMA ; Yurra Consulting; The Moriarty Foundation; The Front Project; A.C.H.E.; Yarn Sista Strong… there is so much willingness to support your journey, seek advice from the experts and develop your confidence when translating theory and putting knowledge into practice.

• Embed Child Safe Standard one across all areas of education as a first step, children and families feel safe, a sense of belonging and connectedness to a community based on loving and caring relationships which encompass First Nations knowledge systems, teachers, schools, family, community and kin.

• Allocate funding for professional learning with First Nations people, reach out to your community and local council, and advocate for time to do the work with integrity and the depth of thought it deserves.

Hogarth, M. Ngarrngga: an approach to Indigenous education for all Australians. Aust. Educ. Res. 53, 6 (2026). https://doi.org/10.1007/s13384-025-00942-1

Kwaymullina, Ambelin. (2020). Teaching for the 21st Century: Indigenising the Law Curriculum at UWA. Legal Education Review. 29. 10.53300/001c.12080.

Lovell, M. (2024). What’s racial literacy got to do with decolonising the curriculum? Non-Aboriginal teachers and Aboriginal and Torres Strait Islander histories and cultures. Curric Perspect 44, 91–95 (2024). https://doi.org/10.1007/s41297-024-00245-y

Contributor Bio

Dr Rachel Pollitt, Research Fellow

Rachel is an early year’s consultant, writer and researcher actively working with educators to explore and facilitate play-based approaches to teaching and learning in early years education. She works with leadership teams to promote teaching practice, curriculum development and pedagogy, critical thinking and the provision of professional learning for growth.

Rachel values Indigenous Knowledge in programs, practices and pedagogies, the development of ethical reasoning skills and respect for and an awareness of the diversity of human experiences. She works alongside many First Nations colleagues, companies and communities for curriculum reform and positive change, believing that evidence-based knowledge, communication and relationships are the foundation for all aspects of professional growth and meaningful change in education.

Learn more about Rachel here: https://www.linkedin.com/in/dr-rachel-pollitt-8b789a14b/

Are you an educator or school with a story to share about how you are incorporating Aboriginal and Torres Strait Islanders cultures, histories, perspectives and knowledges into Australian education? We'd love to from you! Please get in touch with us via email.