Ting indigenous cu



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such as the delivery of Indigenous perspectives and content via film, music, role plays and art is necessary. These extrinsic elements can complement face-to-face teaching. The content of this material can be used to show links to the common law for purposes such as saving evidence (under the Uniform Evidence Act),27 and can simultaneously be used to teach aspects both of the common law as well as Indigenous ‘law and culture’.28

For strong cultural reasons, which are practised in the teaching of the classes, lectures are not recorded and footage is only used in class (as opposed to being available on the class website) and only when the permission of the traditional owners has been obtained for the use of this material as a teaching aide. It is also used within the cultural protocol limits of each separate community. For simplicity and consistency, other cultural protocols are extended even when not strictly necessary. For example, not all Indigenous cultures avoid the use of the name of a recently deceased person, but this cultural norm is practised in class as far as possible — for example using popular case names to refer to cases that in the official record bear the name of a deceased Indigenous party.
IV THE ANU APPROACH TO PROMOTING ICC
In 2010, as part of its 50th year celebrations, then Dean Coper invited an international panel of eminent lawyers and legal educators (‘the panel’) to audit the Law School.29 The panel, while recognising the Colleges ‘valuable initiatives’ with respect to Indigenous matters, such as the retention and successful graduation of Indigenous law students,30 highlighted the absence of a law unit on ‘Indigenous peoples and the law’ as ‘troubling’, particularly given the ANUs position as the national university and the Law Schools own deep commitment social justice issues.31 This specific recommendation, coupled with calls for the broader inclusion of Indigenous knowledges in the professions by figures such as Professor Larissa Behrendt, a renowned Indigenous lawyer and legal academic, prompted the Law School to respond positively and introduce the Indigenous Australians and the Law as a unit in the Bachelor of Laws.

The ANUs policy of research-led teaching means that subjects are taught by staff researching in the field. Thus, incorporating

27 Native Title Act (1998) (Cth) s 82 (1); Members of Yorta Yorta Aboriginal

Community v Victoria (2002) 214 CLR 422 [81].

28 Members of Yorta Yorta Aboriginal Community v Victoria (2002) 214 CLR 422

Gleeson CJ, Gummow and Hayne JJ [42], where their Honours considered the terms in s 223(1)(a) of the Native title Act ‘as a whole’.

29 Report of the International Review Panel,

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