towards teaching subjects like critical race theory and First Nations history. The inclusion of First Nations perspectives in courses, including mandatory components has led to mixed responses, including some backlash: There are students that are well engaged, and we do get students that are very thankful for learning this historical context and being able to unpack their bias, because we all have bias. But then… it ignites some racism… it also opens up conversations like, why are we only learning about Aboriginal and Torres Strait Islander People? 81 Other First Nations academics felt that the ‘Indigenisation of the curriculum has led to more overt racism.’ 82 When First Nations content is added to courses, some academics felt it was tokenistic. For instance, the Commission heard that when content on First Nations perspectives and history is added into courses, it is not always assessed, so students focus on the content they will be assessed on. The mode of delivery can also impact how this content is received. The initial First Nations Roundtable noted that many mandatory courses related to First Nations issues are taught through online modules, limiting the: safe space to critically engage with the content...it’s a lack of being able to unpack and ask questions. People sitting by themselves… and just stewing on information. 83 First Nations academics also linked curriculum reform with broadening the pipeline for professions. For instance: [First Nations] students get taught this Western knowledge and it actually doesn’t make sense to them, and they feel like they��� don’t fit, don’t belong… that they have no space within this profession because they can’t see themselves in the content…I’ve engaged them in Indigenous knowledges and … that has made a huge difference. 84 Consultations with students from negatively racialised backgrounds also observed Eurocentric approaches to content. For example, international students remarked on the way content about China is taught, describing it as ‘orientalist’ and degrading. 3.9 Balancing academic freedom and freedom of expression with safety and non-discrimination Academic freedom is a foundational principle in Australian universities, allowing debate to further intellectual development. Universities should be places where ideas can be questioned, and different views can be respectfully shared. 50