This resource provides key information for staff about how to discuss the Voice referendum with students, colleagues and communities. It aims to support culturally responsive teaching and learning spaces, and respectful and informed dialogue. Additional ACU and external resources and toolkits are available.

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Complexity of Debate Respectful and Informed Dialogue Resources and Information

Complexity of Debate

The ACU community should be culturally responsive and culturally sensitive to both the diverse perspectives on The Voice and First Nations staff, students and wider First Nations communities.

Cultural respect and safety are essential especially at this time as First Nations staff, students and communities are directly impacted by discussions and the outcomes of the Referendum.

First Nations peoples have the right to be respected for their own beliefs and values. First Nations peoples should not be constantly confronted with the views of other people regarding how they should think, act and vote. Importantly, we must ensure we are not making assumptions regarding First Nations staff, students and communities’ positions and perspectives.

There are multiple and diverse perspectives relating to the debate and dialogue surrounding the Voice. It is important to understand that there are not simply two perspectives (Yes and No) in response to the Referendum.

The University is committed to creating culturally safe spaces where First Nations staff and students can share their perspectives. Given the diverse perspectives and extensive debate on this issue, ACU encourages staff to learn more via the information and resources on this webpage.

ACU supports the discussions and decisions of First Nations communities and out of respect to these diverse perspectives, ACU will not take a position on the Voice. First Nations peoples and voices are at the core of and beyond the discussions and vote regarding the Referendum.

Respectful and Informed Dialogue with Colleagues, Students, and Communities

ACU would like to encourage informed and respectful dialogue about the Voice where appropriate. Staff might like to discuss the referendum with colleagues and students if they feel comfortable. Students and staff should be encouraged to continue to explore resources and listen to First Nations voices to assist them to form their own opinions and perspectives.

Staff can communicate their personal perspectives, however it must be clear that this is their view only and the conversation should remain respectful throughout. Additionally, staff should take the time to review and explore a broad range of information from diverse sources, especially First Nations sources. As with any political issue, disinformation and misinformation can be harmful.

A helpful Conversation article titled ‘How to have informed and respectful conversations about Indigenous issues like the Voice’ by Macdonald, Hill, Gringart, Somerville and Boothe can be found here.

Consider the following when discussing, engaging, or responding to discussions about the Voice:

  • The safety of First Nations staff, students and communities is of vital importance. First Nations peoples have the right to be treated with dignity and respect.
  • Be aware that First Nations staff and students may not be willing to discuss the Voice and are not obliged to discuss or to explain their views.
  • Moreover, First Nations staff and students are not obliged to be the individuals or peoples to inform or educate their colleagues and peers.
  • Non-First Nations staff and students may want to engage in conversation about the Voice, however it is important to be culturally responsive and aware of the additional cultural load or expectations First Nations peoples may be managing.

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  • The context of the discussion – for example, is the class or unit discussing legislation and public policy? In this case, discussion on the Voice referendum may be relevant and useful for learning.
  • Have you considered the cultural safety of First Nations students and staff present or not present within the discussion?
  • Identify resources and supports for developing your cultural capacity to create culturally safe learning and teaching spaces.
  • Reflect on how informed you are about the current Referendum. Consider further reading and research to better support your responses to students.

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    If you are asked about the referendum and would prefer to direct students or colleagues to a resource, refer them back to this staff resource or the Student Portal resource.

    Here they will find:

  • Voice to Parliament background resources
  • A recording of the ACU Voice Referendum Panel Discussion held in May 2023
  • Any scheduled upcoming events
  • Additional resources
  • Contact details for support services

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    Voice to Parliament Resources

    ‘Recognition through a Voice’ by Australian Government
    ‘The Voice Community Toolkit’ by Australian Government
    ‘The Referendum question and constitutional amendment’  by Australian Government
    ‘Uluru Statement from the Heart’ by The Uluru Statement
    ‘Design Principles of the Aboriginal and Torres Strait Islander Voice’  by The Uluru Statement
    ‘A Voice to Parliament free course’ by The Uluru Statement
    ‘Voices beyond Yes and No’ by Celeste Liddle
    ‘The Voice – things I am worried about and a few other thoughts along the way’ by Luke Pearson
    ‘As The Voice To Parliament Debate Continues, We Must Make Space For Differing Indigenous Perspectives To Be Heard’ by Madison Howarth
    ‘Voting on 'The Voice': Will it fight racist violence?’ by Amy McQuire
    ‘The Voice – is the pendulum swinging far enough?’ by Nat Cromb
    ‘Another Day in the Colony’ by Chelsea Watego
    ‘It’s our Voice – So let us speak’ by Kelly Menzel
    ‘For a lot of First Nations peoples, debates around the Voice to Parliament are not about a simple ‘yes’ or ‘no’ by Kelly Menzel
    ‘Blak Sovereign Movement has always been here – Lidia Thorpe’ by Jesse Noakes
    ‘The Voice to Parliament Handbook : All the Detail You Need’ by Thomas Mayo, Kerry O'Brien, and Cathy Wilcox (ACU Library)
    ‘Recognition in keeping with the Constitution’  by Hon. Murray Gleeson AC QC
    ‘AIATSIS Submission: Indigenous Voice’ by AIATSIS

    The Supporting First Nations Students during the Referendum webinar was a shared initiative between the Indigenous Higher Education Unit and the First Peoples Directorate (Centre for Education and Innovation). We heard from our expert staff about ways to engage thoughtfully with the referendum topic and how best to support our First Nations students during this period.


    ACU Voice Referendum Panel Discussion
    Navigating the Voice debate with Luke Pearson
    Tom Calma on the Indigenous Voice to parliament
    An evening with Stan Grant Jr
    'Not begging anymore': Pat Anderson on why an Indigenous voice must speak to the executive
    Black Matters
    Why Megan Davis remains optimistic about a Voice to Parliament
    Uluru Statement from the Heart
    Voices of Power | AIATSIS
    The Aboriginal and Torres Strait Islander Voice: A Dialogue for Students | ANU

    The Voice, Australian Government
    Aboriginal Tent Embassy
    National Indigenous Australian Agency
    Virtual Freedom Ride
    Reconciliation Australia
    Australians for Native Title and Reconciliation
    National Aboriginal Community Controlled Health Organisation
    Sovereign Union
    New South Wales Aboriginal Lands Council
    Tasmanian Aboriginal Land Centre
    One Journey, Together
    Treaty Before Voice
    Yes23
    Fair Australia
    National Centre for Aboriginal and Torres Strait Islander Wellbeing Research

    Enrol to vote – Australian Electoral Commission
    Check your enrolment – Australian Electoral Commission
    Update your enrolment details – Australian Electoral Commission
    ACU Student Counselling
    ACU 24-hour Mental Health Support Line: Phone - 1300 638 485 / Text - 0488 884 191.
    13YARN - Support line for mob who are feeling overwhelmed or having difficulty coping. Phone - 13 92 76
    Lifeline - Confidential crisis support and suicide prevention services. Phone - 13 11 14
    headspace - National Youth Mental Health Service. headspace has centres for face-to-face services, or you can contact their online and telephone support service, eheadspace or 1800 650 890.
    Gayaa Dhuwi (Proud Spirit) Australia - Aboriginal and Torres Strait Islander Leadership in Social and Emotional Well-being, Mental Health, and Suicide Prevention 
    Beyond Blue - information on how to take care of yourself and manage your mental health and wellbeing.

    If you have any questions, please contact CEI@acu.edu.au.

    Page last updated on 02/05/2024
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