Academic Standards Statement (Australian Learning and Teaching Council,
2010). topicsinordertogetdepthandnotmerelybreadth. Anenormous range of topics could be used, and it makes sense for teachers to choose ones they are researching in, can share their expertise about, andwillbeabletopresenttostudentsinengagingways by virtueof their own interest in and passion for the topic.
Ashortcoming of the pedagogical method is that it is only likely to work with a small cohort because of its resource-intensive nature. Astheunitmaturesandabodyofcritiqueandexperience grows, perhaps novel means of expanding student numbers can be examined. TheoutputsofnetworkssuchasNIRAKN,whichare producing books and journal articles, are also resources upon which ICC proponents can draw.
Finally,itisperhapsthecollectiveknowledgeoftheexperiences ofthemanylawschoolsthatwillprovidethesubstantivebody of knowledge, experience and student responses which, when interrogated as a combined data-set, will provide better answers to the range of questions that need to be answered. In the meantime, articlessuchasthiswillhopefullyfindacriticalaudiencetoprovide critique and feedback for improvement and help to develop both the contentandthedeliveryoftheICC,atleasttolawstudents.UAaims for all disciplines to engage in ICC, and law students — many of whomareinjointprogramsacrossfaculties—couldprovideauseful bridge and insight as to how the delivery of ICC can be expanded. TheUACCReportgivesexamplesofpilotprojectsinnon-lawareas and does provide general guidance for areas in the social sciences.84 VII CONCLUSION ThereisnoagreeddefinitionforICC,buttheUACCdefinitionis ausefulbasewhichcanberefinedandadaptedovertime.Oneofthe keyobjectsoftheANUunitdescribbedinthisarticle,andpartofthe developmentofstudents’ICCoverall,istogivethemanappreciation forthecomplexityofIndigenousontologies,communities,lawsand history.Thisisabroadandcomplexoutcomeandtheassessment,as discussedabove,wasdesignedtoelicit understandingofthisbody of learning.
Some of the cognitive outcomes are assessed by way of a research essay through which students can demonstrate a deeper understanding.InaperiodofjustoveracenturyAustraliawentfrom considering Indigenous people as ‘fauna’, to considering them full citizens, generally enjoying equal formal rights. Students, through theiressays,ablydemonstratetheimplicationsofsuchchangewhile recognising that achieving substantive equality is still some way in the future.
84 UACC Guiding Principles, above n 4, 29. The greatest drawback from the perspective of achieving ICC is that only a limited number of students can take up the unit. Broader coverage can only be achieved by incorporating ICC elements into thecompulsoryunits.Thisis,however,asignificantstepandthe faculty will require much more data from a range of universities’ programs before it is seriously considered.
On the other hand, it comes a surprise to many mainstream students that there is a world outside the Constitutional liberalism which soshapestheir lives —particularly with respect to the ‘legal limbo’ inwhichsomeIndigenouspeoplelive,aConstitutional twilightzonethatpermitsdrastic‘lawful’intrusionintotheirlivesand communities,asoccurredintheNorthernTerritoryIntervention.85For some students it is the first realisation that legal and constitutional hurdlesofthepast