The Nguluway of Knowledges Framework: weaving together Indigenous Institutional Theory and the 8 Aboriginal Ways of Learning
There is a push for Australian educational institutions to meaningfully weave together Indigenous and Western pedagogical approaches. Ideally, this synergy of pedagogical approaches would be reflected in curricula that authentically integrates Indigenous ways of learning and Community-informed content. Despite this educational push, few frameworks exist to guide meaningful integration of Indigenous pedagogy in Western institutions. Similarly, there is a need for Indigenous-designed theoretical underpinnings that are tailored to the interface between university education and institutional research contexts. The authors address gaps in educational theory by presenting an innovative conceptual framework, the Nguluway of Knowledges Framework. Nguluway, a Wiradjuri word meaning “meeting each other”, positions authentic Indigenous pedagogical approaches within Western educational structures. The conceptual framework weaves Indigenous ways of learning in Westernised institutions, such as universities, by bringing together Indigenous Institutional Theory (Coates et al., 2022) and the 8 Aboriginal Ways of Learning Framework (Yunkaporta, 2009). The authors aim to; (1) consider the application of Indigenous Institutional Theory (IIT) and the 8 Aboriginal Ways of Learning Framework in university education; (2) present and describe the new conceptual framework, the Nguluway of Knowledges Framework; and (3) discuss the application of the conceptual framework for embedding Indigenous knowledges in Western university institutions, specifically within an Australian medical degree program. The framework serves both as a theoretical underpinning for education and research and as a practical tool to facilitate stakeholders in designing curricula with Indigenous people in Westernised institutions. A key strength of the framework lies in its capacity to shape Indigenous pedagogical approaches, guide curriculum design, and inform institutional practice within Western education systems.