Ting indigenous cu



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w.arc.gov.au/ncgp/sri/atsirn.htm>.

82 Jane Kentmann, New Indigenous Research Network (16th November 2012) Indigenous Scholarships w.indigenousscholarships.com.au/resources/ news/new-indigenous-research-network>.

83 Sally Kift, Mark Israel, Rachael Field, Bachelor of Laws Learning and Teaching

Academic Standards Statement (Australian Learning and Teaching Council,

2010).
topics in order to get depth and not merely breadth. An enormous range of topics could be used, and it makes sense for teachers to choose ones they are researching in, can share their expertise about, and will be able to present to students in engaging ways by virtue of their own interest in and passion for the topic.

A shortcoming of the pedagogical method is that it is only likely to work with a small cohort because of its resource-intensive nature. As the unit matures and a body of critique and experience grows, perhaps novel means of expanding student numbers can be examined. The outputs of networks such as NIRAKN, which are producing books and journal articles, are also resources upon which ICC proponents can draw.

Finally, it is perhaps the collective knowledge of the experiences of the many law schools that will provide the substantive body 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, articles such as this will hopefully find a critical audience to provide critique and feedback for improvement and help to develop both the content and the delivery of the ICC, at least to law students. UA aims for all disciplines to engage in ICC, and law students — many of whom are in joint programs across faculties could provide a useful bridge and insight as to how the delivery of ICC can be expanded. The UACC Report gives examples of pilot projects in non-law areas and does provide general guidance for areas in the social sciences.84
VII CONCLUSION
There is no agreed definition for ICC, but the UACC definition is a useful base which can be refined and adapted over time. One of the key objects of the ANU unit describbed in this article, and part of the development of students’ ICC overall, is to give them an appreciation for the complexity of Indigenous ontologies, communities, laws and history. This is a broad and complex outcome and the assessment, as discussed above, was designed to elicit understanding of this body of learning.

Some of the cognitive outcomes are assessed by way of a research essay through which students can demonstrate a deeper understanding. In a period of just over a century Australia went from considering Indigenous people as ‘fauna’, to considering them full citizens, generally enjoying equal formal rights. Students, through their essays, ably demonstrate the implications of such change while 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 the compulsory units. This is, however, a significant step and the 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 so shapes their lives — particularly with respect to the ‘legal limbo’ in which some Indigenous people live, a Constitutional twilight zone that permits drastic ‘lawful’ intrusion into their lives and communities, as occurred in the Northern Territory Intervention.85 For some students it is the first realisation that legal and constitutional hurdles of the past

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