Introduction: Working with Respect -- Chapter 1: The benefits of On Country Experiences at the tertiary level -- Chapter 2: Politics, and the Self -- Chapter 3: Curriculum to scaffold the students' cultural competence journey: whole of program assessment in allied health -- Chapter 4: Doing what is right: Behavioural change in service delivery at the higher end of cultural competence. A psycho-socio-cultural model for undergraduate and postgraduate health care professionals -- Chapter 5: Course and Subject Design Facilitating Indigenous Cultural Competence -- Chapter 6: Pushback and Progress- A Culturally Competent Law Degree -- Chapter 7: Reconciliation in Teacher Education -- Chapter 8: Grounding the teaching of anatomy and physiology in Indigenous pedagogy -- Chapter 9: The biases we bring: “Debiasing” higher education curriculum through the dynamics of implicit and unconscious bias -- Chapter 9: The biases we bring: “Debiasing” higher education curriculum through the dynamics of implicit and unconscious bias -- Chapter 11: Exploration of identity, relationships, learning, wisdom with cultural competence -- Chapter 12: Identity and success for Aboriginal students in higher education -- Chapter 13: The place of individual spirituality in the pedagogy of discomfort and resistance -- Chapter 14: The importance of cultural competence in sport-related higher education courses at CSU -- Chapter 15: Exploring the notion of cultural competence in regards to health and Physical Education and AITSL standards -- Chapter 16: Nursing and Cultural Competence -- Chapter 17: Searching for the middle ground of Indigenous and Western science -- Chapter 18: Facilitating critical reflexivity in undergraduate psychology -- Chapter 19: Chapter 19: Indigenous places as Learning Spaces: Fostering initial teacher education students’ cultural competence using Yindyamaldhuray Yalbilinya framework.

This book examines a collaborative partnership model between academia and Indigenous peoples, the goal of which is to integrate Indigenous perspectives into the curriculum. It demonstrates how the authentic and creative approaches employed have led to an evolution of curriculum and pedagogy that facilitates cultural competence among Australian graduate and undergraduate students. The book pursues an interdisciplinary approach based on highly practical examples, exemplars and methods that are currently being used to teach in this area. It focuses on facilitating student acquisition of knowledge, understanding, attitudes and skills, following Charles Sturt University’s Cultural Competence Pedagogical Framework. Further, it provides insights into the use of reflective practice in this context, and practical ideas on embedding content and sharing practices, highlighting examples of potential “ways forward,” both nationally and globally. .