I Am Not the Expert: Indigenous Perspectives and 'Transdisciplinary Education'

This chapter addresses Indigenous perspectives related to ‘transdisciplinary education’, emphasising the positionality of educators and the privileging of Indigenous voices in teaching, curricula and research. We argue that Indigenous knowledge transcends notions of transdisciplinarity because multiple realities are intrinsically at the centre of Indigenous learning and teaching. We present case studies from within the design disciplines of Queensland University of Technology (QUT), where educators and researchers have intentionally considered multiplicity and positionality in their work. We highlight approaches taken to teaching, learning and research that emphasise community-based conversations, community-led outcomes, and relationship-based approaches to knowledge dissemination.

This chapter presents three QUT case studies in which Indigenous curricula, partnerships and research have been introduced over multiple stages of learning, teaching and research. Each case study highlights the unique relationship between the collaborating authors, evident in the individual and expressive writing styles that reflect the co-authors’ relationships, work and context. This approach recognises and acknowledges individual author positionality, which can be seen in the use of first-person, third-person and collaborative positioning of the writing. This chapter seeks to support Indigenous ways of knowing and being, through the work described in each case study, the writing style and the collaboration approach. Our case studies emphasise the benefits of transdisciplinary approaches to teaching and learning that are embedded in, and guided by, Indigenous philosophies and values.