Nurturing Indigenous Australian Knowledges and Traditions: Landscapes of Western Supremacy within a Tertiary Institution
In this paper we discuss cultural change within an established research university in Sydney, Australia, suggesting that difference should not merely be ‘managed’ on the sidelines, but celebrated and incorporated equally into ‘mainstream’ educational programs
International Journal of Diversity in Organizations, Communities and Nations, Volume 3.
Article: Print (Spiral Bound), ISSN: 1447-9532,
Article: Electronic (PDF File; 141.430KB), ISSN: 1447-9583,
Christine Asmar, BA (Hons) (Syd), PhD (Macq), is a Senior Lecturer with the Institute for Teaching and Learning (ITL), the University of Sydney's academic development unit. Christine's doctoral research was in Middle East Politics and since moving into academic development she has maintained a research interest in Islam, within a broader context of considering issues of difference, internationalisation and globalisation in higher education.
Michelle Blanchard, Deputy Director of the Koori Centre at the University of Sydney, is an Indigenous woman, descendant of the Nugi / Nunnuccar clans, North Stradbroke Island, Queensland, Australia. She teaches in the discipline area of Aboriginal Studies and holds a BA and MA in the area of Creative Writing and Performance Studies and works specifically in the field of Indigenous Education
Ms Janet Mooney is currently the Director of the Koori Centre, University of Sydney. She has had many years of working in Aboriginal Education, as a Secondary Teacher, Education Officer, Consultant in Aboriginal Education, Lecturer in the Aboriginal Education Assistants Program at the Koori Centre and then as the Coordinator of that program. She is an Indigenous academic who has dedicated her career to improving educational outcomes for Aboriginal people; she believes strongly that education is a tool for social justice and therefore actively promotes exemplary and innovative educational practice. Hence, in all of the positions she has held she has kept abreast of sound educational practices for Aboriginal learners, but has strived to create an understanding for non-Aboriginal people of the practices and principles of attitudinal change that can only produce a more cohesive community of Australians.
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