Across UTS, the Indigenous Graduate Attribute (IGA) asks us to ensure graduates are capable of working with and for Indigenous Australians. While this commitment is clear, many educators —particularly outside Indigenous Studies — still ask a practical question: what does this look like in day‑to‑day teaching?
A recent UTS study, published in the Journal of Social Marketing, reflects on a collaborative journey to embed Indigenous perspectives into a core subject through an Indigenous‑led approach. While the case sits within marketing education, the lessons are highly transferable across disciplines.
Moving beyond “content inclusion”
One of the key insights from the project is that embedding Indigenous perspectives is not about adding new readings or a single assessment item. Instead, it requires educators to reflect on how knowledge is framed, whose voices are prioritised and how professional capability is defined.
For many non‑Indigenous educators, this involved stepping outside familiar disciplinary models and being transparent with students about their own positionality and learning process. Rather than presenting themselves as experts in Indigenous contexts, educators modelled respectful engagement, reflexivity and ethical uncertainty—skills students will need in professional practice.
Why Indigenous‑led frameworks matter
The work was guided by Indigenous leadership and supported by cultural frameworks and relationships within UTS. This proved critical. Without clear guidance and institutional support, attempts to embed Indigenous perspectives can unintentionally become tokenistic or place extra burden on Indigenous colleagues.
The study highlights that effective embedding requires shared responsibility, time for dialogue, and institutional structures that support collaboration—not isolated individual effort.
Practical takeaways for educators
While every discipline is different, several practical insights emerged that may be useful across UTS:
- Embedding Indigenous perspectives is an ongoing process, not a one‑off curriculum change
- Reflexive teaching practices help students understand their own assumptions and responsibilities
- Indigenous‑led guidance strengthens confidence, consistency and culturally safe teaching and learning practices
- Discomfort and uncertainty are not signs of failure, but part of ethical teaching practice
Looking ahead
Embedding the IGA meaningfully is challenging, but it also deepens teaching quality and graduate capability. This collaborative journey shows that when Indigenous perspectives are embedded thoughtfully and respectfully, they enrich learning for all students and align closely with UTS’s broader commitments to social justice and reconciliation.
Based on: Chan, K., Attree, K., Gainsford, A., & Waller, D. (2025). Reflection on a collaborative journey to embed an Indigenous graduate attribute in social marketing curricula. Journal of Social Marketing. https://doi.org/10.1108/JSOCM-04-2025-0120