Australian Human Rights Commission Respect at Uni Interim Report December 2024 generates a feeling of helplessness and sense of personal or Jewish devaluation within the university culture and Australian society. 79 Other submitters argue that this low confidence leads to underreporting of antisemitism on campus. 80 3.7 Disjuncture between policy and practice All universities are required to meet TEQSA’s Threshold Standards, including requirements related to diversity, student and staff safety and wellbeing, and academic freedom. Most universities comply with this through policies and procedures related to discrimination, bullying, sexual harassment and in some cases, anti-racism. These policies are usually supplemented by university diversity and inclusion units. While many who participated in the Commission’s initial consultations were supportive of these policies, some observed a mismatch between intention and impact. In addition to concerns raised about the efficacy of the complaints mechanisms above, some consultations were critical of the tokenism of diversity and inclusion practices and policies. Some academics have suggested that while there is a strong push for diversity in recruitment, this is not accompanied by an inclusive culture. Individuals are often expected to adapt and conform to existing cultures and norms, rather than being allowed to express their identities authentically. While diversity and inclusion initiatives are seen as well-meaning, they don’t necessarily translate into systemic change. Similarly, lived experience participation and perspectives are often viewed as limited in university diversity and inclusion initiatives. For example, the Commission heard that the perspectives of international students are not always included, and Palestinian students expressed criticism of anti-racism initiatives that fail to incorporate a Palestinian perspective. 3.8 Curriculum reform Universities in Australia have emerged from a colonial history, emphasising a Western view of knowledge. In recent years, there have been promising moves to broaden the curriculum and particularly include First Nations perspectives. Critically assessing the university curriculum and actively embedding other decolonised perspectives will enable greater racial literacy and practically progress anti-racism. However, consultations suggest that progress is uneven and at times, contested, with some backlash from staff and students. Academics described resistance 49