Decolonising university curriculum is not a unique Australian project but involves all settler colonial nations in efforts to deconstruct the 'pathological effects' of colonisation. This undertaking supports a societal transition towards a more socially just world where the human rights and Knowledges of First Nations are recognised and respected. This paper contributes through an unorthodox integrative review of eight articles reporting embedment of Indigenous Knowings in Australian law curriculum by applying a relationally responsive standpoint. Two authors interpret the literature reviewed and provide a White non-Indigenous perspective of a 'colonial garden' and an Indigenous Wiradyuri Wambuul standpoint of relationship with Country. As such, the paper offers an iterative diversity that supports decolonising the curriculum as a shared goal.