• Chelsea Bond
    Queensland University of Technology


The higher education sector is experiencing a sustained push toward Indigenising agendas in both institutional and disciplinary contexts. Indigenous scholars make a tremendous contribution personally, culturally and intellectually to support this work, particularly in the educative role that Indigenous staff are inevitably required to undertake with our students, colleagues, faculties and institutions. In each of these contexts, the Indigenous scholar is “the subject of inquiry and mode of instruction” (Hart 2003), which poses an array of challenges that often go unnamed and unnoticed, but remain part of the routine challenges facing Indigenous scholars. While we welcome the impetus for including Indigenous knowledges and perspectives in curricula and institutional efforts to enhance Indigenous cultural competencies, we remain critically cognisant of the burden placed on the Indigenous scholar (or Indigenous unit/school) and the challenges that they encounter in facilitating culturally safe, transformative learning opportunities in environments of resistance, resentment and racism.

Published: 2016-01-01
Pages:1 to 2
Section: Editorial
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How to Cite
Bond, C. (2016). Editorial. International Journal of Critical Indigenous Studies, 9(1), 1-2. https://doi.org/10.5204/ijcis.v9i1.140