Embedding Indigenous perspectives in schools isn’t just about what we teach - it’s about what educators themselves still need to understand, and why meaningful change often begins there. Beyond curriculum content, this conversation explores history, reflection, relationships and responsibility in education.

From Acknowledgement of Country to lessons on colonisation, many schools are trying to engage with this work in meaningful ways. But for teachers, questions often remain around how Indigenous perspectives should be approached in practice, and what genuine engagement actually looks like beyond a single initiative or resource.

In this episode, Jay Phillips and Jaya Blandthorn discuss the role of truth-telling, reflection, relationships and community connection in education, the discomfort that can emerge through this work, and why meaningful change often begins with educators examining their own understanding of history, teaching and identity.

(00:00) Moving Beyond Adding ‘Content’ to the Curriculum
(03:51) What We All Need to Understand First
(04:46) Navigating the Colonial Load
(07:10) Shared Histories and Lived Experience
(11:48) Truth-Telling and Moving Past the Tip of the Iceberg
(15:41) Educator Positioning and Self-Reflection
(19:54) Why History Should Be Uncomfortable
(22:38) Who Carries the Burden of Indigenous Education?
(27:47) Trauma through the Generations - Jaya's Story
(28:40) Community-Led Learning and the Parbinata Initiative
(33:25) Avoiding 'Shiny Object Syndrome' in Indigenous Education
(37:42) Personal Responsibility and the Path Forward

Special Guests:

Professor Jay Phillips
Deputy Dean of Indigenous Strategy, School of Education and Culture
Faculty of Education, Monash University
Focused on how educators engage with Indigenous perspectives in teaching and learning.

Jaya Blandthorn
Project Officer - Parbinata Initiative
Monash University
Working towards embedding Indigenous knowledge systems into school learning through community engagement.

Resources:

• Parbinata Initiative

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