The collection featured in Pacific Fusion Runway on Friday 21 August at 8:30 pm.

The garments were created by Nyoongar women from two WA organisations: Voice of Hope, a community group connecting Aboriginal women to culture and learning their ancestral ways of healing; and social enterprise Deadly Denim, led by Nyoongar designer Rebecca Barlow, a lecturer at Curtin University.

The project is supported by researchers from the Sustainable Communities and Waste (SCaW) Hub and the Curtin School of Design and the Built Environment, who study the environmental, social and economic benefits of textile reuse for Aboriginal communities.

“This is about giving discarded clothing a new life and a new story,” says Ms Barlow. “The women created something they’re proud of, that will be seen on an international stage.”

Associate Professor Pia Interlandi says the runway show is a starting point for further work in community. “The show is not the end of the project,” she says. “It creates momentum for new skills, workshops, and more opportunities to reuse clothing when the group returns home.”

SCaW Hub researchers will document the experience with the participants’ consent, including their responses to seeing the collection presented. The group will then reflect on the experience through yarning and video workshops in Western Australia.

Hub researcher Dr Roberto Minunno, a circular economy expert from Curtin University, says the research will examine what enables textile reuse, repair and upcycling in Aboriginal communities, including the skills and support needed to sustain the work.

“These processes have great potential to apply circular economy principles to textile waste,” he says.

Tannah is studying Professional Writing and Publishing as part of a Bachelor of Arts, alongside Commerce. Her decision to pursue both areas reflects the different strengths she wanted to develop, from recognising patterns and working with data to refining her writing and editing skills.

“I love language, grammar and writing,” Tannah said.

With a particular interest in nonfiction, Professional Writing and Publishing felt like a natural fit. However, it was her desire to find a stronger sense of community on campus that encouraged her to pursue an opportunity beyond the classroom.

Stepping outside her comfort zone

Tannah joined the Curtin Kardas, Curtin University’s representative team at the annual Indigenous Nationals, after actively seeking an opportunity to connect with other Aboriginal and Torres Strait Islander students.

She did not initially know anyone involved with the team, but saw the structured training environment as a meaningful way to meet people and strengthen her connection with community.

“I was looking for community with other Indigenous people on campus,” Tannah said.

“I wanted to take that step outside of my comfort zone and meet people in an organised and structured environment that would help me build those connections with mob.”

Tannah was the only Humanities student selected for the Curtin Kardas and was also the team’s only Commerce student.

While her studies were different from those of many of her teammates, she valued the opportunity to represent areas of the University that may not always be visible within a sporting environment.

For Tannah, her contribution extended beyond athletic ability. It was also about bringing the skills, perspectives and strengths she had developed as a Humanities student to the team.

Returning to where the Games began

The 2026 Indigenous Nationals marked the event’s 30th anniversary and returned to Newcastle, on the lands of the Awabakal and Worimi Peoples, where the Games originated.

For Tannah, travelling and competing in a culturally safe environment made the experience particularly meaningful.

“I had never experienced travelling in a culturally safe environment with people who also viewed the land in the same way that I do,” she said.

“It was special to be able to talk about my experience there with people who understood it, with my spirituality in mind.”

Returning to the place where the Indigenous Nationals began also gave Tannah an opportunity to reflect on the history and significance of the event.

“It felt like a privilege to bring it back to the stories and origins that started such an amazing event,” she said.

One of the most meaningful moments came during the event’s awards ceremony, when Tannah received special recognition from Elders involved in the Games for her cultural contribution and presence.

“Knowing the Elders were watching, knew who I was and appreciated my presence was such an honour,” she said.

“It meant more to me than any gold medal we could have won.”

A dedicated space for culture and community

Beyond the competition itself, Tannah said the Indigenous Nationals created an important space for Aboriginal and Torres Strait Islander students from across Australia to come together, share cultures and celebrate one another’s achievements.

“The Games are about giving a dedicated space, place and time for mob,” she said.

“It is about making sure mob are taking up space, have a voice and can exchange such a huge array of culture and language.”

Travelling with the Curtin Kardas also strengthened the relationships within the team. Entering an unfamiliar environment together required the students to support one another and work as a collective.

“When you travel somewhere new with people and no one else on your team knows anybody there, you become a unit,” Tannah said.

“That strengthens community and connection.”

The experience required a significant commitment alongside Tannah’s studies, including months of training, meetings and preparation. Although she encountered moments when communication and social expectations were challenging, she remained committed to the team and the opportunity.

“It was an extremely difficult experience for me, but it was worth it,” she said.

“I genuinely grew as a person.”

Tannah encouraged other Indigenous students to consider taking part, regardless of whether they see themselves as athletes.

“It is not about whether you are an athlete,” she said.

“It is about whether you can commit to the culture and the team, and show up for yourself and for other people.”

Reconnecting through art

Alongside her involvement in the Indigenous Nationals, Tannah was awarded second place in Curtin’s Indigenous Futures Artwork Competition.

Her artwork explored her personal journey of reconnecting with culture and ancestors. Tannah is the first person in her immediate family to actively reconnect with culture since her ancestors were taken away.

Although much of that process required personal initiative, she emphasised that reconnection has also brought her closer to community.

“Connection to culture means connection to community,” she said.

“The artwork was about me going on that journey, reconnecting with my ancestors and the healing that comes from that.”

Tannah’s work also explored a wider story shared by many Aboriginal and Torres Strait Islander people and families affected by disconnection.

“My story is not unique,” she said.

“On a broader scale, it is about the healing that happens with the land, the people and the community when people come back to culture.”

At the centre of the artwork is the idea of a healing circle, representing people reconnecting with their past, culture, Country and community one by one.

“When people come back and reconnect with their past, their culture and their mob, it creates a huge healing circle,” Tannah said.

“That is what I wanted to highlight in my artwork.”

Through sport, art and writing, Tannah has found different ways to tell stories, strengthen relationships and contribute to her community. Her experiences demonstrate that meaningful opportunities often begin with the decision to step forward, even when the path feels unfamiliar.

Her advice to other Indigenous students is simple: make the commitment and take the opportunity.

“Do it at least once,” she said. “It builds so much character within yourself, and it gives so much to your community.”

Curtin’s Bentley Campus, is one of the largest case study sites in the research project, being a mixed-use precinct of over 100 buildings supporting academic, administrative, commercial, residential and recreational uses. Aligning with Curtin’s net zero targets and decarbonisation plan, research on this case study has explored how green infrastructure and Water Sensitive Urban Design (WSUD) deliver measurable net zero and carbon reduction outcomes at precinct scale, whilst a digital twin platform has been piloted to test how this technology can support real-time energy management, improving energy efficiency outcomes and the integration of Consumer Energy Resources.

Early insights have been captured in the Curtin Bentley Campus case study video.

For more information, visit Pathways to Net Zero Precincts.  

The intensive program brought together students from different courses, disciplines and backgrounds to explore how artificial intelligence could improve learning, respond to challenges facing students today and shape the future of education. Working in multidisciplinary teams, participants were tasked with identifying a real-world problem and developing an innovative solution using AI and emerging technologies. 

Throughout the week, students participated in workshops, collaborated with academic mentors and industry partners, and transformed early ideas into practical concepts and prototypes. The Challenge culminated in a showcase event where teams presented their work to staff, peers, industry representatives and members of the wider Curtin community. 

Faculty of Humanities Pro Vice-Chancellor Professor Richard Blythe welcomed guests to the showcase and reflected on the role universities play in preparing students to contribute to the future. 

“Our purpose should be here for you to exercise that hope, to take that opportunity, to learn the skills that you need to engage with the forefront of human knowledge,” Professor Blythe said. 

“You are the custodians of the future, and that’s what our purpose is and what we’re here for.” 

Professor Blythe encouraged students to embrace the discomfort that comes with learning and growth. He noted that meaningful learning often begins when people move beyond what they already know and challenge themselves to engage with new ideas, perspectives and possibilities. 

“All learning is about just being prepared to take that little step beyond what you currently know,” he said. 

“If you keep doing that consistently, in the end you’ll get to a point where you’re taking a step on behalf of all humankind and helping us get there.” 

He also highlighted the importance of collaboration, describing it as one of the most valuable aspects of the Challenge experience. 

“The most impactful thing that you can think about is how you learn with others,” Professor Blythe said. 

“You’ve been learning how to be a teammate, you’ve been learning how to help others get somewhere further. They are some of the greatest graduate attributes you could obtain.” 

The showcase celebrated the work of three standout teams: BridgED AI, Skillit and Skillscape. While each project approached the challenge from a different perspective, all three shared a common goal: preparing students for a future where technology and human capability work hand in hand. 

BridgED AI 

Developed by Group 5, BridgED AI sought to address one of the most common challenges faced by university students: the gap between classroom learning and workplace experience. 

The team proposed an AI-powered experiential learning platform that transforms theory into interactive, discipline-specific scenarios that students could experience immersively. Education students could practise classroom management and parent communication, architecture students could explore design decisions and software tutorials, and engineering students could engage with technical simulations in realistic environments. 

The platform leveraged 3D game technology to provide an interactive experience for students in an environment that mimicked real-world scenarios. Rather than replacing industry placements, the platform was designed to complement them, helping students build confidence, professional judgement and practical skills before entering the workforce. 

Dean of Learning Futures Jonathan Pillai praised the ambition of the project and the team’s ability to expand the concept across multiple disciplines. 

“The thing that really shocked me about BridgED AI was when I sat down with the team and they showed me something for education,” Jonathan said. 

“I thought that was amazing enough, but they went further — responding, ‘Well, we’ve done it for three disciplines.’ Amazing work.” 

Skillit 

Group 9 presented Skillit, a gamified learning platform designed to help students develop practical software skills and gain recognised industry certifications, bridging the software skills required across various disciplines. 

Recognising that students are expected to constantly adapt to new software and technologies, the team created a platform that turns learning into an interactive experience. Users can select a discipline, complete workplace-inspired tasks and receive feedback throughout the process while building a portfolio of certifications that can be shared with future employers. 

Using a game-based approach to learning, the team described Skillit as a way to close the gap between academic learning and industry expectations while making skill development more engaging and accessible. 

“Skillit is an interactive game where students can close the gap, develop their skills and become accredited in the things they want to learn,” the team explained. 

Skillscape 

Group 18 introduced Skillscape, a personalised virtual reality learning platform designed to help students build workplace confidence before entering industry. 

The team argued that traditional classrooms cannot fully replicate the pressures and unpredictability of professional environments. Through Skillscape, students can practise realistic scenarios including job interviews, networking events, client meetings and technical challenges, receiving personalised AI coaching and real-time feedback throughout the experience. 

As students progress, they develop communication, leadership and decision-making skills while gaining practical experience in a safe and supportive environment. 

“Classrooms can’t replicate the complexity, pressure and unpredictability of professional environments,” the group explained. 

Their solution was captured in a simple but powerful statement: “Graduate with experience, not just a degree.” 

Reflecting on the week, Jonathan praised students for their willingness to embrace uncertainty, collaborate with others and push their ideas further than they thought possible. 

“When we started this Challenge, one of the things I really wanted was for us to be brave,” he said. 

“I think all of you have done that. Every day you’ve rocked up, and it’s been a privilege not just to be on this journey with you, but to witness the great work that you’ve done.” 

He also acknowledged the peer-to-peer learning that emerged throughout the program. 

“The learning has gone beyond just sitting next to someone and learning from the people teaching you,” Jonathan said. 

“You’ve been learning from each other as well. It’s been amazing to see the way that you’ve all learned through this journey.” 

For Bachelor of Engineering student Joseph Olaleye, the experience reinforced the importance of teamwork and collaboration. 

“My biggest takeaway would be the learning environment and the ability for everyone to actually work in a team with strangers,” Joseph said. 

“Everyone came out with something amazing, or something that you could actually use in the real world.” 

The 2026 Learning Futures Challenge demonstrated the power of challenge-based learning to bring together diverse perspectives, foster innovation and encourage students to tackle complex problems with confidence. While artificial intelligence was at the centre of the Challenge, the strongest ideas were ultimately about people: how they learn, connect, collaborate and prepare for the future. 

The showcase concluded a week of bold thinking and experimentation, celebrating students who stepped beyond their disciplines and developed practical solutions for the future of learning. 

Watch the Highlights Video Here

Event Gallery

Upcoming Learning Futures Challenges

To learn more about upcoming Learning Futures Challenges, please contact humanities-futures@curtin.edu.au

Now in its third year, the challenge brought together undergraduate and postgraduate students from across all faculties and disciplines to explore reconciliAction through truth-telling, collaboration and action. Guided by academics, community leaders, industry partners and knowledge holders, participants were encouraged to move beyond discussion and consider how they could contribute to meaningful change in their future professions and communities.

Curtin Faculty of Humanities Pro Vice-Chancellor, Richard Blythe, said the challenge reflected the power of bringing together diverse perspectives to imagine new futures.

“One of the great things that happens when you bring people from different disciplines, different perspectives and different ways of knowing together is that you get to see the world from multiple perspectives at the same time,” Professor Blythe reflected.

“We have at our disposal an incredible cultural perspective going back 65,000 years. When we combine that knowledge with different disciplines and experiences, we create opportunities to imagine what a different kind of future could look like.”

Professor Blythe described the challenge theme as both confronting and hopeful.

“The country said no, so now what? It’s a terrific question. It’s an incredibly positive question when you really dig into it.”

For Dean of Indigenous Futures, Associate Professor Mandy Downing, the challenge represents a commitment to moving beyond symbolic gestures and towards action.

“Tonight, we celebrate a remarkable collective of Curtin students who answered a genuinely difficult question, one that has hung in the air since the 2023 referendum,” Associate Professor Downing said.

“In the aftermath of the referendum, much of the public conversation drifted into silence while division continued to grow. ReconciliAction offers a way forward.”

Associate Professor Downing explained that ReconciliAction is a framework grounded in truth-telling and critical social action, encouraging participants to engage with difficult conversations and translate learning into meaningful outcomes.

This year’s challenge welcomed students from every faculty, alongside four professional staff members from the Faculty of Humanities who completed the program as part of a professional development pilot. Together, participants worked across disciplines, sharing perspectives, challenging assumptions and developing proposals aimed at advancing reconciliAction in practical ways.

A defining feature of the challenge was its emphasis on Indigenous ways of learning and knowing. Throughout the week, students engaged in yarning circles, reflective practice and deep listening, spending less time on devices and more time connecting with one another, guest speakers and community members.

One particularly meaningful moment occurred on 1 July, when participants sang Happy Birthday to Elders whose births were never officially recorded and who were assigned 1 July as their birth date.

“What made this week extraordinary wasn’t just what was explored. It was how,” Associate Professor Downing noted.

The challenge was supported by a wide range of guest speakers, knowledge holders, community representatives and industry partners who generously shared their time, experiences and perspectives throughout the week.

“The sheer number of people, particularly from community, who volunteered their time and knowledge tells me something important,” Associate Professor Downing said.

“We’re on the right track. We’re delivering work that aligns with Indigenous priorities, and people can feel that.”

For many students, the experience proved transformative.

Bachelor of Education student Chelsea Smith said the challenge encouraged her to rethink how she approaches learning, relationships and reconciliation.

“This unit didn’t just teach me about reconciliation. It challenged me to begin decolonising my own thinking,” Chelsea reflected.

“It encouraged me to question assumptions, listen before I speak, embrace different ways of knowing, being and doing, and recognise that growth begins with openness to keep learning.”

Chelsea described the challenge as one of the most impactful learning experiences of her degree and believes opportunities like this should be embedded across university education.

“If the university is preparing us for the future, then learning that challenges our thinking, builds relationships and inspires action shouldn’t be the exception, it should be the expectation.”

Bachelor of Engineering student Trevor Mwangi highlighted the importance of listening, collaboration and carrying lessons beyond the classroom.

“Throughout the week, we were challenged not only to think differently, but to listen differently,” Trevor shared.

“Real reconciliation isn’t measured by what we know. It’s measured by what we choose to do with that knowledge.”

Closing the showcase, Gretchen Benedix, Associate Deputy Vice-Chancellor Research, reflected on the significance of the students’ work and the momentum being created through initiatives such as the ReconciliAction Challenge.

“The country said no to a Voice, but what I’m seeing here is that the voice is building,” Professor Benedix said.

“This is the voice. You can take it out there and build it and make it grow. You don’t need a vote for that, you just do it.”

As the third Indigenous Futures ReconciliAction Challenge comes to a close, participants leave not only with new knowledge, but with a shared responsibility to act on what they have learned. The challenge may have started with a question, but for many students, it has become a call to action.

Upcoming Indigenous Futures Challenges

To learn more about upcoming Indigenous Futures Challenges, please contact humanities-futures@curtin.edu.au

Led by Professor Josh Byrne AM, Dean Sustainable Futures, Humanities, alongside Unit Coordinator Aimee Smith and Futures Challenge Coordinator Tim Keely, the Sustainability Challenge is an intensive, credit-bearing unit that brings students together from across Curtin’s faculties to work in interdisciplinary teams.

Across the week, students responded to live industry challenges connected to climate change, resource use, sustainable communities, ecosystems, the built environment and the future of cities. The program challenged students to move beyond classroom theory and apply their learning to complex issues being faced by organisations, communities and industry.

Now in its fifth year, the challenge has continued to grow in both scale and impact. Since 2022, more than 600 students and over 30 industry partners have taken part, working together on problems that are not simulated or theoretical, but connected to real organisations, communities and systems.

Professor Richard Blythe, Pro Vice-Chancellor, Humanities, described the program as one of the clearest examples of challenge-based learning at work.

“What happened here in the space of a single, intensive week is closer to the real thing than almost anything else the university offers,” Professor Blythe said.

He reflected on the importance of students learning to work across disciplines, noting that real sustainability challenges rarely fit neatly within one field of study.

“The problems you worked on don’t care what faculty you come from,” he said. “WA doesn’t need just an architect. It needs someone who can think across disciplines, hold uncertainty and still move towards a decision.”

This year’s cohort was one of the largest in the program’s history, with around 150 students taking part. Over the course of the challenge, students heard from Government Briefing Partners, worked closely with Industry Challenge Partners, and received guidance from Academic Mentors and Expert Partners as they tested their assumptions, refined their ideas and prepared for their final presentations.

For Professor Blythe, one of the most valuable parts of the program was not only the final proposal, but the process students experienced along the way.

“Sustainability challenges are complex. They require collaboration, creativity and the ability to work across disciplines,” he said. “Learning to sit with that productive difficulty and keep working anyway is one of the most important things a university education can give you.”

The student experience was also central to the showcase, with Master of Commerce student representative Ngoc Kim Ngan Ho sharing how the challenge shifted her understanding of what practical learning could look like.

Initially joining the unit for credit, Ngoc said she quickly realised the challenge was far more than a classroom exercise.

“I was really surprised,” she said. “It was actually a real consulting project, with real clients, real industry partners and real issues they were facing.”

Working in an interdisciplinary team gave her new insight into how different fields approach the same problem. As a commerce student aspiring to become a consultant, she reflected on the value of listening to engineering, design and other discipline perspectives before making commercial judgments.

“It is not easy to come up with a solution that actually works in real life,” she shared. “In the future, if I work in consulting, I will listen to engineering and other perspectives before I say something is too expensive.”

Her experience also highlighted one of the broader aims of the Sustainability Challenge: to help students build the communication, feedback and collaboration skills they will need beyond university.

The showcase also featured perspectives from industry partners, including Georgia Drieu, Sustainability Engagement Officer at the City of Melville, who worked with students on a challenge related to tracking the City’s Scope 3 emissions data.

Georgia explained that the City of Melville entered the challenge seeking fresh ideas on how to collect supplier-specific activity data which is something many organisations are grappling with.

“We were looking for fresh perspectives and ideas,” she said. “Accurate Scope 3 data collection is an emerging area of work within climate action, and there is no straight forward solution as of yet.”

The students’ work left a strong impression.

“Our challenge teams did not disappoint,” Georgia shared. “We have been completely overwhelmed by the carbon literacy, maturity, passion and determination of the students.”

She also noted the way students used technology, worked across disciplines and engaged deeply with an area of sustainability that many had not previously encountered.

“Working in sustainability and climate action can sometimes be really frustrating, and you can feel like you are not making that much progress,” she said. “We were genuinely inspired and empowered by the level of engagement we received from all the students.”

For Georgia, the value of the challenge extended beyond the proposals themselves. It offered reassurance about the next generation of professionals entering industry.

“Not only are your proposed solutions absolutely fantastic, but we feel so much better knowing that the next generation champions sustainability in all that they do,” she said.

The program was made possible through the contribution of a broad network of partners, mentors and Curtin staff. Challenge Partners Georgia Drieu and Jane Loveday (City of Melville), John Clifton (DevelopmentWA), Mark Taylor (Hesperia), Tammy Chong (Curtin Properties, Facilities and Development), Danicia Quinlan (ASPECT Studios), and Mitchell Hardy, Emily Greenhalgh, Nick Schols and Zoe Beeson (Perth Zoo) worked closely with students to provide industry context, practical insight and feedback.

Government Briefing Partners from the Department of Water and Environmental Regulation, Ro Richardson, Amanda Joseph and Nicole Zago helped frame the challenges students would explore, while Expert Partners Angelina Bowden-Jones, Sarah Booth, David Beyer, Mandy Bamford, Graham Agar and Marcus Geisler shared specialist knowledge to support students as they strengthened their proposals.

Academic Mentors Arlen Brower, Roberto Minunno, Joanne Castelli, Robyn Ouschan, Holly Kirk, John Martin, Andreas Pfeifle and Atiq Zaman also played an important role throughout the week, guiding students as they developed their thinking, tested assumptions and prepared their final work.

Professor Byrne acknowledged the significant work behind the scenes, including the teaching team, Digital Learning and Innovation, DBE Makerspace, Curtin Events and the professional staff who helped bring the challenge and showcase to life.

He also thanked the industry partners who trusted students with real problems and real expectations.

“This year’s partners have generously shared their time and their expertise,” Professor Byrne said. “Please know just how much this contribution is valued.”

In closing the formalities, Professor Byrne reflected on the power of positive collaboration and the importance of students working respectfully and purposefully together.

“There is no hiding the fact that we face plenty of challenges now, and many more ahead,” he said. “But we are better off facing them together with common purpose.”

This year’s showcase also introduced a new element, the People’s Prize, in recognition of the fifth running of the Sustainability Challenge at Curtin’s Bentley campus. Guests were invited to vote for the student team whose idea resonated most, whether through the strength of their pitch, the quality of their work or the passion behind their proposal.

While the prize added excitement to the evening, Professor Byrne reminded students and guests that the heart of the challenge remained collaboration.

As students presented their final work to guests, external partners and the wider Curtin community, the Sustainability Challenge 2026 showcased what can happen when students are trusted with real problems and supported to think beyond disciplinary boundaries.

More than a final presentation, the showcase reflected five years of growing momentum for a program grounded in practical learning, strong partnerships and a shared commitment to building more sustainable futures.

Upcoming Sustainable Futures Challenges

To learn more about upcoming Sustainable Futures Challenges, please contact humanities-futures@curtin.edu.au

Is democracy still alive, or are we teaching an ideal that no longer reflects reality.

Presented by the School of Education HASS Team and Global Futures, Humanities

The second event as part of our HASS Series of Workshops this year invites you to explore if democracy is still alive, or are we teaching an ideal that no longer reflects reality.

This highly interactive professional learning session invites HASS teachers to critically explore democracy through a global and contemporary lens where democratic progress is under strain. Moving beyond traditional definitions, participants will observe a debate between experts and engage in simulations and critical dialogues that unpack how power, inequality, media, and historical legacies shape democratic systems in practice.

Aligned with the Version 9 WA HASS curriculum, this workshop supports teachers to deepen students’ understandings of Civics and Citizenship by examining real-world challenges to democracy, comparing systems across contexts, questioning whose voices are heard (or excluded), and considering creative opportunities for democratic futures.

Presented by Dr Katie Kumasaka, School of Education HASS Team and Professor Farida Fozdar, Dean Global Futures, Humanities

More than an annual exhibition, ReconciliAction creates a space where Aboriginal and Torres Strait Islander student voices are seen, heard and woven into the life of Curtin. Through art, students are invited to share stories of identity, Country, memory and belonging, while the wider university community is invited to listen, reflect and engage.

This year’s first place artwork, Connecting on Country, was created by T-Keia Dearden, a Whadjuk woman and second year Bachelor of Education student. Inspired by the relationships formed through studying at Curtin, the artwork reflects the many paths, stories and connections that shape the student experience. It speaks to the friendships, mentorship, collaboration and moments of yarning that help students learn from one another and grow together.

“We all come from many different paths and stages in life, and we all have our own stories to share,” Ms Dearden said.

“This piece represents the meaning that, despite our differences, we grow alongside each other, and we all leave lasting impressions that will stay with each of us for a lifetime.”

As the first place artwork, Connecting on Country is exhibited and displayed adjacent to Level 1, Building 209, Faculty of Humanities, ensuring Ms Dearden’s story continues to be part of Curtin’s physical and cultural landscape. The competition also recognised Tannah Shehan, who received second place for Reconnection, and Crystal Quartermine, who received third place for Seven Sisters. Together, the three winning works reflect the strength, depth and diversity of Indigenous student storytelling across the Curtin community.

For the first time, the exhibition also introduced a People’s Choice Award, with Ms Dearden’s Connecting on Country and Vanessa Burns’ Wagyl artwork receiving equal recognition. 

Curtin’s Faculty of Humanities Indigenous Futures Dean, Associate Professor Mandy Downing, said the exhibition honours Aboriginal artwork and affirms Indigenous sovereignty, while creating space for Indigenous stories, perspectives and lived experiences to be expressed through creativity and culture.

For Associate Professor Downing, ReconciliAction is not only about displaying artwork. It is about making cultural presence visible across the university and ensuring Aboriginal and Torres Strait Islander knowledges are respected, celebrated and embedded in shared spaces.

“Together, we are building spaces that foster belonging, celebrate cultural pride, and embody genuine ReconciliAction.”

The exhibition also contributes to the ongoing work of Indigenising settler colonial spaces across Curtin. By foregrounding Indigenous student artwork, ReconciliAction helps shift university spaces into places of recognition, visibility and cultural learning.

Faculty of Humanities Pro Vice-Chancellor Professor Richard Blythe said the exhibition reflects the kind of university community Curtin continues to work towards.

“One that values truth telling, embraces diverse perspectives, and understands the important role education plays in shaping a more inclusive and respectful future,” Professor Blythe said.

He said the exhibition had continued to grow in both scale and significance, creating space for stories that challenge, inspire and deepen understanding of Aboriginal and Torres Strait Islander cultures, histories and lived experiences.

As the exhibition continues to grow, its impact reaches beyond the walls of the gallery. Each artwork becomes part of a larger story about place, connection and responsibility, reminding the Curtin community that reconciliAction is not a single moment, but an ongoing commitment made visible through everyday spaces.

The 2026 Indigenous Futures ReconciliAction Exhibition is located in the Collaboration Hub, Level 1, Building 418, Curtin University, Bentley. The exhibition is open to the public until 3 July 2026.

2026 Indigenous Futures Artwork Competition and ‘ReconciliAction’ Exhibition Highlights

This was the question at the centre of the 2026 Global Futures Challenge: After War, which brought together 150 Curtin University students for an intensive week of interdisciplinary learning, collaboration and problem solving.

Now in its second year, the challenge more than doubled its student participation and introduced a stronger focus on real world conflicts and post conflict contexts.

Students from engineering, international relations, architecture, urban planning, psychology, fashion design, environmental science, commerce, finance, project management, information technology and the social sciences worked in groups across disciplinary boundaries to address 13 complex challenges associated with rebuilding societies after war.

Their work culminated in a public showcase featuring 25 student projects, each proposing an evidence-based response to an issue affecting communities during post conflict recovery.

Projects addressed housing and displacement, economic reconstruction, education, maternal health, prosthetics, political reform, military recruitment, citizen journalism, truth and accountability, and the importance of creating spaces for recreation and joy.

Looking beyond physical reconstruction

Dean of Global Futures Professor Farida Fozdar, a sociologist, highlighted that rebuilding after war required much more than replacing damaged buildings and infrastructure.

It also presented an opportunity to reconsider the systems that shape society, including political representation, economic inequality, press freedom, human rights and psychological recovery.

Students demonstrated remarkable creativity, commitment and technological capability while working outside their usual areas of study.

Throughout the week, they were encouraged to draw on previous post war reconstruction efforts and consider the political, cultural and human realities of the communities connected to their chosen contexts.

“Students will carry the insights, knowledge, skills and creativity gained into their future endeavours,” Professor Fozdar reflected.

“The lessons learned here have the power to effect real world change.”

Learning across disciplines

Students participated in sessions led by academics, humanitarian practitioners from NGOs, journalists, engineers, former defence personnel and professionals with experience in conflict affected regions.

Contributors included a former United Nations peacekeeper, Save the Children representatives working in Gaza, Engineers Australia, SBS, Communicare, the United Nations Association of Australia WA Division and researchers involved in the Art of Peace exhibition.

The program also provided practical development in design thinking, digital innovation, visual presentation, 3D printing, responsible uses of artificial intelligence and communicating ideas to professional audiences.

Curtin University Vice-Chancellor Professor Harlene Hayne attended the final showcase, where she met with students and explored the projects developed throughout the challenge. She was impressed by the creativity, care and depth of thinking behind the proposals, as well as the students’ ability to respond thoughtfully to complex global issues.

Curtin University Deputy Vice Chancellor, Academic, Professor Mark Ogden emphasised the value of bringing students from different disciplines together to learn from one another.

“Everyone across the University coming together to work in multidisciplinary teams is such a wonderful learning opportunity,” Professor Ogden shared.

He connected the challenge to Curtin’s commitment to making tomorrow better by helping students develop the relationships, resilience and open mindedness needed to respond to complex global issues.

Professor Ogden also acknowledged the industry and community partners who contributed their professional and personal experience throughout the program.

“These partnerships play an essential role in equipping our students with the tools for life beyond university and the challenges they will inevitably face,” he noted.

Preparing students for the unknown

Pro Vice Chancellor of Humanities Professor Richard Blythe described the challenge as a different approach to education, one that prepared students to respond to problems without simple or predetermined answers.

Rather than learning only within their individual disciplines, students were required to combine their knowledge with the perspectives and skills of others.

This ability to work collectively was central to responding to uncertain and rapidly changing global challenges.

“You have been learning how to learn from each other,” Professor Blythe told students.

“You have been involved in the very difficult task of building things and trying to imagine, visualise and explain to each other what a better future might look like.”

He encouraged students to move beyond what was already known, drawing on their technical knowledge, creativity and collective experience to imagine new possibilities.

A student perspective

Civil engineering and finance student Angel Moyo initially enrolled in the intensive unit to gain 25 credit points and reduce her workload during the semester.

By the end of the week, however, the experience had given her far more than she expected.

“My thinking has been challenged. I’ve learned to adopt new perspectives and to view problems through a different lens,” Angel reflected.

She spoke about the complexity and fragility of the systems that hold societies together, as well as the impact individual and collective decisions can have on communities.

The experience also strengthened her ability to collaborate, manage disagreements and work with people from different backgrounds and disciplines.

“These are skills I unfortunately never learned in my concrete or steel design units, but skills that I will carry through my degree, my career and probably the rest of my life,” she shared.

For Angel, one of the most important lessons was recognising that learning extended far beyond the classroom.

“Some of the most important lessons come from the people we meet, the experiences we share and the world beyond our own,” she concluded.

“We are forever learning, and that is a privilege.”

Building a better future together

The Global Futures Challenge: After War gave students the opportunity to move beyond theory and apply their knowledge to some of the most difficult questions facing communities around the world.

While no single project could resolve the complexity of post conflict reconstruction, the challenge demonstrated what can happen when students are given the space to listen, collaborate and think boldly.

Through their 25 projects, students considered not only how communities might rebuild, but how they might create societies that are more resilient, inclusive and peaceful. The challenge reinforced that rebuilding after war is not simply about returning to what existed before. It is about imagining what could come next.

Watch the Highlights Video Here

Event Gallery

Upcoming Global Futures Challenges

To learn more about upcoming Global Futures Challenges, please contact humanities-futures@curtin.edu.au

Now in its third year, the exhibition has become an important space for truth-telling, reflection and dialogue, celebrating Aboriginal and Torres Strait Islander voices, histories and knowledges across the university community.

This year’s winning artwork, Connecting on Country, was created by T-Keia Dearden, a Whadjuk woman and second year Bachelor of Education student.

Inspired by the connections formed through studying at Curtin, the artwork reflects the many paths, stories and relationships that shape the university experience. It speaks to the friendships, mentorship, collaboration and moments of yarning that allow students to learn from one another and grow together.

Ms Dearden said the work was centred on the connections people form with one another at Curtin.

“We all come from many different paths and stages in life, and we all have our own stories to share,” Ms Dearden said.

“It is through studying at Curtin that we learn from one another through yarning, collaboration, mentorship, and the friendships we build along the way.

“This piece represents the meaning that, despite our differences, we grow alongside each other, and we all leave lasting impressions that will stay with each of us for a lifetime.”

In addition to a monetary prize, Ms Dearden’s artwork will be recognised, exhibited and permanently displayed on campus, embedding student storytelling into the heart of Curtin life and creating a lasting legacy for future students, staff and visitors.

For the first time, a People’s Choice winner was also announced, with Ms Dearden’s Connecting on Country and student Vanessa Burns’ Wagyl artwork receiving equal recognition.

Curtin’s Faculty of Humanities Indigenous Futures Dean, Associate Professor Mandy Downing said the exhibition honours Aboriginal artwork and affirms Indigenous sovereignty, while creating space for stories, perspectives and lived experiences to be expressed through creativity and culture.

More than a display of art, the exhibition reflects Curtin’s ongoing commitment to creating culturally welcoming and inclusive spaces where Aboriginal and Torres Strait Islander peoples, cultures and knowledges are respected, celebrated and woven throughout the university community.

For Associate Professor Downing, the artworks represent not only artistic skill, but identity, resilience, culture and the enduring power of storytelling.

ReconciliAction, she said, asks the Curtin community to move beyond words towards meaningful change.

“It is about creating culturally welcoming and inclusive spaces where Aboriginal and Torres Strait Islander peoples, cultures, and knowledges are respected, celebrated, and woven throughout our university community,” Associate Professor Downing said.

“Together, we are building spaces that foster belonging, celebrate cultural pride, and embody genuine ReconciliAction.”

The exhibition also contributes to the ongoing work of Indigenising settler colonial spaces across the university. By proudly foregrounding Indigenous artworks by Curtin students, ReconciliAction helps ensure Aboriginal and Torres Strait Islander cultures, histories and perspectives are visible, valued and celebrated across campus.

Curtin Faculty of Humanities Pro Vice-Chancellor Professor Richard Blythe said the exhibition represented something much larger than an annual showcase of creative work.

“It reflects the kind of university community we aspire to be,” Professor Blythe said.

“One that values truth telling, embraces diverse perspectives, and understands the important role education plays in shaping a more inclusive and respectful future.”

Professor Blythe said the exhibition continued to grow not only in scale, but in significance, creating space for stories that challenge, inspire and deepen understanding of Aboriginal and Torres Strait Islander cultures, histories and lived experiences.

Through art, the Curtin community is invited to reflect on reconciliation as an ongoing responsibility, embedded in the everyday life of the institution.

“Initiatives such as ReconciliAction contribute meaningfully to that vision by helping to Indigenise our spaces and ensuring Indigenous knowledges and perspectives are visible across our campuses and communities,” Professor Blythe said.

As the exhibition continues to grow, its presence serves as a reminder of the power of art to create dialogue, deepen understanding and make reconciliAction visible across Curtin’s campuses and communities. The 2026 Indigenous Futures ReconciliAction Exhibition is located in the Collaboration Hub, Level 1, Building 418, Curtin University, Bentley. The exhibition is open to the public until 3 July 2026.