The 2026 AAUT and HERDSA National Webinar Series commenced with a powerful and thought-provoking panel discussion on Indigenous Knowledges in Action, bringing together over 200 participants from across Australasia.

Chaired by Prof Corrinne Sullivan, the panel featured A/Prof Jessica Russ-Smith, Dr Cat Gutsy, and A/Prof Benjamin Wilson, who shared their experiences and insights into embedding Indigenous Knowledges in higher education.

The discussion challenged conventional approaches to curriculum design, emphasising that Indigenous Knowledges are not simply an addition to existing content, but require a fundamental rethinking of how knowledge, teaching, and institutions are structured. Panellists highlighted the risks of decontextualising Indigenous Knowledges, noting that when removed from their grounding in Country, community, and lived experience, they can become reduced to “content” rather than respected as complex knowledge systems.

A key theme throughout the session was the distinction between inclusion and transformation. While many institutions have made progress in incorporating Indigenous perspectives, panellists stressed that meaningful change requires systemic shifts in curriculum, pedagogy, and power structures. This includes re-evaluating whose knowledge is centred, how it is taught, and how relationships with Indigenous communities are built and sustained.

The panel also addressed the importance of accountability and shared responsibility. Embedding Indigenous Knowledges is not the sole responsibility of Indigenous academics; rather, it requires commitment and action from all educators. Panellists encouraged participants to engage with Indigenous scholarship, reflect on their own positionality, and take practical steps toward change within their spheres of influence.

Importantly, the discussion acknowledged that this work can be challenging and, at times, uncomfortable. Panellists emphasised that making mistakes is part of the learning process, but avoiding the work altogether is not an option. Honest reflection, ongoing learning, and respectful engagement were identified as essential to progress.

Participant Reflections

The impact of the session was reflected in participant responses, including a visual “live notes” mind map shared on LinkedIn (see below), capturing key themes from the discussion:

The distinction between “content” and “knowledges”, and the importance of context—place, time, nation, and people

The idea that practice matters more than policy alone, reinforcing that this work is everyone’s responsibility

A recognition that learning involves making mistakes, reflecting, and continuing the work

A reminder that Indigenous Knowledges are not a checklist or something to “acquire,” but are grounded in relationships and lived experience

One quote highlighted in the reflection captures the spirit of the discussion:

“Stop seeing the world as the pretty little backdrop to the unfolding drama of human existence.”

This visual summary reinforces many of the panel’s key messages, particularly the need to move beyond performative inclusion toward deep, relational, and contextually grounded engagement.

The session set a strong foundation for the webinar series, highlighting both the opportunities and responsibilities involved in advancing Indigenous Knowledges in higher education. It also reinforced the importance of authentic partnerships with Indigenous communities, Elders, and Knowledge Holders, grounded in reciprocity and respect.

The webinar concluded with a call to action for participants to move beyond intention and toward meaningful, sustained change in their teaching practice and institutional contexts.

Recording for this session: https://youtu.be/1RGPEVwu2X0

The next session in the series, on 30 April 2026, will focus on Work-Integrated Learning (WIL) and Collaborative Educational Partnerships, continuing the conversation on teaching excellence and innov ation across the sector.

Register here: https://tinyurl.com/bdhfwcde