An Indigenous Australian Cultural Competence Course: Talking Culture, Race and Power

Fredericks, Bronwyn; Bargallie, Debbie

doi:10.1007/978-981-15-5362-2_16

Cited by 19 publications

(8 citation statements)

References 31 publications

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“…Cultural safety refers to creating a safe environment in which people's identity is not denied, belittled or disrespected (Williams, 1999). The National Aboriginal and Torres Strait Islander Health Workers Association (2016) defines cultural safety as an “outcome of education that enables safe services to be defined by those who receive the service.” For non‐Indigenous people and organisations, this education may come from a formalised cultural safety, competency, awareness or responsiveness training, with these different terminologies representing a spectrum of approaches from a broad education to implementation in practice (though often the terms are used interchangeably; Fredericks & Bargallie, 2020; Kerrigan et al, 2020; Shepherd, 2019)…”

Section: Resultsmentioning

confidence: 99%

“It's Self‐Determination. Blackfullas Making Right Decisions for Blackfullas”: Why Indigenous‐owned businesses create better Indigenous employment outcomes

Eva,

Harris,

Bodle

et al. 2023

Aust J Social Issues

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Previous research demonstrates that businesses that are Indigenous‐owned are far more likely to employ Indigenous people than non‐Indigenous‐owned businesses (Hunter, 2015, The Economic and Labour Relations Review, 26, 631). The majority of the literature on Indigenous employment uses a deficit discourse, describing factors that prevent or exclude Indigenous people from non‐Indigenous‐owned organisations. There is markedly less literature using a strength‐based approach, detailing how Indigenous‐owned businesses create workplaces without barriers to Indigenous employment. Through 32 semistructured interviews with Indigenous business owners, managers, and Indigenous employees of Indigenous‐owned businesses, this paper provides insights into how participants' businesses create workplaces that are more supportive of, and conducive to, Indigenous employment. This paper finds that Indigenous approaches to governance inform an organisational level of cultural competence, which creates tailored and specific practices that support better Indigenous employment outcomes. This resonates with the concept of Indigenous ways of “knowing, being, and doing,” and how this framework encompasses participants' approaches to business operations. In the light of increasing public and private policy commitments to improve Indigenous employment outcomes, it is imperative that the Indigenous business sector's best practice inform said policies, given its successes. However, inherent in these findings are broader discussions into more systemic and societal issues that go beyond workplace policy.

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Section: Resultsmentioning

confidence: 99%

“It's Self‐Determination. Blackfullas Making Right Decisions for Blackfullas”: Why Indigenous‐owned businesses create better Indigenous employment outcomes

Eva,

Harris,

Bodle

et al. 2023

Aust J Social Issues

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“…As a vessel for knowledge, indigenous peoples continuously adapt to temporal and spatial changes and shape their understanding to cope with the changing world around them (Maurial, 1999;Semali & Kincheloe, 1999). When attempting to develop an educational system and teaching method centred on indigenous knowledge, it is necessary to first understand the comprehensive patterns of indigenous cultures, as well as the cultural settings and contexts of indigenous peoples (Maurial, 1999;Semali and Kincheloe, 1999;Fredericks & Bargallie, 2020).…”

Section: Integrating Indigenous Knowledge Into Teaching: the Perspect...mentioning

confidence: 99%

The construction of tribal learning mechanisms in indigenous higher education

Saway¹,

Wu²,

Chao³

2022

IJRBS

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In this study, we developed a tribal learning model based on indigenous knowledge to expand Taiwan's indigenous higher education system. The model adopts a culturally responsive teaching strategy that conforms to the cultural background and satisfies the learning needs of indigenous learners. The instructional design of the model is based on the outcomes of a literature review and comprises five stages: preparation, communication, execution, reflection, and feedback. The proposed model allows educators to develop culturally appropriate teaching plans that include indigenous knowledge. Applying the model allows educators to hone their self-study skills while improving the learning effectiveness of their learners.

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“…Culturally competency requires an ongoing commitment to respect and respond to cultural diversity [29] thereby creating the opportunity to deliver culturally safe care. Both cultural competency and cultural safety avoids problematizing Aboriginal peoples by focusing on creating individual and systemic change through critical reflection [3,4,28,30,31]. The aim of this paper is to document the process of self-reflection, and subsequent changes, undertaken by RDH doctors and Aboriginal language interpreters who worked side by side during the 4-week pilot study.…”

Section: Introductionmentioning

confidence: 99%

“The talking bit of medicine, that’s the most important bit”: doctors and Aboriginal interpreters collaborate to transform culturally competent hospital care

Kerrigan

McGrath

Majoni

et al. 2021

Int J Equity Health

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Background In hospitals globally, patient centred communication is difficult to practice, and interpreters are underused. Low uptake of interpreters is commonly attributed to limited interpreter availability, time constraints and that interpreter-medicated communication in healthcare is an aberration. In Australia’s Northern Territory at Royal Darwin Hospital, it is estimated around 50% of Aboriginal patients would benefit from an interpreter, yet approximately 17% get access. Recognising this contributes to a culturally unsafe system, Royal Darwin Hospital and the NT Aboriginal Interpreter Service embedded interpreters in a renal team during medical ward rounds for 4 weeks in 2019. This paper explores the attitudinal and behavioural changes that occurred amongst non-Indigenous doctors and Aboriginal language interpreters during the pilot. Methods This pilot was part of a larger Participatory Action Research study examining strategies to achieve culturally safe communication at Royal Darwin Hospital. Two Yolŋu and two Tiwi language interpreters were embedded in a team of renal doctors. Data sources included interviews with doctors, interpreters, and an interpreter trainer; reflective journals by doctors; and researcher field notes. Inductive thematic analysis, guided by critical theory, was conducted. Results Before the pilot, frustrated doctors unable to communicate effectively with Aboriginal language speaking patients acknowledged their personal limitations and criticised hospital systems that prioritized perceived efficiency over interpreter access. During the pilot, knowledge of Aboriginal cultures improved and doctors adapted their work routines including lengthening the duration of bed side consults. Furthermore, attitudes towards culturally safe communication in the hospital changed: doctors recognised the limitations of clinically focussed communication and began prioritising patient needs and interpreters who previously felt unwelcome within the hospital reported feeling valued as skilled professionals. Despite these benefits, resistance to interpreter use remained amongst some members of the multi-disciplinary team. Conclusions Embedding Aboriginal interpreters in a hospital renal team which services predominantly Aboriginal peoples resulted in the delivery of culturally competent care. By working with interpreters, non-Indigenous doctors were prompted to reflect on their attitudes which deepened their critical consciousness resulting in behaviour change. Scale up of learnings from this pilot to broader implementation in the health service is the current focus of ongoing implementation research.

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An Indigenous Australian Cultural Competence Course: Talking Culture, Race and Power

Cited by 19 publications

References 31 publications

“It's Self‐Determination. Blackfullas Making Right Decisions for Blackfullas”: Why Indigenous‐owned businesses create better Indigenous employment outcomes

“It's Self‐Determination. Blackfullas Making Right Decisions for Blackfullas”: Why Indigenous‐owned businesses create better Indigenous employment outcomes

The construction of tribal learning mechanisms in indigenous higher education

“The talking bit of medicine, that’s the most important bit”: doctors and Aboriginal interpreters collaborate to transform culturally competent hospital care

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