Introduction
Yindyamarra Winhanganha is a Wiradjuri ethos that is connected to our place and region. Yindyamarra is an action that impacts on another and is about going slowly and respectfully - the proper way. Winhanganha focuses on self-action, thinking before acting, remembering, and knowing. Together with my mindfulness practice, these principles guide my decision-making and leadership as a non-Indigenous leader in the School of Indigenous Australian Studies. By embodying this ethos and practice, I bring all parts of myself—personal, professional, and cultural—into my role and my position/ality.
Aims
This presentation aims to show how the embodiment of Yindyamarra Winhanganha and mindfulness in leadership practice can:
*challenge and reconcile colonial legacies in Higher Education;
*contribute to a culturally responsive and ethical environment;
*enhance transparency, inclusivity, and (inter)cultural capability;
*strengthen relationality and ethical accountability in leadership;
*fostering meaningful connections and responsible decision-making.
Method
Indigenist Standpoint Inquiry and decolonising methodologies support me to examine how my actions might reinforce colonising structures and how to disrupt historically entrenched norms by prioritising relationality and collaboration over personal achievement. Integrating mindfulness practices underpinned by Yindyamarra Winhanganha assists me to navigate complex and historically entrenched colonial structures within Higher Education. As a non-Indigenous leader, this means consciously stepping back to create space for Indigenous voices and knowledge systems where decision-making requires cultural authority. To support this process, I use mindful practices such as walking, breathing, and meditation to prepare for meetings and other work, supporting me to create space and to pause before acting.
Results
The practice of self-compassion and mindfulness provides clarity in managing sometimes challenging dynamics, enabling me to recognise when to seek input from others due to my positionality and when to make independent decisions. This leads to more balanced and informed decision-making and a more resilient leadership style where I feel less pressured to make instant, sometimes reactive, decisions. Although this approach can sometimes feel at odds with institutional metrics of success, it has been essential in aligning my leadership with ethical and culturally responsive practices.
Discussion
I have experienced the impact of embodying mindful and ethical leadership practices rooted in Yindyamarra Winhanganha in many practical settings. I have experienced significant change in my leadership approach, to the way I teach and learn, and with student engagement. By bringing all aspects of myself into my leadership role, I contribute to a more holistic and culturally responsive educational environment. Although integrating self-compassion and mindfulness can be an unconventional fit in a field that often prioritises individual achievement, these values have been essential for me in aligning with Indigenist principles.
Conclusion
The incorporation of Yindyamarra Winhanganha and mindfulness principles and practices into my leadership approach has provided a foundation for ethical and culturally responsive decision-making. By aligning my practice with these guiding values, I foster a transparent, inclusive, and respectful educational environment. By bringing my full self into my leadership role, I aim to contribute meaningfully to the transformation of educational practices.
