Ask yourself what the course you are designing the curriculum for is about….
At the level of the REASON (rationale) of the course, you need to think about how the course engages with Indigenous Knowings and how these Knowings contribute to a more holistic vision of the knowledge, sense-making and skill development that graduates will NEED to be productive practitioners in the worlds in which they will ultimately participate. Then ask yourself how these Knowings are embedded in the course level learning outcomes.
Then, when looking at the units which comprise the course, ask yourself what is my unit about? WHY is it in the course? What are my intended outcomes? How can embedding Indigenous Knowings enhance and add depth to my unit? Brain bloom your responses.
Go online and see what information is available. There is quite a lot of information already there for educators like us. Find a story that relates to what you are doing; look at it holistically, look at the pattern. Then look at the bits, the threads in the pattern, the colours and shapes.
For example: I am teaching a unit in Law on Constitutional law or I am teaching a unit on accounting in Business or geometry in maths … I look for and find this story told by Sally Morgan. Sally was speaking to her grandfather about Captain James Cook. Her grandfather said to her : “that Captain Cook, that fella, he didn’t know how to read the signs”. You see when Cook arrived in Botany Bay and got off the ship the Endeavour, he walked up to a tree and carved his name, the ship’s name and the date on the tree. To Cook this was a mark claiming possession for the British Crown. It was a mark that sounded a warning to other colonising nations. To the Gweagal and Kameygal clans this act was a transgression of ancient laws. It was mutilation of the tree and all of the relationships connected to it, with it.
Reflect on how this story can be translated into units in the law, maths, business lessons identified earlier …