Ting indigenous cu

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w.australianpolitics.com/parties/alp/policy/01-01-24knowledge- nation.shtml>.

9 Commonwealth, Parliamentary Debates, House of Representatives, 13 February

2013, 1123.
Knowing and understanding Indigenous perspectives is a good first step towards a peaceful co-existence. Further, recognition at law that the continent was not ‘empty’ exposes contradictions in both the law and the Constitution, and brings into the law considerations of a once

invisible’ and neglected people. This can be a confronting issue for students. But addressing these contradictions openly and in an honest manner will help to reconcile social attitudes with the law as it evolves and moves to accommodate issues such as the recognition of Indigenous people in the Constitution.

This article is in seven parts. Part II explains the concept of ICC and Part III identifies some pedagogical considerations. Part IV outlines the approach to development of ICC at the Australian National Universitys College of Law (‘ANU Law School’), and Part V considers how the ANU law school unit, Indigenous Australians and the Law (‘unit’) is evaluated. Part VI examines what mutual lessons there might be for law schools and institutions, some of which have already begun their own attempts at incorporating ICC. Part VII contains concluding remarks.
There is no universally accepted definition of ICC, but UAs definition has been endorsed by senior Indigenous bodies and carries the imprimatur of the UA,10 and is therefore adopted here.

The UACC Report defines ICC as:11
Student and staff knowledge and understanding of Indigenous Australian cultures, histories and contemporary realities and awareness of Indigenous protocols combined with the proficiency to engage and work effectively in Indigenous contexts congruent to the expectations of Indigenous Australian peoples.

10 UACC Guiding Principles, above n 4, 5–29. The 5 principles are also summarised at page 8 of the UACC Report, namely that:

(1) Indigenous people should be actively involved in university governance and management

(2) All graduates of Australian universities will have the knowledge and skills necessary to interact in a culturally competent way with Indigenous communities

(3) University research will be carried out in a culturally competent way in partnership with Indigenous participants

(4) Indigenous staffing will be increased at all appointment levels and, for academic staff, across a wider variety of academic fields and

(5) Universities will operate in partnership with their Indigenous communities and will help disseminate culturally competent practices to the wider community.

11 UACC Report, 171 (emphasis added). The UACC Report is comprehensive and covers a range of ICC-related issues such as a national stocktake, identifying best practice, developing Indigenous research capacity. It advocates inclusion of Indigenous perspectives at all levels of university governance. These aspects are not repeated here.
The definition has two broad limbs. The first limb consists of a two-part cognitive aspect specifying what a person ought to know and understand, and the second limb is a skills element that requires the possessor of the knowledge and understanding (in the first limb), to bring this to bear on practical exigencies and to do so in a particular way.

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