Situating Indigenous Knowledges and Governance Within the Academy in Australia

Abstract

The 2012 Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People (the Behrendt Report) set a new direction in Indigenous/academy engagement. In contrast to previous (failed) policies, the report prioritizes fostering Indigenous leadership, embedding Indigenous knowl-edges within university curricula and ways of doing business, incorporating Indigenous governance across the sector as keys to improving Indigenous outcomes. Mediating a secure, sector-wide, normalized space for Indigenous knowl-edges, however, brings with it hazards as well as potential returns. Achieving a whole-of-university responsibility requires opening up a recognition of the non-Indigenous culture already deeply embedded in existing governance structures as a pivotal precursor to a normalized empowered Indigenous presence within sector governance systems. Failure to do so risks revitalizing tokenism and/or co-option. Developed from a 2011 submission to the Behrendt Report, updated to reflect changes emanating from that report, this chapter explores the challenges, constraints, and unexpected gains inherent in closing the ontological gap between Indigenous and non-Indigenous understanding of Indigenous gov-ernance and knowledges within the academy.