Biography and expertise
Biography
Aimee is a highly experienced Educational and Learning designer specialising in curriculum development and creating culturally responsive learning experiences. Passionate about amplifying Indigenous voices, she is dedicated to fostering inclusivity and embedding Indigenous knowledge systems into education.
With a diverse career spanning curriculum design, project management, IT, and Indigenous arts, Aimee has developed ICT infrastructure and tailored training programs for remote Aboriginal schools and communities, ensuring equitable access to education and technology. Her expertise extends to the Arts, where she served as Coordinator for the Gapan Gallery at the Buku-Larrnggay Mulka Art Centre, coordinating exhibitions and facilitating cross-cultural exchanges during the prestigious Garma Festival.
Aimee's lived experience in remote Aboriginal communities, raising her Indigenous sons within these cultural landscapes, profoundly shapes her understanding of cultural inclusion. This personal connection fuels her commitment to designing learning experiences that celebrate and integrate Indigenous culture, history, and voices.
Whether driving curriculum development, leveraging technology in education, or supporting Indigenous arts, Aimee consistently achieves innovative and inclusive outcomes. She is deeply committed to collaborating with others to foster cultural awareness, build cultural competency, advance Indigenous education and create impactful opportunities for learning and empowerment.
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Organisational affiliations
Highlights - Output
Magazine article
‘We learn off one another and we follow through’: weaving fishing nets with the Aunties
Published 08/07/2026
The Conversation
In gathering natural fibres, making string, yarning and weaving, knowledge becomes visible, tactile and learned through practice.
Our project, Stories Behind the Fishing Net: Sitting with the Aunties, renewed traditional net-making practices on Widjabal Wia-bal Country in northern New South Wales. It sought to strengthen cultural continuity, reconnect generations and create opportunities to learn from Elders through hands-on practice and storytelling.
Held while the Northern Rivers was still recovering from catastrophic floods of 2022, the project grew from a much longer movement to revitalise weaving practices disrupted by colonisation.
Journal article
Unravelling colonial threads: Stories behind the fishing net: Sitting with the aunties
Published 23/06/2026
International Journal of Cultural Property, 33, e3, 1 - 25
This manuscript highlights the voices of Bundjalung elders in northeastern New South Wales, focusing on the impacts of colonization, such as the continued (un)raveling of cultural practices. The authors explore how colonialism perpetuates the exclusion of Indigenous worldviews and knowledge. Nonetheless, Indigenous peoples continue to strongly demand and advocate for meaningful recognition and protection of their cultural property and heritage, rooted in their own systems of law and lore. Through a project embedded in the Bundjalung nation, they examine the value of “cultural property and rights and question whether culture can be governed or regulated. The “Stories behind the fishing net: Sitting with the aunties” initiative at Gnibi College, Southern Cross University, recorded oral histories and traditional net-weaving techniques, fostering community connection and cultural governance. The project highlighted the important roles that cultural practice and objects play in building community and culture between and among Indigenous clans within the Bunjalung nation.
Preprint
Posted to a preprint site 04/11/2025
SSRN, Series Paper No. 37
The integration of generative artificial intelligence (GenAI) into higher education presents both opportunities and significant ethical risks for Indigenous communities, including cultural misrepresentation and data sovereignty conflicts. A systematic literature review revealed a critical gap, with no peer-reviewed studies addressing this intersection. The inclusion criteria for this review were modified, and this study analysed seven key journals and grey literature sources using thematic analysis and deductive mapping. Findings highlight major ethical concerns: systemic bias, inauthentic cultural representation, exclusion from GenAI development, and fundamental tensions between GenAI's logic and Indigenous ways of knowing. Critically, the analysis reveals that existing GenAI ethics frameworks fail to address core Indigenous principles such as relationality and collective ownership. In response, this paper argues for a fundamental shift from superficial consultation to genuine co-governance. Achieving this requires universities to champion Indigenous digital leadership, embed authentic cultural protocols, and prioritise data sovereignty in the design and deployment of GenAI.